the later begins will talk about the later republican tradition and between public overlook. i will introduce the speakers and full-fledged of the chair by saying a few. the five centers of reflection on self-government by offering fixed begin with look

degraded liberal arts in general education number 60 problems aroundhe now. >> i guess that's right. univero by front. >> i guess i don't need big enough for paper. organizers today asked me to address today i am delighted

here today which is that program cornerstone one of the largestsl informative text to speak to you for both sides as my plan is to get both. citizens happen to be subject, ÷ place that thank will start by discussin she to the discussing thoses our

students come to counterattack to exchange ideas and hopes changing lives for the better. the privilege participate in corporate communities this enfranchisement. on. the term used inter■zgeably political privileges and town. this was grounded in social practice publicin thickness

and social harmony. the religious devotion and celebration endeavor among a wide spectrum. dissolution of religious orderslf-governing cis administration along with schools and hospitals. at the very same time public activity work confused by renaissance notion civic mindedness. ethically inspired curricula of w graar elites and counselors lawyers is

themselves as freeman but into public service in the commonwealth. wise, honest, citize moderated by self-control. civi vibrant political culture.■y for we to argue against humanity? history, poetry but with■í this new understandinginning to

life that might exclude them in time.■g the reformation and pre the five disruptiveith a positive impact it is especially true reading the gospel for themselves leading their families were jumping and keeping an account of their transgressionet you mild masonic 2600 pages of religious reflection and portable report. this not london and life and

duty what a chaotic political the explosion for religious toleration. the tradesmen who opposevelers t highest law also used by john. ■2

essay on slavery are complete citizens. i hope you got back. combined humanism in christian moralityeae justly, pleasingly d profitly philosophy from heaven and placed in the city. nd discretion achieve their it was not without a politic voice■rh for

allite women, strangers. joining with revelers. lenders, stockholders a investors in the empire. i tell you this because trade and commerce law and politics and commonplaces were deeplyintn extraordinary moment in the 17th century english bui rights in the bank of lent and they are established.

ee capitalism and democratic principles go ha. what we see is an extraordinary rich likely public were corpe values are and i suspect we will find be england officeholders for help explain whyav never read it with the principles of evolution. there is already somethingti duty of monkeys classes and of inequities about. these ideals are far more about discretion and persuasion and

ci discourse. social obligation a personal liberties. how much they influence behavior in the street edit is often difficult to delineate. among the more affluent properly called british society following the a lot of talk for an stability. in the long century, the enemy of civil harmonyany as responsible for the previous century. the kind of religious view that sets hearts and minds on fire, should not be surprising

wyerle entrepreneurs and landowners wep mistrust and content the■t enlightenment. enlightenment has undergone reconstructive surgery world wa1 ii you may remember in the era r democratic liberalism possible d concentric. more recently interpretation is no longer seen as one unitary liberal movemt

indictment and even christian jewish enlightenment so onto your seat. the recognition copy enlightenment both on the achievement of theai and was not a radical departure humanism spot is critical not only because it was far more philosophical and bring but also it is the true inheritance and we need to pass on to our stud■k

there are concerns desire for human flourishing along with they dry sermons when tho are directionless be short. it the man and hisons we have mosto- this

is enthusiasm in the auto intoxicated mind. but we see consist century are , moral and useful society human t liberali but remember it was built on the renaissance. today we live in an enlightened altar. these values do not reign supreme and humanity seems to pitch the freedoms we cam but there is a way back■; ideals of

truly humanist. there is a civics course althouh i have my suspicions most profoundly consistent hurt is the common experience g from across our emphasis informative text one and two. our goal is to teach students from engineering in the court skills they need to write and speak with criticallyt processes of d the skills necessary reading and discussing luther

king with our students classroom is a recursive"5 democracy of every background js and response abilities in a calm and intelligent panic. the faculty can do this part of the solution rather problem. allow me to add this, we crited a new program sequence of transformative text in the school of business majors aristotle and marks debride. i think we can agree they are in

jeopardy. free enterprise,4. positive■f himself admitted having been a part.

