For generations, students at Stanford University have wrestled with the concept of citizenship within the framework of a democratic society. This ongoing dialogue is not merely an academic exercise; it reflects the university's foundational ethos and its dedication to nurturing informed, responsible citizens.

Stanford's commitment to civic education can be traced back to its Founding Grant, which was issued by Jane and Leland Stanford. In their vision, they pledged to impart the "blessings of liberty regulated by law" and to foster a deep respect for the fundamental principles that govern life, liberty, and the pursuit of happiness. This historical promise has continued to resonate through the academic curriculum, adapting to the civic challenges that different eras present.

One of the most recent initiatives aimed at enhancing civic education is the Stanford Civics Initiative (SCI). Launched in the fall of 2020, this collaborative program is a partnership between the School of Humanities and Sciences (H&S) and the Hoover Institution and is spearheaded by Stanford political scientist Josiah Ober. The initiative reflects a modern approach to teaching civic engagement, rooted in the belief that a well-informed citizenry is crucial for the health of democracy.

Ober played a significant role in developing COLLEGE 102: Citizenship in the 21st Century, a course included in Stanfords first-year Civic, Liberal, and Global Education (COLLEGE) curriculum. This innovative course enables fresh students to engage in small, seminar-style classes that encourage them to reflect on their personal values and understand the meaning of living in a diverse, self-governing society. "The goal of civic education in a democracy is learning how to live in a world in which there are people who are very different from yourself," Ober explained. He emphasized that a core component of teaching citizenship involves fostering an understanding of diverse perspectives and encouraging students to engage in constructive discourse to shape policies and reach civic agreements, which are essential in a democratic society.

Over the past five years, the SCI has grown into a dynamic program, providing students with robust courses focused on democratic citizenship. For example, POLISCI 234: Democratic Theory, taught by Brian Coyne, has been a vital part of the curriculum. Coyne, who has been with SCI since its inception, stresses the importance of civics education in empowering students to grasp the significance of democracy. A civics education helps students see for themselves why democracy is important, he stated, noting that discussions in the course equip them with critical tools to engage thoughtfully with civic issues.

Looking ahead, SCI is set to introduce a senior honors program, which aims to further enrich the civic education experience for upperclassmen. Currently, SCI supports three postdoctoral fellows who teach seminars on various topics, including civic history and political economy, while also engaging in pertinent research. One such fellow, Simon Luo, is investigating the rise of China and the influence of political actors on its future trajectory. Plans are underway to expand the number of SCI postdoctoral fellows to five in the upcoming academic year, thereby enhancing the program's capacity for delivering high-quality education.

In addition to its standalone courses, SCI collaborates with other campus initiatives such as ePluribus Stanford and the Democracy Hub, which aim to foster a culture of open and constructive dialogue among students. Disagreement about politics about the basic terms on which we should live together is a feature and not a bug of a democratic society, remarked Satz, the Vernon R. and Lysbeth Warren Anderson Dean of H&S. He underscored the importance of developing the necessary skills and values that can transform disagreements into productive discussions. The SCI program is dedicated to building upon the foundational knowledge that students gain in the COLLEGE program to prepare them for lives marked by active civic participation.

Stanford's emphasis on civic education is not a new phenomenon; in fact, its roots go deep into the university's history. In 1923, Stanford introduced its very first general education requirement: Problems of Citizenship. This year-long course was designed to encourage students to contemplate their roles and responsibilities within the United States and to prepare them for leadership positions in their communities and the nation. This course was part of a broader transformation of undergraduate education at Stanford that has continued to evolve over the years.

On a national scale, the SCI is affiliated with the Center for Revitalizing American Institutions at the Hoover Institute, where it focuses on developing civics programming that resonates across the country. In spring 2024, Ober will launch the Alliance for Civics in the Academy, a nonpartisan network of higher education instructors dedicated to teaching and designing programs related to civic education.

Additionally, the SCI initiative has enabled collaborative efforts with Hoover fellows to create undergraduate courses at Stanford, which represents a significant shift for the university where traditionally only faculty with university appointments had taught. Notably, this winter quarter, Hoover historian and diplomat Philip Zelikow is offering POLISCI 217: The World and America, while political philosopher Peter Berkowitz has been teaching POLISCI 237: Varieties of Conservatism in America since 2021.

Ober articulates a vision of civics education that seeks to help students lead meaningful and purposeful lives while also fostering their ethical dispositions. He emphasizes that the university experience is not solely about acquiring skills but also about shaping character. This includes instilling the courage to stand up for ones beliefs, even when they might be unpopular, while also engaging thoughtfully with perspectives that may challenge their views. He believes that the development of courage and moderation is vital for cultivating effective citizens.

Over time, students grow into more courageous, self-regulated individuals better citizens capable of working with others to make the world a better place, Ober explained. He aspires to inspire what he terms civic courage, asserting that a republic is something we, as citizens, own together. Ober believes that citizens must be willing to take personal risks to advocate for the common good, which ultimately benefits everyone in society.