What makes these civic engagement projects philosophy?
Though we recognize the value in pure philosophy, especially for those who are professional philosophers, we also observe the hazards disconnecting theory and practice. We believe that, in general, theory and practice need to influence each other in an ongoing interchange that improves both.
Rather than confining philosophy to abstract reasoning, we endorse the strain of philosophy that engages directly with the world. With roots back as far as Socrates, this strain continues today in the work of philosophers who:
(1) Study and write about today’s political, social, scientific, ethical and other public concerns;
(2) Focus on the examined life—critical reflection on one’s own life, principles, and actions;
(3) Apply philosophical principles in practical ways, beyond strict disciplinary bounds;
(4) Engage in activism.
Even philosophers who prefer abstract philosophy, though, might agree that students can better grasp philosophical concepts through concrete experiences. Civic engagement projects take students out of their comfort zone, helping them open their minds to new ideas. It can help beginning students understand that many philosophical questions have import in their lives, providing an important entry point.
Are civic engagement projects just for ethics classes?
No. It would enhance many other courses, as well—feminist philosophy, philosophy of education, and political philosophy, for example.
What do students get out of this?
Students gain practical and philosophical skills and attitudes that promote citizenship. Skills gained, we believe, include:
1. Independent thinking
2. Critical reflection on issues
3. Critical reflection on one’s own life and actions
4. Ability to engage in civil dialogue
- Accurate and charitable interpretation of others’ views
- Articulating one’s own values and conceptual framework
5. Sympathy for others, including “different” others
6. Recognizing ability to make change (empowered)
7. Motivation to make change
8. Motivation to engage in civil dialogue
In class, students engage in critical reflection and writing as they would in a typical philosophy class. The projects also introduce them to other forms of critical reflection, as when they choose and assess their projects, and when they engage with the public. These activities give students the opportunity to establish #1 through #4.
Other aspects of the curriculum address skills #5 through #8. Because students choose a project related to their own interests, they are enthusiastic about the opportunities. When they succeed, which most do to some extent, their initial enthusiasm is rewarded, contributing to longer-term motivation.
Do students gain any academic skills?
Yes. In class, students engage in critical reflection and writing as they would in a typical philosophy class. The projects also introduce them to other forms of critical reflection, as when they choose and assess their projects, reflect on how their readings relate to their projects, and when they engage with the public. These give students the opportunity to establish skills in:
1. Independent thinking
2. Critical reflection on issues
3. Critical reflection on ones’ own life and actions
4. Ability to engage in civil dialogue
- Accurate and charitable interpretation of others’ views
- Articulating one’s own values and conceptual framework.
Isn’t this just service learning by another name?
No. While there is overlap, particularly with service learning projects that include extensive reflection, there are two chief differences. The first is the element of choice—students choose their own projects, rather than being assigned a project by the instructor. Second, some aspect of the project has to be public, so that the student needs to defend their choice to someone other than their professor. Both of these requirements require students to think and act for themselves. For more information, see “Beyond Service Learning: Civic Engagement in Ethics Classes”
Isn’t this an awful lot of work for students?
We gauge the requirements according to standard per-credit work expectations in our respective institutions. The project and reporting are time-consuming, but we tailor the other aspects of the course (reading, writing, tests, papers, etc.) to take that into account.
Isn’t this an awful lot of work for the instructor?
Teaching through civic engagement does require some extra effort. But it is a rewarding change from the usual classroom and grading activities. When you talk with students about their projects, see the projects succeed, and assess students’ reports on their semester’s work, you will see signs of real progress, which are very often hard to detect in typical class work.
It is also possible to streamline the effort effectively for both student and instructor by such strategies as using class hours for individual meetings, tailoring reading and writing assignments to contribute to the project, and encouraging students to work in groups.
Does this only work for students who are already activists?
No. Most of our students do not identify as activists. Some even actively dread the idea of sticking their necks out. Nevertheless, their projects are successful.
How would I implement this in my classes?
You can find many helpful resources—sample syllabi, examples of projects, etc. on this site. Many colleges and universities also have experienced faculty, community based learning coordinators, or others who can help.