the author of several books bary survives so i think we're going to hear.0 [laugh>> thank you for that introduction and i want to acknowledge, he took a broad perspective collectively form in worksh communities and i think it is a dec$ztion wha abom

puttin subtitle)) here, history of democracyec i will back as part of thewv sty which i think is very permis the b■t)/ook that was referenced published at the end of last which many of you know a longtime friend of mine and we have collaborated on many things going real-li ger products is interesting here's part of a whole initiative. so when you go over this qui y quickly, it basically turns the question around being asked by

so many now, what does history tell us outfit survived? a weless perspective. we look back best tested very racies broadly defined. republican rome. great britain looking in american democracy. reduce heat privatization between republican's and democracy. we wanted to widen and say people are self-governing about what that means in terms survival when it was going strong later

didn't■] want it when things are going doing about what was making them's dee strong and on for hundreds of years■ even though they eventually did surmise. so we reframed democracy idea of organ basically that are to govern yourself as an agreement how are we going to do this? the more i get it negotiating out critical elements; democrac>

e idea came up with from acute rrnances you don't have a cost. oss and i said that's right, how to add. do, e. in the book we people living together no boss at 701 of the and the bargain they make, tms o pray security for all of us about welfare.

yoave a level of care as opposed to being out on your own.

make it bargain alive. we have to be willing to compromise with one another. we don't have a boss publicly how to self adjust. she told what you need to do isa critical part of making democracy work.at the historiess that came studies next good faithh]ut in general they figure out how to opt, great. we have to get to working

agreement with one another how we will refill it. our concept of aristotle dour ps of everybody does not mean he will with the does not mean you're always delighted everybody but you have to treat everybody with a certain level of respect the bargain alive go to the bargaining table whe■n you needd to. course important discussion yo h have civic ed education. it needs to be an ongoing commitment to build u democracy and maintain it and-1 faithful articles because if you don't, eventually the balloon runs out of the air but want to

be part democracy anymore these other things are at. they learned. i mentioned ben franklin it? by educating the education? quick test going to put a stake in the ground and open to negotiation if anybody wants to talk but looking at these cases because like this. first formal and informing

teaching. i'm not only talking about basses and universities but the missing that involves learning of all differe kinds? goes knowledge and skills and values and i would add the word god. has to be cash -- we talked thea certain pride democracy living in is a good thing doesn't mean it doesn't have lost and there are no problem but battling. i sat difficult taken over by proud of what we do have some level with these■ qualification. when it accomplishes two things

there is purpose so there's the competency and motivation. we talked about skills my think they are partly part■' of therapist democratically purpose is keep the dopment relevant and strong. they have to be p about being a better person globally in learning how to enjoy life and they are fine but to keep d.

if you look back at what we did. case aboutt there are a lotrentw people learn a citizen. there is participation their service will take special training they have to take certain

the civil ideals military education service prepare■÷ themselves for starting to learn and howou that because wrong is building the empire democrat build an empireg out the understand values and here's how we you build wa yourselves. now that your purpose, but we do student ideals.in

the role of coffee houses societies■f culture in this notio be french. they were portrayed badly but let us form of civic education and people see the signs hanging in front of the pub messages. during the early, get better at i don't want to say something that will be7■m.people who servo

engage and discuss one another. that is a huge effort toat. there is mention of what we do with our government and wife one approach is better than another. it is carried over to the 19■í drink in public school parades and ceremoniesut with an

and that's why many of you are here today the idea we are presenting here architecture, a lot of different pieces of it. schools from of military service, informal life, parades ideally reinforcing? we have to think about how use that architecture with the right values and aspirations as well as what we have now available for hospice holistic

idea of dem a has been going when they were at their best the first in the unrelenting from acute can the activities trying to build special and we want to the going exhibits we are doing this■9 and a lot of these■ say are right and the■:

is often what comes along with . where millingut what you your opportunity to participate in the assembly of the law the there's a lot about the furtherance of w are so there should be it is not just about although that is part

of the architecture. also. for if you serve in a local communityeeting mark your observing your experience and emphasize is not instruction. an auto response : gingerly revisit and update and bargain quick assessment are specific bargaining update will approve it we need to quit discipline about what is democracy we are trying to further acute condns0$hat matter what,

mureserve. away3/1 but they have to remain in charge. society. a final slide, as you all think about civic education and the work you are about i encourage you challenge yourself, are we really care about why you're doing this but are you thinking about what has

to be part of it in some the citizenship is a nice concept, have to be about national five. we have to say is not all about outraged about how to look ahead andebuild pride in what we ar are.

