Democratic nations share some concepts of citizen rights and responsibilities. Green free Tan partly

1
Democratic nations share some concepts of
citizen rights and responsibilities. Green
free Tan partly free Red not free
40 democratic countries in 1972 121
democratic countries today
2
What does literacy mean to those who are
illiterate today? Chameli Waiba Nepal
--Handout http//www.npr.org/templates/story/story
.php?storyId100677646
3
Greg Mortensenbuilt 78 schoolsin Pakistan
andAfghanistan
http//www.threecupsoftea.com/ Developed a school
curriculum for school children to help called
Pennies for Peace
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(No Transcript)
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Liberty and Literacy

• Definitions of liberty
• What kind of literacy?
• TOPICS of our course
• What are the purposes of public schools?
• What essential knowledge and values should each
  student learn in school?
• Who should be taught?
• Who decides what is taught?
• What ideas drive these decisions?

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AIMS What were Jeffersons two main goals for
his proposed school plan in Virginia?

• GOALS WERE
• 1. To identify future leaders, a new natural
  aristocracy
• 2. To equip the population to function
  effectively in the civic (political), economic,
  and private spheres of life
• Education was a way to maximize happiness,
  provide opportunity for individuals, and to
  benefit society
• School wards would serve as little republics
  (Tozer, 38)

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Natural Aristocracy

• NOT BORN INTO SOCIAL POSITION
• LAY THE AX TO THE PSEUDO ARISTOCRACY
• Lemann, N. The Big Test The Secret History of
  the SAT (1999) The Natural Aristocracy, 42-52.
  

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Jeffersons Natural Aristocracy

• Will the Natural Aristocracy SERVE THE PUBLIC
  OR develop SELF-INTERESTS and want to preserve
  their power and influence? (see Lemann,45-46)
• What fights against corruption in a
  representative government?
• Disclosure/Transparency
• Voting the bums out

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SCHOOL Jeffersons EducationPlan for Virginia
See Tozer, 38-45Jeffersons Ideal to
EducateCitizens for a Republic

• PROPOSAL The 4 interrelated tiers and their
  purpose
• 1. Elementary for boys and girls (3 years, basic
  skills) 3 years of FREE elementary school for
  both boys and girls
• Subject matter reading, writing, arithmetic,
  history (Greek, Roman, English, American-- to
  judge mistakes of the past)
• 2. Grammar for boys only, up to 6 years, advanced
  skills and languages) Model already existed
  as tuition schools for a small group able to
  afford it.
• Languages were at center of curriculum (Greek,
  Latin, English), advanced math, geometry,
  geography, and navigation
• 3. University for some boys (study of science)
• 4. Self-Education and life-long learning
  (Libraries, newspapers)
• The people are the ultimate
  guardians of their own liberty.
• Difference of opinion leads to
  inquiry, inquiry leads to truth.

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What is citizenship in classical democracy?

• Follow Thursdays Handout
• There are some more, raise your hand if you need
  one.

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Liberal Democratic States avoid

• Manipulation
• Indoctrination
• Propaganda
• Deception
• Threats
• Force

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Early liberal beliefs all men are created
equal unalienable rights consent of the
governed are translated into defining
citizenship as

• Citizenship is essentially a matter of ensuring
  that everyone is treated as a full and equal
  member of society (participate and enjoy life)
• WITH TYPES of RIGHTS Civil (freedoms rights
  to live, enjoy, move, and express in society),
  Political (vote), Economic, and Social (access to
  services like schooling, health, social
  security).
• NEEDS A STATE Need a liberal democratic welfare
  state to protect rights

T. H. Marshall(1949)
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Readings on Democracy for Exam 1 Arends et al.
Political Socialization 286-287, The Meaning of
Democracy in Educational Practice Tozer, Chapter
1, 6, Freedom Tozer, Chapter 2, 33Jefferson as
Classical Liberal Tozer, Chapter 2, 29-38
reason, natural law, virtue, progress, freedom,
nationalism.

