Framing a Model of Democratic Thinking to Inform Teaching and Learning in Civic Education.

Abstract

Recent efforts to improve civic education have focused on improving students’ knowledge and engagement by increasing their exposure to history and civics content, implementing better state standards, improving teacher education, and instituting more service learning requirements. This dissertation argues that we must look beyond knowledge acquisition and behavioral indicators of engagement, broadening our attention to the thought processes necessary for democratic citizenship—that is, “democratic thinking.” This study begins to identify and describe the cognitive components underlying problem solving and decision-making in a democracy, and sheds light on the range between novice and more sophisticated thought processes. In an initial study using products of democratic thinking to uncover its components, I analyzed the work of political theorists and found four salient features of their thinking—(1) key democratic concepts and conceptual tensions, (2) formative knowledge, (3) public reason, and (4) deliberative decision-making. In a second study, I looked at democratic thinking in action, focusing on formative knowledge, or knowledge in use. Using the think aloud method, I analyzed the thought processes of eight political scientists’ and eight high school students’ as they grappled with the issue of bipartisanship in U.S. politics. I found that members of both groups had existing theories that they employed when expressing their views. These ideas influenced the way both scholars and students reasoned with new information. Far from being tabula rasa, students had working concepts and theories that played a central role in their thinking. However, compared to political scientists, students often employed superficial understanding of democratic concepts, lacking relevant knowledge that might enhance their understanding. Not surprisingly, sophisticated thinkers had more knowledge, but, more importantly, they used their knowledge to construct, support, and elaborate ideas and issues; to scrutinize and evaluate information; and to challenge others’ assertions and arguments. These findings have implications for curriculum specialists, teachers, and teacher educators. Social studies curriculum and instruction should provide opportunities for students to use their knowledge to reason about civic issues. Teacher education courses should focus on helping teachers develop research-based goals and instructional techniques that will equip students to use knowledge and information effectively.