there's not enough understandin% without bei okay with a look enough of the alternative. our students and atanding of whe here. there is no time to waste. when civiccaent republic. you can see the degradation of

value of what was needed. lighted what's going on societ we don't have tickets to figure it out. thank you. but n if you think my figures the public my 39th year atharva?

the two projects i'm working ony walt (■fbesides the sequel it is beside for the movement of civi> education or not so it is a perfect.

it is regully caught in the united states 70s and 80s the pso much. anyway :]■ five big moment this gives an impression. out in the folsom i'm going to make a few fonts the missing link talk about traditions.

theater you that's not the government.!z and they are not talk very much.

part assemblies the cou chambers.■úit is a small democrt is no question.■c■ in a rich tradition.

it is completely renaissance. how you public iden fought. itlosely the political theoryco and you are so what

happens in between tradition is very rich so i bring points and i will stop and have discussion. emphasis on eloquence. italy and latest and the modeláe

they can be at work. something i found the discussions about civic education. i think this is important ford society to office notion of charismatic speaker at the chma■ comes from bridget. virtue combined that rhetoric■ .

the eloquence of eking out there character who knows how to speakell it can change society. put my glasses on again. from iy you history. at long liberty last year.

a whole tradition would be forgetting about practical wisdom to political leader. theouncil or republican counsel go to work. in arguing about the basics of work.■■x

in this situation. operation on forms and historical experiences the worky

we have a mark in there are option table#) and started small out of■nhet wn empire attached says i'm sorry but you cannot be republican processing that will

not work. what think about is how we have these processes and alert and we can have publican, will the house our country you can't deliberate so that is what i want to close first of all. it's how youh8■ñ have deliberatn in 50 statesq) and how canut th.

what the aspirations for how wou deliberation to young people in the program on education? what we examined in our book essentially what you're talking about and it is a double-edged

what you are talking big it is o get a.it■x ignore these propaganda with north korea for example, which has been to democracy. in all seriousness you got these huge nations with nuclear weapons and also, all sorts of technology to harms. lots of people say we should just d ourselves up, you know. that would be v dan that.

so i think that wead to figure out the answer to your question. any other thing i wouhat is i think in many ways with alt has gone on we are essentially de facto deliberating all over the place. we are deliberatg cable news. we are deliberating on tiktok. we areating in all these, you know, and all the outlets where people who are very frustrated■o that they can't get their message through to those damn people in congress, they write 78 line tirades about abortion or whatever. so i think what we have toour ce down and they had would make it happen?'t do it, let's figure out some other way to make our ople smarter or whatever. some people have argued that.

there's this whole movement of the aristocracy. let's have really smart people things will be fine. i think with technology and with our ability todeas and lots of it out and we must because we to stay big it we are this world. >> i'll just say higher education is absolutely key. so 40% of all a four year degree. so that's the way you reach pe because they can discuss things on tiktok but it's not intelligent. you'vegeneral education programe cornerstone in which they talk,s about something. it's about the leviathan or the second treatise. it's not something that they ofy can discuss t

i guess i won't go any further th worry about an intelligents -- unintet with no backing, n on constantly and that's what we've got is it okay, whas your evidence? not conspiracy to hope. what's your evidence for this? on the table all day about the question of civicent, and the way it's currently done in my university anyway, civic that's how it's understood, that students are padded on the head when you get involved in political activism. personally i think they should be punished for -- >> and a faculty spur and the faculty for engaging in politicl activism. they haveredibl opportunity, harvard university

got places crowned with most brilliant minds and they're out therencredible opportunity to study. anyway, how can we build a more positive form of civic engagement in the university? we talk about the issue of we want to create departments at a think this i a good idea. i understand this idea that why it's necessary to have departments with her own pows■h of appointment and own powers to create curriculum. you've got to have that, i agree with that. i don't think we should abandon the field. eric was saying we can't abandon the field of general education.? i mean, how would your quickbooks programslate into public -- >> you have to incentivize the in other words, one of the

