{"id":2787,"date":"2016-11-08T21:46:32","date_gmt":"2016-11-08T21:46:32","guid":{"rendered":"https:\/\/www.doingwhatmatters.com\/?p=2787"},"modified":"2020-06-08T20:38:14","modified_gmt":"2020-06-08T20:38:14","slug":"virtue-education-and-the-electorate","status":"publish","type":"post","link":"https:\/\/doingwhatmatters.com\/virtue-education-and-the-electorate\/","title":{"rendered":"Virtue, Education, and the Electorate"},"content":{"rendered":"

An orderly\u00a0line of voters snaked halfway around the parking lot at the polling place this morning. The crowd courteously made way for seniors with canes, wheelchairs, or walkers, with quiet thanks to those who sported evidence of military service. My favorite arrival of the morning was a beautiful\u00a099-year-old\u00a0lady, accompanied by her daughter. Just imagine the changes she’s seen in voting rights during her lifetime (it wasn’t until 1920 that the 19th amendment granted women the right to vote)! I would love to know who received her vote\u00a0this year, and how she arrived at her decision.<\/p>\n

\"Virtue,<\/a><\/p>\n

Making an informed voting decision has been a challenge to many voters this election year. More people seemed\u00a0to be wishing for a “None of the above” choice on the ballot.\u00a0In an airport bookstore last month, I picked up a small magazine with a cover image that asked: “How did we get here?<\/strong>” I read the article while\u00a0standing in line this morning, and thought I’d share a few tidbits\u00a0in case you need a little waiting-in-line reading too. Agree or disagree, I think you’ll find a lot to mull over.<\/p>\n

Thoughts on “The Virtue of an Educated Voter<\/a>” by Alan Taylor<\/h1>\n

Ignorance and despotism seem made for each other.<\/em>
\nThomas Jefferson<\/a><\/p>\n

Alan Taylor<\/a>, the author of the original article in The American Scholar<\/em><\/a> is a Pulitzer Prize winning historian at the University of Virginia. In this article, he offers a look at the founding fathers<\/a>‘ understanding of the purpose of eduction, examines\u00a0how and why that understanding has been lost, and considers the consequences of the loss. If you have an interest in education or the American republic, it’s a compelling read.\u00a0I hope these few takeaways will lead you back to the original article.<\/p>\n

Purpose of education in the new American republic:<\/strong> “More than a mere boon for individuals, education was a collective, social benefit essential for free government to endure\u00a0. . .\u00a0Thomas Jefferson noted, ‘I have looked on our present state of liberty as a short-lived possession, unless the mass of the people could be informed to a certain degree.'”\u00a0Kings and dictators relied\u00a0on malleability of an uneducated populace to stay in power, but a republic required an electorate that was not only vigilant but virtuous.<\/p>\n

Virtue, education, and the electorate:<\/strong> The founding fathers understood that people “needed to cultivate a special character known as ‘virtue’: the precious capacity to transcend their diverse self-interests by favoring the common good” in order to make wise decisions for the new country.” Steeped in the classics, they had doubtless examined virtue with Plato<\/a> and Aristotle<\/a>, as well as in the pages of scripture. The cardinal virtues of\u00a0\u00a0justice,<\/strong> prudence<\/strong>, temperance<\/strong>, and fortitude<\/strong>, along with the theological virtues of faith<\/strong>, hope<\/strong>, and love<\/strong>, informed their thought in every\u00a0area.<\/p>\n

Virtuous or vicious?<\/strong> The opposite of being virtuous (characterized by virtue) is to be vicious (characterized by\u00a0vice). In this context it’s easier to see the truth in Benjamin Rush<\/a>‘s comment that\u00a0\u201cIf the common people are ignorant [lacking knowledge] and vicious, a republican nation can never be long free,” rather than being distracted by its seeming rudeness.\u00a0As you read the quotes from colonial-era public figures, it’s clear that the concept of microagression had not yet been invented, and word definitions were more closely aligned with their\u00a0etymology.<\/p>\n

\"Thomas<\/a>“Worth and genius vs. wealth and birth<\/strong>: Thomas Jefferson urged that “worth and genius” be “sought out from every condition of life and compleately prepared by education for defeating the competition of wealth & birth for public trusts.\u201d<\/p>\n

Access to education<\/strong>: Education was less readily\u00a0available\u00a0in those days \u2014 women and people of color were mostly excluded from higher learning, and fewer than one percent of American men went to college in 1800. But despite the need for an informed citizenry to preserve the republic, the gentry were “loath to pay higher taxes to educate common whites, [they] preferred to hire tutors to prepare their sons for private colleges in another state or in Britain.”<\/p>\n

