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• W15664911 abstract "The authors of this paper have worked for a number of years developing a model of liberal citizenship. That model consists of five basic elements: rights, interests, affections duties and virtues. In developing the model, we have developed a multifaceted conception of power to better understand the requirements for civic efficacy. Part of developing the model of citizenship has involved sharing the model and our conception of power with our students.In teaching citizenship to our students we have faced two convergent problems. First, students struggle to connect concepts to empirical events. Second, students do not apply what they have learned to their own lives. We address these problems through active learning. We follow C. Wright Mills in sensing that students will not learn to act as citizens until they connect their personal problems to larger issues. Connecting concepts of citizenship to their lives requires them to get out of their seats and act like citizens. We have tested this basic pedagogical assumption in several assignments. This essay describes and analyzes three of these assignments and explains what they have taught us about teaching citizenship.The first technique is the “Power Walk.” We have a typology of power that includes power to, power over, cooperative power, the power of being, and impersonal power relations. We ask our students to apply these crucial distinctions by walking around the campus and conducting interviews with persons who exercise power. The second technique is the “Power of Being Inventory.” Following, Nietzsche, Foucault and Spinoza, we argue that power is constitutive of identity. “The power of being” is the process by which identities are formed and sustained. We ask our students to inventory the deepest commitments and those of persons who they interview to answer the question: Who am I? They complete the inventory and report in class on “accidental, “sticky” and “core” traits. The third technique is the civic profile. In our classes, we present our model of liberal citizenship involving a variety of duties including non-discrimination, impartiality, civic rationality and civic respect. We also describe civic virtues that are needed to meet these duties including civic attention, civility, civic hospitality, tolerance and poise. Students review and report on a series of scenarios that reveal whether they are willing to accept the duties of liberal citizenship and how they could acquire the virtues they need to meet them. No grade penalty ensues if they do not accept the duties of citizenship. The three exercises are constantly evolving. In all there forms they have allowed for improvements in teaching and learning. Even though they are tied to models we have developed, the exercises are adaptable for other models and approaches." @default.
• W15664911 created "2016-06-24" @default.
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• W15664911 date "2012-01-01" @default.
• W15664911 modified "2023-09-25" @default.
• W15664911 title "Three Active Learning Assignments for Teaching Liberal Citizenship" @default.
• W15664911 hasPublicationYear "2012" @default.
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