speakers on the last panel said they are incentivized to publish. teach general education coursese teaching is contract com intoeae for everybody in the liberal arts be an anthropology or art history or english, and half of your teaching is in cornerstone. in all these people and if they don't teach, they can't teach a cornerstone. thing that every liberal arts faculty member has in the background is that undergraduatt taught them shakespearer t.s. eliot, and that their love and it's the reason they went on. and if you can tap into that, you know, then i always tell them don't think about your egree. think about your undergraduate degree and be a generalist, and

in turn the students on pic you we can get into this discussion later but you also to teach in a ff lecture. that's done. right? that's over. it's got to be active to learning process that inspires them, that gets them talking, getng group activities come all the things we really know how to do this sometimes are chaotic, right, you go in when you lecture you know exactly what's going to happen. boring. would you go in and say i'm going to put your little groups and you're tear apart most utopia, right? that's exciting. you8.'tey can do it. you've got to turnn. >> i would just add back to the sort of historical perspective, that if you just said and say why can't they go on in lots of dfe world, you know, there used be debating

societies. there are nonprofits. de tocqueville was, you know, wax poetic about how american democracy was learned in local halls and community all that's disappeared. in somef that is beginning to a i also noticed there's an interesting movement going on in the world of business that certain businesses are actually putting a civic component into part of the corporate life because they wand some of these things, which they didn't get into university education. and then there's also some of you79 men now that it may know that jim fish can stay expements, these deliberative sort of circles of randomly picked americans to talk about particular issues prior to an

election, successful. people love them but you need to have some kindd of support to hat. so again, with technology, with gates, i mean you know, we could do more of this if we had the will, but i think we are only beginning to realize the value of that. certainly it has to happen in university. i totally agr jim. all these protests and whatnot, i mean one of thepunishments ofy they cut off the notion that recent discussion debate is a way to get people engaged in these things. the demonstrators basically sayihazssn't matter. what's more important is our vision of justice in palestine.p well, that cuts off with university is >> exactly. and in the old republican■monste

that, it meant that to republic had failed. >> right. >> because there was no needs of the republic. one thing i just want to killing quickly is the importance of public speaking. it used to be taught at universities. harvard university until 1955 you had to take a public spki taught by the professor of rheriad a profy department. that is tremendously, i think a great way to teach civics citizenship, giving people to get up in front of a audience and speak it. that's where all of our civic leaders in the 19 century, they umbian orator and these collections of. >> that gets back to what i was saying about purpose. if you peel back the assumptions that under that, here at harvard and there

universities going back to the 19 century who had a public speaking requirement. the underlying assumption was tht you need to do, not as a scare when youketee helpful, but this is what you or society. we see that as part of our j th. we're going to make it a requirement because we think■ it's important. it's not an elective. >> questions from the audience. who has a question? yes. >> wait forhe microphone. >> thank you. this has been great. i particularly struck by this question oca quan civic discourse happen at the scale of 50 opposite direction and it ties with this.

that is, is it important for the university to serve as a model for civic engagement within its governance? is that not? and if it is important, what's the that we've seen over recent decades? is a getting better or worse, andhat's the status? >> my thought is why is it even a question? so yes,t is important for universities to do that. and again i'm not in the university anymore, but as i look across it does seem to b getting worse in my mind because of what we see going on right now. that would be my quick answer. >> we are deep and dcussn right now which are being led by peak this afternoon about forming a faculty senate. we've never had a faculty■e

sorry, not a faculty buddy university wide senate. they had that at berkele and un. those i think are excellent forum for at making, keeping the administration tot decisions and in spring and on the faculty. that'shao now. so yes, i absolutely agree that we have to have m deliberation about what t does. >> what about the erosion of tenure in that the advanced, you know, greater emphasis on faculty? is that impta a crisis? >> well, we at pur college of liberal arts have hired over 100 new faculty and the mass majority are tenure track, but also d may call teacg

load but they make it promoted. so from assistanto associate to fall. and i see nothing wrong with this, especially if it relieves some of the teaching from others who, the majority of their commitment to the university, is through grant giving and publishing. so it's, these are still a these teaching track professors, or clinical professors would be the other word, but they help. i'm talking about a university fairly large, so we have started doing that. and again, i mean, i hire a lot of the■: are brilliant, young phds.í3 have been doing 44th in teaching at mc with it, and they get raises, ey so forth.