Jefferson’s education proposal<\/strong>: Thomas Jefferson proposed diving the states into manageable districts and requiring that voters build and manage schools. From these schools, the “best boys (but no girls) would advance to county academies, where the rich would pay tuition but the best poor boy from each hundred school would earn a charity scholarship. In turn, the finest charity graduate from each academy would merit a college scholarship.”\u00a0His goals were not only to ensure that every citizen knew how to \u201cto read, to judge & to vote understandingly on what is passing\u201d but also to cultivate future leaders for the republic.<\/p>\n

You’ll have to read the whole article to discover why his proposal foundered, and how and why the New England states moved ahead. One clue: “The conviction that freedom required education flourished only where slavery had been disavowed. Northerners paid for the expansion of educational opportunity with their tax dollars because they anticipated economic benefits.”<\/p>\n

Me, myself, I, and mine:<\/strong>\u00a0By redefining the purpose of education as an individual economic good, the “collective, social rewards of education: the ways in which we all, including those who do not attend college, benefit from better writers and thinkers, technological advances, expanded markets, and lower crime rates” are overlooked. When\u00a0education is seen as benefitting only\u00a0the person who has it, some inevitably wonder\u00a0“why taxpayers should pay for the education of others \u2014 particularly those of poorer means, different culture, or darker color.”<\/p>\n

The consequences<\/strong> (which circles\u00a0back to the question of “How did we get here?”): By forsaking virtue as the goal\u00a0for education and the idea of a virtuous electorate as necessary to preserve the republic, Taylor predicts that “free government will become a stage set for opportunists to pander to the prejudices and fears of the poorly educated.”<\/p>\n

What can be done?<\/strong>\u00a0The final section of Taylor’s article offers brief thoughts on\u00a0a return to a better understanding of the purpose of education and\u00a0recovery of the founding fathers’\u00a0“concept of virtue, classically defined, as a core public value worth teaching.” For those of us who wanted to check the “none of the above” box, there are four years before the next election\u00a0to learn more about the true purpose of education and the concept of virtue as it relates to the election process. Since I’ve got a few years to go before I turn 99, I consider that a challenge worth accepting.<\/p>\n

Additional thoughts on virtue<\/h2>\n
\"Back<\/a>

Back to Virtue: Traditional Moral Wisdom for Modern Moral Confusion by Peter Kreeft<\/p><\/div>\n

\"\"“How to Teach Virtue<\/a>” by Andrew Kern<\/p>\n

“The Paradox of Acquiring Virtue<\/a>” by Joshua Leland<\/p>\n

“Can You Test And Grade Whether Your Students Are Gaining Virtue?<\/a>” by Joshua Gibbs<\/p>\n

And if you want to learn\u00a0to think more clearly: <\/strong><\/p>\n

In a book:\u00a0Traditional Logic<\/em><\/a> by Martin Cothran<\/p>\n

In a class:\u00a0Memoria Press Academy<\/a>\u00a0or Schole Academy<\/a><\/p>\n

\n

<\/a>\"\" If these tidbits from the TAS article interest you, I hope you’ll\u00a0read the complete article in\u00a0the Autumn 2016 issue of\u00a0<\/a>The American Scholar.\u00a0<\/em>At the very least, it’s a window into one of the ways\u00a0the purpose and meaning of education has shifted in the past 200+ years. Beyond that, it’s part of the answer to the question of how we got here and why. And that’s something to ponder.<\/p>\n

Alan Taylor’s\u00a0most recent book is\u00a0American Revolutions: A Continental History, 1750-1804<\/em><\/strong>, and it is available through Amazon and other bookstores.<\/p>\n

