Abstract

This article explores the implications of democratic education, not as isolated classroom exercises or even well-coordinated service projects, but as a general ethos that shapes institutions and subsequently becomes the greatest teacher of democratic values. In this article, the authors reflect on the general state of civic engagement in higher education, make a case for the importance of democratic civic learning, and finally issue a challenge to institutional leaders to think seriously about the environments in which students are educated.

In a recent edition of Higher Education Exchange, David Mathews (2011) begins by asserting that “the real school of education is, in fact, the entire institution itself; that is, the university or community college as a whole” (p. 3). He then asks readers to imagine the implications if this proposition were taken seriously. We accept Mathews’ challenge and explore the implications of democratic education, not as isolated classroom exercises or even well- coordinated service projects, but as a general ethos that shapes institutions and subsequently becomes the greatest teacher of democratic values.

In this article, we reflect on the general state of civic engagement in higher education, make a case for the importance of democratic civic learning, and finally issue a challenge to institutional leaders to think seriously about the environments in which students are educated. The environments in which students study not only affect how they learn, but also provide powerful (even if unintended) lessons that run counter to democratic ideals.