• Merriam webster definition of Democracy
• democracy
• Middle French democratie, from Late Latin
  democratia, from Greek demokratia, from demos
  -kratia -cracy Date 1576
• 1 a government by the people especially rule
  of the majority b a government in which the
  supreme power is vested in the people and
  exercised by them directly or indirectly through
  a system of representation usually involving
  periodically held free elections
• 2 a political unit that has a democratic
  government
• 3capitalized the principles and policies of the
  Democratic party in the United States emancipation Republicanism to New Deal Democracy
  C. M. Roberts
• 4 the common people especially when constituting
  the source of political authority
• 5 the absence of hereditary or arbitrary class
  distinctions or privileges

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IDEOLOGY Classical Liberals Jefferson adopts
John Lockesview of society (middle class)
STUDY Tozer, CH 2, 29-33

• Right of individuals to control their economic
  destinies. (An early form of capitalism, rather
  than state controlled economy that benefited
  aristocracy.)
• Four Freedoms intellectual (break from Church
  control, faith in progress, faith in science),
  political (break from Church control, voting for
  white, male land owners), civic (daily lifeBill
  of Rights), and economic. These were mostly
  negative freedoms freedom from interference.
• Self-governance (you cant count on others to
  look out for your interests)
• REASON PROGRESS NATURAL LAW NATIONALISM
• Citizens need these virtues love of country,
  austere living, strict observance of moral code,
  willingness to sacrifice private profit for
  public good, fulfilling ones duties to God
  (devotion, but use science to understand the
  world), and hard work (Tozer, 30-31)

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A stronger democracy would focus on more than
just voting. The most distinctive aspects of
democracy are..

• VIRTUES that combine to create the ability and
  willingness to question political authority and,
• to engage in public debate (public
  reasonableness rather than self-interest,
  persuasion, compromise) and then make changes in
  the arrangements of life.

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Political science supports a changingModern
Democratic Theory that adds Talk-centric
to Vote-centric
We the people.
Institutions of government
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Deliberative Democracy Voice rather than vote
is the vehicle of empowerment.

• Free and open debate.
• Who is at the table?
• 19th Century??
• 21st Century??

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Right to disagree But can we work out compromises?
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Most distinctive feature of liberal democracy

• Citizens need to have virtues that combine to
  create the ability and willingness to question
  political authority and to engage in public
  debate (public reasonableness rather than
  self-interest, persuasion, compromise).
• unalienable rights consent
  of the governed

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BELIEFS --ROOTS OF A STRONG DEMOCRACYJefferson
argued for some of the elements of democratic
empowerment of each citizen that would be part of
our modern sensibilities.

• Believing in the individuals right and
  responsibility to participate publicly.
  Influenced by specific social role, class, and
  gender, limited voting rights (white males with
  property
• Having a sense of political efficacythat YOU
  can make a difference. Especially at local
  level
• Coming to value the principles of democratic
  lifeequality, community, and liberty.
• Knowing that alternative social arrangements to
  the status quo exist and are worthwhile How to
  get change?
• Gaining the requisite intellectual skills to
  participate in deliberation---public debate.
  Education was critical

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Schools rely on a meritocracy Those who are the
most talented and work hard deserve rewards. In
government, we still have wealthy people in
Congress and family dynasties.

• Those who are the most talented and work hard
  deserve rewards.
• Meritocracy is a system of a government or
  another organization wherein appointments are
  made and responsibilities are given based on
  demonstrated talent and ability (merit), AND NOT
  BY
• rather than by wealth (plutocracy), family
  connections (nepotism), class privilege
  (oligarchy), friends (cronyism), seniority
  (gerontocracy), popularity (as in democracy) or
  other historical determinants of social position
  and political power. In a meritocracy, society
  rewards (by wealth, position, and social status)
  those who demonstrated talent and competence,
  demonstrated through past actions or by
  competition.
• According to the ideology of the American Dream,
  America is the land of limitless opportunity in
  which individuals can go as far as their own
  merit takes them. According to this ideology, you
  get out of the system what you put into it.
  Getting ahead is ostensibly based on individual
  merit, which is generally viewed as a combination
  of factors including innate abilities, working
  hard, having the right attitude, and having high
  moral character and integrity. Americans not only
  tend to think that is how the system should work,
  but most Americans also think that is how the
  system does work (Huber and Form 1973, Kluegel
  and Smith 1986, Ladd 1994). 
• BARRIERS NOT EVERYONE STARTS AT THE STARTING
  LINE??

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REVOLUTION BUILDS ON THE IDEA OF RIGHTS What
are unalienable rights?Life, liberty, pursuit of
happiness
The King George III violated the social contract
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What makes a perfect society?Here are past
201/202 responses

• Political
• Fulfill democratic ideal
• All participate
• All vote, informed citizens
• Eliminate corruption
• Cooperation between parties
• Less red tape, bureaucracy
• More political parties
• More leaders from more groups
• Social
• Health care
• Eliminate race and economic barriers
• No poverty
• Full employment
• Good public transit
• Community activism
• Respect cultural difference
• Protect the environment

• Education
• Quality schools for all
• True equal opportunity
• Everyone goes to college
• Lots of specialized schools
• Critical thinking and problem solving
• Innovative programs
• No testing
• More nontraditional responses
• Break up into smaller societies
• Greater emphasis on the collective rather than
  individualism
• Socialism
• Competition reduced
• Diet coke flows like water
• Dancing and singing garbage men

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AIMS What were Jeffersons two main goals for
his proposed school plan in Virginia?