\n

\"Join<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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The CCS promise to nationalize mediocrity and increase control over every aspect of K-12 education, and ultimately over every citizen. Here are articles and resources to help you learn more, including an alphabetical list of state groups opposing CCS.","rel":"","context":"In "Home School"","block_context":{"text":"Home School","link":"https:\/\/doingwhatmatters.com\/category\/homeschool\/"},"img":{"alt_text":"The sky is falling!","src":"https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2012\/01\/roostercthyrymn-dt_8027424.jpg?fit=480%2C305&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1858,"url":"https:\/\/doingwhatmatters.com\/gattos-7-lessons-of-compulsory-schooling\/","url_meta":{"origin":2787,"position":2},"title":"Gatto’s 7 Lessons of Compulsory Schooling","author":"Janice Campbell","date":"August 23, 2011","format":false,"excerpt":"Here are seven horrifying lessons John Taylor Gatto wrote about teaching during his 26 years as a schoolteacher. Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling is adapted from a speech given at a ceremony in which Gatto was named the New York State Teacher of the Year for\u2026","rel":"","context":"In "High School, College, and Alternatives"","block_context":{"text":"High School, College, and Alternatives","link":"https:\/\/doingwhatmatters.com\/category\/high-school\/"},"img":{"alt_text":"If you wondered what has happened to American education, John Taylor Gatto's compulsory schooling lessons will help you understand.","src":"https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2011\/08\/john-taylor-gatto.jpg?fit=1080%2C1080&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2011\/08\/john-taylor-gatto.jpg?fit=1080%2C1080&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2011\/08\/john-taylor-gatto.jpg?fit=1080%2C1080&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2011\/08\/john-taylor-gatto.jpg?fit=1080%2C1080&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2011\/08\/john-taylor-gatto.jpg?fit=1080%2C1080&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":1979,"url":"https:\/\/doingwhatmatters.com\/a-poem-for-independence-day-2015\/","url_meta":{"origin":2787,"position":3},"title":"A Poem for Independence Day 2015","author":"Janice Campbell","date":"July 5, 2015","format":false,"excerpt":"In honor of Independence Day 2015, here is a classic poem about the nickname of the American flag. Use it as copywork or just enjoy it! I've also included a stirring rendition of America the Beautiful and few pithy quotes. I wish you a happy, knowledgeable, and virtuous Fourth of\u2026","rel":"","context":"In "Inspiration and encouragement"","block_context":{"text":"Inspiration and encouragement","link":"https:\/\/doingwhatmatters.com\/category\/inspiration\/"},"img":{"alt_text":"\"If virtue & knowledge are diffused among the people, they will never be enslav'd. 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Miguel de Cervantes Online personality tests seem to multiply like rabbits.\u00a0Look around social media, and you can\u00a0find short quizzes to determine which Lord of\u2026","rel":"","context":"In "Creativity and Soul Care"","block_context":{"text":"Creativity and Soul Care","link":"https:\/\/doingwhatmatters.com\/category\/growth\/"},"img":{"alt_text":"The Creation of Adam by Michelangelo Buonarroti (1475\u20131564)","src":"https:\/\/i0.wp.com\/www.doingwhatmatters.com\/wp-content\/uploads\/2014\/08\/creation-of-adam-michelangelo-buonarroti-1475%E2%80%931564-hands-sm.jpeg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.doingwhatmatters.com\/wp-content\/uploads\/2014\/08\/creation-of-adam-michelangelo-buonarroti-1475%E2%80%931564-hands-sm.jpeg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.doingwhatmatters.com\/wp-content\/uploads\/2014\/08\/creation-of-adam-michelangelo-buonarroti-1475%E2%80%931564-hands-sm.jpeg?resize=525%2C300&ssl=1 1.5x"},"classes":[]},{"id":1751,"url":"https:\/\/doingwhatmatters.com\/how-to-create-a-more-positive-learning-atmosphere\/","url_meta":{"origin":2787,"position":5},"title":"How to Create a More Positive Learning Atmosphere","author":"Janice Campbell","date":"April 29, 2008","format":false,"excerpt":"There are many good reasons for living a quiet and peaceable life, but it's particularly important for homeschooling families. Fear and stress short-circuit the learning process, and noise, all by itself, has been proven to increase stress and reduce the ability to think clearly. Here are some thoughts on news\u2026","rel":"","context":"In "Creativity and Soul Care"","block_context":{"text":"Creativity and Soul Care","link":"https:\/\/doingwhatmatters.com\/category\/growth\/"},"img":{"alt_text":"Limiting negative media helps create a healthier learning atmosphere.","src":"https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2008\/04\/be-careful-little-ears-e1498753367712.jpg?fit=560%2C315&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2008\/04\/be-careful-little-ears-e1498753367712.jpg?fit=560%2C315&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/doingwhatmatters.com\/wp-content\/uploads\/2008\/04\/be-careful-little-ears-e1498753367712.jpg?fit=560%2C315&ssl=1&resize=525%2C300 1.5x"},"classes":[]}],"jetpack_shortlink":"https:\/\/wp.me\/p65lfN-IX","_links":{"self":[{"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/posts\/2787","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/comments?post=2787"}],"version-history":[{"count":0,"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/posts\/2787\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/media\/2789"}],"wp:attachment":[{"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/media?parent=2787"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/categories?post=2787"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/doingwhatmatters.com\/wp-json\/wp\/v2\/tags?post=2787"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}