For generations, Stanford University students have grappled with the complexities of citizenship within a democratic society. This ongoing exploration reflects the institution's enduring dedication to civic education, a commitment that can be traced back to the Founding Grant. In this historic document, Jane and Leland Stanford articulated their vision to not only educate future leaders but also to instill a profound appreciation for the "blessings of liberty regulated by law" and to maintain a "reverence for the great principles of government" concerning life, liberty, and the pursuit of happiness.

Over the years, Stanford has continuously adapted its educational offerings to address the civic challenges of the times. One of the latest initiatives in this long-standing tradition is the Stanford Civics Initiative (SCI). Launched in the fall of 2020, this program is a collaborative effort between the School of Humanities and Sciences (H&S) and the Hoover Institution, led by renowned Stanford political scientist Josiah Ober.

Dr. Ober played a pivotal role in the development of COLLEGE 102: Citizenship in the 21st Century, a course designed for first-year students as part of Stanfords Civic, Liberal, and Global Education (COLLEGE) program. His vision extended beyond traditional lectures; he aimed to create an environment where small, seminar-style classes could inspire students to reflect on their own personal values and understand what it means to live in a diverse, self-governing society.

Ober elaborated, saying, 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. He emphasized that a core component of teaching citizenship involves guiding students to comprehend perspectives different from their own, ultimately fostering engagement and collaboration in policymakingone of the critical pillars of democracy.

Since its inception, the SCI has burgeoned into a vibrant and influential program. Through H&S, it offers advanced courses on democratic citizenship, including POLISCI 234: Democratic Theory, taught by Brian Coy. With deep ties to the SCI from the beginning, Coy remarked, A civics education helps students see for themselves why democracy is important. He highlighted that the curriculum facilitates discussions that equip students with tools to critically engage with civic issues in a constructive manner, reinforcing the notion that critical thinking is itself a vital civic skill.

In addition to its educational offerings, the SCI is set to launch a senior honors program, further expanding its commitment to fostering engaged citizenship among students. Currently, the initiative supports three postdoctoral fellows who not only teach seminars on civic history, thought, constitutionalism, and political economy but also conduct research on topics pertinent to citizen education. For instance, postdoctoral fellow Simon Luo is investigating the implications of China's rise on global political dynamics. In the next academic year, the program plans to increase its number of postdoctoral fellows to five, promising an even richer academic experience for students.

Beyond its internal programs, the SCI collaborates with other initiatives on campus, such as ePluribus Stanford and the Democracy Hub. Both initiatives aim to cultivate a culture of open and constructive dialogue while promoting learning across diverse perspectives. As Satz, the Vernon R. and Lysbeth Warren Anderson Dean of H&S, noted, Disagreement about politicsabout the basic terms on which we should live togetheris a feature and not a bug of a democratic society. He added that it is crucial for students to develop the skills and values necessary to engage in productive disagreements, reinforcing the SCI's mission to equip students for lives of engaged citizenship.

The roots of Stanford's civic education can be traced back to 1923 when the university introduced its first required class for incoming freshmen: Problems of Citizenship. This year-long course was designed to encourage students to reflect on their roles and responsibilities as citizens of the United States, preparing them to become leaders and role models in their communities. The course was part of a broader series of educational reforms that have since shaped the landscape of undergraduate education at Stanford.

At the national level, the SCI aligns with the Hoover Institute's Center for Revitalizing American Institutions, focusing on enhancing civics programming across the country. In spring 2024, Ober is set to launch the Alliance for Civics in the Academy, a nonpartisan network of higher education instructors dedicated to teaching and designing civic education programs.

Notably, Obers collaboration with Hoover has led to the creation of undergraduate courses at Stanford, a significant milestone for the institution, which traditionally reserved undergraduate teaching for faculty with university appointments. This winter quarter, students have the opportunity to enroll in POLISCI 217: The World and America, taught by Hoover historian and diplomat Philip Zelikow, and in POLISCI 237: Varieties of Conservatism in America, a course taught annually by political philosopher and legal scholar Peter Berkowitz since 2021.

In essence, Ober believes that civic education is not just about imparting knowledge; its about cultivating a civic disposition that enables students to lead meaningful and purposeful lives. He argues that such education also plays a vital role in strengthening ethical dispositions, stating, The university is not just for skill-building but also character-building. Through this approach, students learn to advocate for their beliefs, even when facing opposition, while thoughtfully engaging with perspectives that challenge their views. Ober identifies courage and moderation as essential civic qualities, fostering students growth into courageous, self-regulated individuals prepared to collaborate with others for the common good.

Obers aspirations extend toward inspiring what he terms civic courage. He passionately articulated, A republic is something we, as citizens, own together. Citizens have to be willing to take some risks to themselves to stand up for the common good of which they are sharers.