• GOALS WERE
• 1. To identify future leaders, a new natural
  aristocracy
• 2. To equip the population to function
  effectively in the civic (political), economic,
  and private spheres of life
• Education was a way to maximize happiness,
  provide opportunity for individuals, and to
  benefit society

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What was the psychology of learning of
Jeffersons day? Faculty Psychology comes out
of colonial school model (Tozer, 42).

• Mind as a muscle, needs "exercise" and
  discipline.
• Idleness ruins the mind
• Dont be intellectual girly men.
• Youve got to pump it up
• Hans and Frans

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What kind of society was right according to
Jefferson?
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Political Economy AGRARIAN BASE WHO was the
model citizen according to Jefferson?
Self-sufficient and self-governing.VIRGINIA
1780 -1820s (Tozer, 24)

• Yeoman farmer, self-sufficient, hard working,
  modest (90 in agriculture)
• The family (based on patriarchy) was the primary
  unit of production
• Connected to others through small rural
  communities where citizens made decisions about
  local issues.

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INSTITUTIONS THAT INFLUENCE SCHOOLSJEFFERSON
WANTED TO LIMIT THE INFLUENCE OF THE CHURCH.

• Why?

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INSTITUTIONS JEFFERSON WANTED TO LIMIT THE
INFLUENCE OF THE CHURCH. WHY?IDEOLOGY
BELIEF IN REASON AND CONSENT
If separation of church and state was part of the
move toward a modern state what would the first
schools do about the religious character and use
of the Bible as a central text in the colonial
schools? JEFFERSON opposed it
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IDEOLOGY BELIEF What differing views existed
about the connection between virtue and religion
and schooling in early America?

• Jefferson (not majority view)
• Believes that moral training is needed (family
  and community norms)
• Dont use Bible in schools
• Stresses discipline and intellectual training in
  school.

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From colonial, Puritan views about children and
learning, post-revolutionary America inherited a

• Legacy of religious training
• Benjamin Rush A Christian cannot fail of being
  a republican. (Tozer, 47-49) without virtue
  there can be no liberty.
• Legacy of harsh discipline
• Does not resolve which religions would
• control the schools.Pan Protestantism
• is intended, local control.

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RELIGION in Schools MAINSTREAM VIEW Dr.
Benjamin Rush (PA) (see Tozer, 47-49) changed
government now need to change principles,
opinions, and manners

• AIMS OF SCHOOLING
• Create a more homogeneous population
• To have freedom, one needs restraints
  internalized BOUNDED LIBERTY
• Grounded in religion humility, self-denial,
  and brotherly kindness
• PUBLIC SUPPORT FOR RELIGION IN SCHOOLS

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Quick Write 3 from last Thursday results
were90 of you viewed todays virtues as
different10 viewed them as similar--love of
country since 9/11, hard work, live a moral life,
paying taxes to help others, with economy now
pay off debts (austerity), radical change in
middle class wealth.

• Classical liberals like Thomas Jefferson believed
  that citizens needed these virtues love of
  country, austere living, strict observance of
  moral code, willingness to sacrifice private
  profit for public good, fulfilling ones duties
  to God (devotion, but use science to understand
  the world), and hard work (Tozer, 30-31).
• Which of these virtues would be supported today
  and which would not and why?
• You said we are different because we are now
  dominated by individualism, look out for
  yourself, bigger is better, materialism, less
  religion, political corruption, cheating in
  baseball, and corporate cheating.

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Key Takeaways IDEOLOGY 2 KEY ELEMENTS OF
CLASSICAL LIBERAL THOUGHTHUMAN NATURE HELD
POSSIBILITIES

• 1. REASON (overcame original sin, proof of human
  capacity was Enlightenment thought)
• 2. VIRTUE (humans could be good or evil)
• Both were needed for Republican government
• VIRTUES WERE Duty, piety, love of country,
  austere living, strict observance of the moral
  code, work ethic, sacrifice for the public good
• Womens virtues were different from men piety,
  submissiveness, purity, domesticity

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Jeffersons Elementary School Proposal for
VIRGINIA NEVER PASSED

• No State Law for funding schools
• No 3-year basic education for boys and girls
• No scholarships for grammar or university
  schooling for those who are poor but show
  academic talent.

