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Teachers engaged in collaborative curriculum writing, developing inquiries that were grounded in our students lived experiences while aligning with state standards. Teachers grew as facilitators of inquiry, fostering discussions, debates, and deep analytical thinking** among students. IDM does just that.
In short, they are demonstrating what real civicengagement looks like. Yet how do our schools prepare them for these actions when the civics topics they learn in school do not include logical and criticalthinking about how government systems work, and how public engagement in the processes can create the change they hope to see?
Enrollment marketers piggybacked on the traditional practice from our colleagues in admissions of buying lists of names of students who have taken the ACT and SAT. We’ve aligned ourselves with a partner that is in direct opposition to the values higher education claims to hold dear: truth, curiosity, democracy, criticalthinking and debate.
At Bishop Seabury, a small independent school in the Episcopal tradition, high school students take two or more of Czarnecki’s courses. Now she sees herself preparing students for lives of civicengagement. Then she muses, “More graduate students should submit their research papers, because you never know.”
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