By Megan Felz, Freshman, University of Minnesota
In our ever-changing society, we are constantly faced with the challenge of evolving and adapting to what the world and its situations demand from us. Along with that, I believe it is important to constantly challenge what we thought we previously knew and develop our beliefs in addition. I was given the ability to do just that when I attended a debate at Trinity Church. Trinity church, a recent addition to the Cedar-Riverside intersection, is located at what was once St. Martin’s Table, a restaurant where 85% percent of their profits were donated to charity. Though St. Martin’s Table is no longer in business, Trinity church does an excellent job at keeping its spirit and values of community alive.
One way they are doing that is by serving as a public forum for people to address and talk about issues that they are passionate or want to learn more about. This debate, moderated by Harry Boyte, was centered around Patriotism, and included a diverse group of individuals of different ages, socio-economic statuses, professions, and beliefs. Accompanying this diverse group of people, came a diverse group of opinions in regards to patriotism, both positive and negative. On a positive side, there were people who were intensely proud of their country and felt a deep connection to it. On the opposing end, others felt detached and under represented by the idea of patriotism. One person mentioned that they couldn’t identify with “the face” of patriotism, and therefore didn’t feel patriotic. Nonetheless, accepting and building off of these differing viewpoints is part of what makes a debate so exciting and inspirational. And it is through this wide range of people that I was able to get a better idea of what patriotism means to me.
The very idea of debating how we feel about patriotism is, in essence, patriotic. The spirit of democracy is highlighted in a passionate, fervent, and controversial debate. Being merely a presence at such an event, addresses the need to nurture and channel beliefs and opinions, as well as challenge others to do the same. Growing up, I never gave much thought to the idea of patriotism; honestly, prior to this debate, I hadn’t even thought much of it. I thought, since I am American, I was automatically patriotic; I thought I was entitled to carry the label of patriotism and everything that it stands for. I didn’t feel the need, or the urge, to earn the right to use it. Being patriotic is more than just a label; it is a sense of pride. It is a sense of pride in the values that your country stands for, and a pride that you are able to be a part of it. Having the freedom to share our opinions and the luxury of listening to those of others is one of the most fundamental values of America, and using these values to their utmost extent is just as important.
Another core value that I found in patriotism is taking an active involvement or interest in the well being of your country. I feel that it brings you closer to your country when you have a stake in its well-being. This promotes a sense of unity, responsibility and accountability, which further solidifies the bond of citizen and country. This also holds true on a smaller scale as well. Taking an active role in your community or a common area, such as Trinity Church, I feel is patriotic because it allows for growth as an individual, and the ability to identify with others, by being exposed to other people and experiences.
No matter the extent to which someone believes or identifies with the ideals of patriotism, I still believe that there is a constant need to challenge what society has deemed “patriotic”, and encourage people to form their own ideas in regards to the word. It is important to nurture and cultivate diversity and use these assets as a means of growing and maturing as individuals.
We need to stop harping on contradicting others and worry less about the need to prove ourselves right, and focus on growth. We need to grow as individuals, in order to help America grow as a country and to see the change that we talk so much about. It is easy to ridicule someone; it is hard to listen and to see the world from their perspective. If the overall goal is to achieve a united front, we first need to clear out the baggage that each person is individually predisposed towards. We need to figure out how to foster a sense of community; but before we ask how, we need to ask why. Why is it so important to create a sense of community? I personally believe that it is because we can get more accomplished together than we can alone. First, we need to foster cooperation in order to eventually establish it. We need to get everyone’s perspective on it, before we can understand our own, and work together on establishing a mutual and unanimous feeling towards accomplishing it. Once we are able to understand and establish a basis of what patriotism means to each of us, we can begin to mold the beliefs of individuals together and construct the role of patriotism in America.
Megan Felz is currently a freshman at the University of Minnesota. She is a student in the College of Liberal Arts, and at the moment, undecided in her major, with the intent of a Spanish minor.
The American Commonwealth Partnership (ACP) is an alliance of community colleges, colleges and universities, P-12 schools and others dedicated to building “democracy colleges” throughout higher education. A Presidents’ Advisory Council, composed of distinguished college and university presidents who have long been leaders in engaged higher education movement, offers continuing counsel and wisdom (see list below).
Launched at the White House on January 10th, 2012, the start of the 150th anniversary year of the Morrill Act which created land grant colleges, signed by President Lincoln in 1862, ACP uses the concept of democracy colleges from land grant and community college history. Democracy colleges convey the idea of colleges and universities deeply connected to their communities, which make education for citizenship a signature identity.
The work of building democracy colleges draws on a rich tradition, dating back to Abraham Lincoln’s presidency:
The White House meeting, “For Democracy’s Future – Education Reclaims Our Civic Mission”, marked a new stage of coordinated effort to bring about a commitment to civic education and education as a public good. It was organized in partnership with the White House Office of Public Engagement, the Department of Education, the Association of American Colleges and Universities, and the Campaign for the Civic Mission of the Schools.
At the White House, the Department of Education released its Road Map and Call to Action on civic learning and democratic engagement, described in remarks by Secretary of Education Arne Duncan. The National Task Force on Civic Learning and Democratic Engagement released A Crucible Moment, a report to the nation on the need for a shift in civic learning from “partial” to “pervasive.”