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SCHOOLS Why was the university important to
Jeffersons plan for functioning of society?
JEFFERSON finally gained passage for UNIVERSITY
OF VIRGINIA

• Jefferson was on the Board of the University
• He worked to control the kind of government
  course taught

To identify future leaders, a new natural
aristocracy
37
TEXTBOOKS 1783Noah WebstersAmerican
Spelling Book

• 1783 first spelling book
• Americanize language
• Changed British system
• colour color
• Stressed moral development

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What kinds of books were used in schools?Noah
Websters American Spelling Book

• http//www.merrycoz.org/books/spelling/SPELLING.HT
  M
• Webster American Spelling Book Contained
• Protestant Catechism
• Moral lessons
• Politics
• Americanization of spelling English words

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How did children learn virtues??One way, in
school.Noah Websters American Spelling Book

• Sayings in Websters spelling book
• Be kind to all as far as you can you know not
  how soon you may want their help and he that has
  the good will of all that know him, shall not
  want a friend in the time of need.

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Noah Websters American Spelling Book1783 first
spelling book

• Sayings in Websters spelling book
• A wise child loves to learn his book but the
  fool would choose to play with toys.
• Sloth keeps such a hold of some clowns, that
  they lie in bed when they should go to school
  but a boy that wants to be wise will drive sleep
  far from him.

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Noah Websters American Spelling Book1783 first
spelling book

• Sayings in Websters spelling book
• Love him that loves his book, and speaks good
  words and does no harm for such a friend may do
  thee good all the days of thy life.
• Aim Humble, devout, and law abiding citizens
• What curriculum? Reading, writing, math, history,
  and Christian morality

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(No Transcript)
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Noah Websters Political Training LIMITS of
LiberalismAmerican Spelling Bookon Voting

• Q. Can every an sic man in the states vote
  for delegates to Congress?
• A. By no mans sic. In almost every state some
  property is necessary to give a man a right to
  vote. In general, men who have no estate, pay no
  taxes, and who have no settled habitation, are
  not permitted to vote for rulers, because they
  have no interest to secure, they may be vagabonds
  or dishonest men, and may be bribed by the rich.

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Noah Websters SpellerPOLITICS Federal
Catechism Speaks against Direct Democracy

• Q. What are the defects of democracy? A. In a
  democracy, where the people meet for the purpose
  of making laws, there are commonly tumults and
  disorders. A small city may sometimes be governed
  in this manner but if the citizens are numerous,
  their assemblies make a crowd or mob, where the
  debates cannot be carried on with coolness or
  candour, nor can arguments he heard Therefore a
  pure democracy is generally a very bad
  government. It is often the most tyrannical
  government on earth for a multitude is often
  rash, and will not hear reason.

45
Noah Websters American Spelling Book Politics
Representative Government is best.

• Q. Is there another and better form of government
  than any of these?
• A. There is. A REPRESENTATIVE REPUBLIC, in
  which the people freely choose deputies to make
  laws for them, is much the best form of
  government hitherto invented.
• Raises questions about role of citizen

46
Q. What are the peculiar advantages of
representative governments?Does this work?
Think of our state.

• A. When deputies or representatives are chosen to
  make laws, they will commonly consult the
  interest of the people who choose them and if
  they do not, the people can choose others in
  their place. sic Besides, the deputies coming
  from all parts of a state, bring together all the
  knowledge and information necessary to show the
  true interest of the whole state at the same
  time, being few in number, they can hear
  arguments and debate peaceable on a subject. But
  the great security of such governments is, that
  the men who make laws are to be governed by them
  so that they are not apt to do wrong wilfully.
  When men make laws for themselves, as well as for
  their neighbours, they are led by their own
  interest to make GOOD laws.

47
Women and Education

• Colonial
• Post Revolution

48
What key forces in the political economy shaped
womens position in society and views about
education?

• FAMILY
• CLASS
• RELIGION
• LIMITED REBULICANISM
• HOME PRODUCTION
• PROFESSIONS
• BOOKS PUBLISHED
• HOW WAS EDUCATION VIEWED?
• Education for women was based on usefulness
  Instruction in domestic skills and basic
  literacy, for Bible reading and to help children
  become literate, home management if husband absent

49
Managing theHome

• Idealized vision
• of wife in 1700s
• Virginia
• Home, literacy for home production and charity.

50
Jefferson and the Education of his own daughter
Martha (Solomon, 13)

• Reading best literature
• Sciences
• Equipped to head her own family if needed
• John Adams told his daughter to study French
  rather than Latin and Greek typical for boys,
  would not be reputable for a girl to study Latin
  and Greek.

