ABSTRACT
When the phrase was coined, what did it mean to “live his [sic] civics” (Dunn, 1916, p. 22)? We provided some examples in Chapter 1 (p. 6). Now, we reiterate its meaning, quoting its developer, Arthur William Dunn:
The pupil as a young citizen is a real factor in community affairs . . . Therefore, it is the task of the teacher to cultivate in the pupil a sense of his [sic] responsibility, present as well as future. If a citizen has an interest in civic matters and a sense of his personal responsibility, he will want to act. Therefore, the teacher must help the pupil express his conviction in word and deed. He must be given an opportunity to live his civics, both in the school and in the community outside. (1916, p. 22)
Arguably, this proposal is as alive today as it was in 1916! It challenges you, as teachers, to kindle, in students, a sense of civic responsibility, right now, in the present, guiding
them in civic matters, and allowing them to act. is charge can seem ambitious for elementary students, but, on this point, Dunn oered important advice: “the class has the essential characteristics of a community. erefore, the method by which the class exercises are conducted is of the utmost importance in the cultivation of civic qualities and habits” (1916, p. 23). So, how can you promote democratic dispositions in your classroom? You can hold classroom meetings and foster classroom discussions, as detailed in Chapter 4. You can organize your classroom as a mini-economy, as outlined in Chapter 8. Also, you can foster service learning, our focus here.
