Do it for Dewey ...

We applaud The Daily Princetonian's Editorial Board for its recent attempt in "Do It for Cicero" to bring a critical perspective to campus efforts to engage students civically; at the same time, however, we regret its ill-crafted critique, which misrepresents civic engagement at Princeton and ultimately fails to deepen our understanding of the concept and the role that it can play on campus.

Civic engagement is not an easy term to define, but it is incorrect to claim that its breadth and ambiguity are necessarily weaknesses. A helpful and succinct definition provided by the Pace Center describes civic engagement as "taking action to identify and address issues of public concern." University students are engaged on campus and in the local, national and global community in many ways. Some concrete examples of civic engagement at Princeton reported in the 'Prince' over the past several weeks include the eating clubs' installation of more energy efficient light bulbs, a colloquium on America's prison system, a rally protesting global warming, and an a cappella benefit concert for a nonprofit medical clinic in Haiti. Campus leadership offered by RCAs, peer educators and fellows affiliated with academic centers further exemplifies civic engagement.

The strength of a term like civic engagement is that it makes connections among all actions taken in the public interest, building communities around efforts to serve the common good. The idea has been criticized for being open-ended. Despite this drawback, it would be misleading and even counterproductive to create predetermined and restrictive avenues of engagement, as these artificial constructs would be unable to embrace the variety and depth of work done by Princeton students to advance the common good.

We do not think that any form of civic engagement should be "privileged" over another, and neither the USG nor the University administration has ever "dictated" what students should do; however, we do think that existing opportunities for engagement should be promoted and new opportunities created.

Perhaps most important of all, civic engagement and intellectual development are not mutually exclusive endeavors, as implied by the "Cicero" editorial. Civic engagement, whether practiced in co-curricular settings or integrated into the curriculum, constitutes a form of experiential learning, which empirical research has consistently shown to enhance students' cognitive faculties. In fact, one of the foremost educators and thinkers of the 20th century, John Dewey, premised his philosophy of education on the pedagogy of experiential learning; he argued that only by doing could students truly deepen their understanding of the world around them. Many scholars and educators since, most notably Paulo Freire, have built upon Dewey's important work. It follows that students who become civic actors simultaneously grow as thinkers and scholars. Civic engagement and intellectual development are mutually reinforcing processes.

Princeton does not consider students' classroom learning as its sole contribution to their formation as enlightened citizens. Rather, the University tries to promote the full growth of students as beings with social and emotional needs and moral and civic duties. President Tilghman has frequently and fervently articulated an institutional commitment to preparing students for lifelong engagement in public life. In her Opening Address to the Class of 2007, Tilghman stated: "As you assume the mantle of a Princetonian, I hope you will embrace the vision of Princeton 'of the world' and respond with a passion to serve. By doing so, you will be following in the footsteps of extraordinary individuals who have come before you, who have devoted their lives to the service of this and all nations. As of today, you become a part of a proud heritage, but one that can only be sustained by your own actions." As Tilghman's words clearly indicate, the question is not whether the University should provide students with opportunities to develop their civic capacities, but instead to what extent and of what kind.

The reality is that civic learning and action have largely been relegated to the margins of the University as an extracurricular affair since too few professors consider citizen development a learning outcome for which they are responsible. We echo history professor Anthony Grafton in his calls for professors to find creative ways to leverage their scholarship and expertise to benefit our local, national and global communities, and we add our own charge directed at students: Get involved in a civic activity about which you are passionate. Do it for Dewey ... Drew Frederick '07 writes on behalf of the Pace Council for Civic Values. He may be reached at apfreder@princeton.edu.