51
Abigail Adams writes to POST REVOLUTION John
Adams, 1776 (Solomon, 1)

• Educate girls and women for the Benefits of the
  rising Generation
• Distinguish the new constitution for its value
  of learning and virtue
• Heroes should include learned women
• Early education is critical and childrens first
  principles are learned from a mother.

52
WOMENS EDUCATIONColonial to 1776

• Colonial --Idea of college education would be
  dismissed. PLACE (family, society) AND ABILITIES
  (views about reason). Women lower literacy
  rates than men, 1770, fewer women could write or
  sign their name (50 of women, 80 of men).
  (Solomon, 3)
• Post Revolution EDUCATION SEEN AS MORE VITAL for
  the Republic. Abigail Adams and others sought
  a place for learned women A new democratic
  ideal which changed society, created divisiveness
  about slavery but not about the status of women.
  New constitution gave some men more rights.

53
IDEAS SOCIAL CHANGES INSPIRED IN POST
REVOLUTION AMERICA

• Led a few educated women to engage with
  classical liberal ideas outside of their
  traditional role.
• 1776 Prompted Abigail Adams to urge protection
  for women under the new Constitution.
• Outcome left to STATES, and no vote.
• States controlled property rights,
• marriage, divorce, contracts, etc.

54
Why was education limited for women in the
Colonial period? IDEOLOGY shaped womens position
in society and views about education. (Solomon
Reading)

• BELIEF SCIENCE AND RELIGION WOMENS NATURE more
  emotion, less reason (physically smaller brains,
  weaker) Solomon, 2
• BELIEF RELIGION Protestant view that Adam formed
  first, and women were responsible for original
  sin.
• BELIEF WOMENS ROLE IN PRIVATE SPHERE--duties as
  wives, mothers, and some role in home production

55
Enlightenment Thinking OPENED THE DOOR FOR WOMEN
TO CHALLENGE SOME OF THE BARRIERS TO THEIR
EQUALITY

• Some women gained a more liberal education
  through their families, and some spoke out.
• Shifts in religion, science, economy made
  female education more important in upper class
  colonial society (Solomon, 4)
• God at a distance, humans greater responsibility
  for their lives
• Lockes view of rationality, no distinction
  based on sex (different from Classical Liberal
  view)
• Presence of a few educated women

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Engagement was difficult because

• Classical liberal view---Your right to
  participate in society depended upon your
  capacity to reason and your nature (laws of God
  and nature).
• IDEOLOGY BELIEF IN
  REASON
• Also
• IDEOLOGY RIGHTS AND FREEDOM Talk of rights and
  freedom inspired some women asked why not them?

57
Mary Wollstonecraft wrote The Vindication of the
Rights of Women1792 Read by John and Abigail
Adams

• The Vindication of the Rights of Women demanded
  the same rights as men
• Educate boys and girls the same
• Right to Vote
• Professions open
• How could women advance
• without education?
• When was this equality achieved?

58

• In what year could women attend the University of
  Virginia (Jeffersons educational success), the
  highest ranked public institution in the state?

59
Million dollar question

• In what year could women attend the University of
  Virginia (Jeffersons educational triumph) the
  highest ranked public institution in the state?
• A) 1966 B) 1954
• C) 1971 D) 1870

60

• B) 1954
• C) 1971

61
Before 1975, how did women fare regarding access
to higher education? Key court case and
legislation.

• ????
• Court orders University of Virginia to admit
  women

62
1972 Congress passes Title IX

• Which prohibits institutions that receive federal
  funding from gender discrimination in educational
  programs or activities
• Because almost all schools receive federal funds,
  Title IX applies to nearly everyone.

63
Differentiated OpenCurriculum
Access
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Post RevolutionCrack in the barrier to rights.

• 75 women in Elizabeth NJ seized the opportunity,
  some continued to vote until 1807, new act free
  white male citizens over 21, worth 50 pounds,
  clear estate

Like cracks in the wall.
65
1826 SCHOOLING OPPORTUNITIESBoston opened a
Classical High School for GirlsDesire for
education among women..

• Directed by Ebenezer Bailey
• So successful, long waiting list of applicants
• Closed school after 3 years
• Not another high school in Boston for girls until
  1852, Girls High School opened as part of the
  Normal School

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No accident that in the Post-Revolution Period
that education for all became more important.

• Education of sons in preparation for citizenship
• Some literacy needed for family responsibilities
• Changing roles for women new role as teachers
  after 1840s