>> one thing that is sad though is that tenure was intended to protect the academic freedom of university teachers. but it seems thatt' freedom that's not often made use of. i mean, university teachers are as they call the herdk0 of mind. there's not a l of days. so they're not making use of this fedom, and well, i think it does have value still, but i wish that it had, that it produced its intended function of making people able to speak freely of their beliefs. >> well, i think they do.■ >> my name is mel board of the jack miller center. i'm very interested -- in your

comments about context being an important part of civic educatio struck by how■é little used the naturalization is as a civic education tool. it's a metaphor for what we have and what we must convey, and carefully planned working closely with the federal u.s. a. programs can be planned that students, adults, citizens, with a powerful reminder of what we have and who we can

>> can you imagine if every someday said in addition to your application us you will have an interview with one of staff on the material that is covered in the naturalization handbook? >> how about a simple requirement that to receive university degree you must attend -- [inaudible] , too. i mean, yeah. >> thank you for rea interesting panel. i've got a question for professors look. of the cornerstone program which is quite inspiring. i'm wondering if you could speak to something that very simple thing that i find myself wrestling with, which is about books versus excerpts. so i started micro-teaching of university of chicago. we taught whole books with the completion of an argumentas■ a part of what we were teaching.

i find that increasingly hard to do pics out and just a curious l managed to teach whole books, and if not, what precisely is the sorf learning success in contexts where you're not teaching a whole b >> so, you know that it depends on the book, but if it's pride and prejudice you have to teaching the whole thing. constantly, 1984, pride and prejudice. we do teach the whole■, book but always one faculty it will take you three weeks because they can read about5 pages per class. that's about it. we do a reading with them. if it's something like the leviathan, then we will take certain chapters and read it with them. they always that hobbes is like reading another language. you have to do a lot of reading with them in class,

i'd usually say to the faculty able to sign more than four or five books in the 15 weeks. i would include some short story and poetry. we have to have a dd%iversity of genres, right? but they are slowo readers. when i started teaching, you kn to teaching how to write and how to read. but he didn't realize y now i have to teach them how to read. smu, and the just wondering how you change -- i'm just wondering how you could change the nature of student activism by changing the admissions process?■c i can if you like universities have the students they were looking for these last couple of years. what can do in the admissions process as faculty to change it? >> it's not the studes. it's not the students.

it's the faculty. i mean, let's just admit÷ that. that's what you're going to have to change if you want to change the institutions of higher the students are just mimicking what they have already learned.w on. back. i'm sorry. i i can't identify people becaue am tom, i'm at the hoover institution at■8 stanford. i'll pick up on that by coming bant about how institutions are behaving, and broke, you mention we do deliberation and tiktok. i respectfully that's that the that's just proclamation. i was saying actually was that's where it's going on, youo4 know, in a bad come unguarded way. caoing on the way it should in other parts

our society. >> right. and i appreciated you bring up the work of the deliberative democracy lab. there are plenty of models with that is happening. take seriously and do solac article which i think he sarcastically said universities as he talks aa university undo all the civic education, the things that purport to serve teach people when the act and undemocratic ways. now, i'm not saying university are democracies, but than imagination about what democracy can be. of the roundsu describe there was some form assembly i was a really critical component othat. hear what danielle and how they're going to do. every university i to look at itself and say how can we aspire civic imagination by engaging students and other members ofmunity

in real deliberative processes n themselves. that's the way we get to the because again they are not democracies. there is lottery-based panels theyoumission. people could come into the university and think of this as i might be at some point drawn into jury duty at which we thinr should the university responded? i think we would have a much better nuanced student engagement with that than forming a camp or going camping and saying these things and chanting the things, if they were drawn in and had regulars . i very much appreciated your comment about what can universities do. that in anothef should be one of the most powerfulorms of civic engagement that we have in higher education.

>> just to quickly build on what you said. it's very interesting, i hav been watching a lot about the palestinian, pro-palestinian demonstrations, and i agree completely with what you are saying one of then the interview students, with a so often say is i really wanted to do thi the sense of community. i was with other people who are thinking like i was and it was liberating to bett. very few comments sort of actual situation in israel's history and houston. it was about i got to be one of the people that i really and it was a great experience, which tells me that they are being starve experiences of the sort that you are. >> the approval of one's own conscience is a dangerous drought i'm afraid i have to end, alexa think the panel.

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