ACP highlighted institutions that have taken steps toward becoming democracy colleges, including community colleges, liberal arts colleges, state colleges and universities, and research institutions. ACP continues to consult with Undersecretary for Higher Education Martha Kanter and her Office of Postsecondary Education on policies to strengthen higher education’s public engagement and is also helping to organize state level policy initiatives on the topic.
The ACP coalition promotes several initiatives including:
The Deliberative Dialogue Initiative, in partnership with the National Issues Forums Institute (NIFI), is organizing a discussion on campuses and in communities on higher education’s role in America’s future. It is to be complemented by a communications effort to convey the potential of higher education in teaching skills, such as listening, deliberation, teamwork, negotiating different interests and views, to work across differences on public problems. Research by NIFI suggests that the public is largely unaware of higher education’s contributions to such skill development – seen as an urgent need by citizens of many views and backgrounds in order to turn around the growing divisiveness and polarization in America.
Citizen Alum Initiative, directed by Julie Ellison of the University of Michigan, aims to change the framework of alumni relations, partnering with alumni as “do-ers” as well as donors. Citizen Alum aims to find the hidden treasure—the creative, civic, intellectual, and social capital of alumni – especially recent “gap alums” and alums who opt out of conventional roles, supporting them as contributors to their home communities and as allies in education.
Student Organizing Initiative is a campaign to deepen the civic identity of college students, develop skills of deliberative public work, and strengthen the DemocracyU social media campaign and website as resources for students to share their stories and address their concerns for America’s democracy. This initiative is also exploring strategies for putting cross partisan citizen-centered politics back at the center of the highly polarized election campaign of 2012.
Pedagogies of Empowerment and Engagement Initiative is an organizing effort spearheaded by Blase Scarnati of Northern Arizona University. It will identity and collect the details of effective pedagogies of empowerment and engagement across the country that teach skills to work across differences. The group will also recruit new sites and partners.
Public Scholarship Initiative is organized by Scott Peters of Cornell University, Tim Eatman of Imagining America at Syracuse University, and John Saltmarsh of NERCHE (UMASS Boston). The team have began a participatory research project with various institutions on the work of building democracy colleges in the 21st century.
Campus-Community Civic Health Initiative, coordinated by the American Democracy Project in partnership with the National Conference on Citizenship, is developing ways to assess the impact of colleges and universities on community and campus civic health.
Civic Science Initiative is organized by John Spencer at the University of Iowa, Scott Peters at Cornell University, Molly Jahn at the University of Wisconsin, Rom Coles at Northern Arizona University, and Harry Boyte at Augsburg College and the Humphrey School of Public Affairs, University of Minnesota. Civic science is a framework for understanding scientists as citizens, working with other citizens in ways that respect different ways of knowing, deepening collective wisdom on public questions, and developing civic agency.
ACP Policy Initiative, building on policy discussions with the Department of Education in 2011, focuses on state level policies strengthening engagement, and is consulting with the DOE on an ongoing basis about policies to strengthen engagement.
Presidents’ Advisory Council
Nancy Cantor, Chancellor, Syracuse University
Brian Murphy, President, De Anza College
M. Christopher Brown, President, Alcorn State University
Thomas Ehrlich, President Emeritus, Indiana University
Freeman Hrabowski, President, University of Maryland Baltimore County
David Mathews, President Emeritus, University of Alabama
Paul Pribbenow, President, Augsburg College
Judith Ramaley, President, Winona State University
Inaugural Host Institution
Augsburg College, Minneapolis
Harry Boyte, Director, Center for Democracy and Citizenship
For more information or to submit a blog, please email Karina Cherfas (firstname.lastname@example.org) or Karin Kamp (email@example.com).
By Sam Niesen
I first met Dennis Donavon during my freshman year of college; he came into a leadership group I was in and gave a crash course on community organizing.
Dennis talked about a class he taught and encouraged me to take it as it would delve into topics around organizing, really getting into the skills needed to become an agent of change. I was fascinated. I met with him again and really started to realize that these were skills that would truly allow me to make change and do something meaningful with my life. This semester I took Dennis’s class called “Organizing for the Public Good” at the University of Minnesota. I have learned so much and am starting to realize how to use my passion and skills to create change.
From Saul Alinski and Grace Lee Boggs, to Stephan N. Smith and Harry Boyte, we have read several different selections on making an impact. Smith talks about truly knowing oneself, being sure of oneself, and then using that knowledge to discover one’s self-interest. These ideas have really resonated with me, challenging me to use that self- interest and apply myself in ways that really make me tick. These ideas are tough to grasp and to discover the answers takes tough questions. For me it has been difficult to start even asking these questions, but they are questions I need to ask, and slowly start to answer. They are about my self-interest, why I am interested in doing what I want to do, and how to achieve my goals.
The class, in the way it makes me think deeply about myself, is helping me get a sense of my future. It has made me realize that I do want to be a change agent. Working with Dennis through class has given me both the confidence to discover these things and the skills to really make change happen. It is all about self-discovery, then applying that discovery to the world.
I look forward to seeing where this road takes me now that I have this tool belt of power, including one to ones (Face to face meetings that are critical to building power and motivating people for action.); power mapping (A tool used in organizing to identify stakeholders.) and public narrative (How our story connects to a particular group). I now feel that I am steps ahead of others that also want to make change as I hold tangible things to go out, take action, and be a change agent.
Sam Niesen is a sophomore currently studying history and Spanish at the University of Minnesota. Sam became very interested in organizing and empowering others during his time at the U and hopes to use these skills in the future.