Supreme Court Justice Neil Gorsuch recently made headlines for his remarks on civic education during a “Fox & Friends” interview. He described the “greatest danger” to the United States as stemming from “itself.” His suggestions for improvement displayed significant wisdom but also reflected a degree of naivety about today’s political landscape.
In the interview, Gorsuch lamented the sad state of American civic education. “Over half of Americans can’t pass the citizenship exam we expect people who come to this country to pass,” he noted, pointing out that most cannot even name the three branches of government. This lack of knowledge signals a troubling trend, one that warrants concern, particularly from someone with his background.
Gorsuch emphasized a need to “learn how to talk to one another.” He stressed that understanding shared history could bring people together. He asserted, “All the things that separate us pale in comparison to the things that unite us,” referencing the foundational ideas enshrined in the Declaration of Independence. His intentions to foster a sense of unity through recognition of these ideals are commendable. Yet, one cannot help but notice a certain disconnect between his aspirations and the current educational realities.
Promoting civic education is a noble cause, and Gorsuch is pushing a project close to his heart with his new illustrated children’s book, “The Heroes of 1776.” Co-authored with Janie Nitze, the book seeks to inspire youth with narratives from America’s rich history. The key principles he highlights—equality, natural rights, and government by consent—should resonate deeply with any true American citizen. However, there is more than just noble ideas to consider.
Asserting the importance of educating about these principles aligns with the understanding that an ignorant populace is more vulnerable to control. Historical figures, such as John Adams, expressed similar concerns about knowledge and governance during the fight for independence. Adams’s fears about the suppressive tactics employed by the British Parliament were rooted in the belief that limiting knowledge would lead to subjugation. His sentiment stands true in today’s context, where issues in the public education system bring similar worries to light.
However, Gorsuch’s perspective on shared history may overlook a critical aspect of current debates. Those who oppose elements of American identity don’t merely neglect the commonalities but actively reject them. The actions of some left-wing critics, who attempt to erase or revise history, present formidable challenges to Gorsuch’s vision of unity. His optimistic view fails to fully account for the ingrained opposition to the principles that have defined the nation.
In urging a return to civics, Gorsuch rightly identifies an urgent need. Yet, the environment into which these initiatives would be introduced is fraught with ideological strife. If education is to foster shared values, it must contend with significant resistance from those who view such education with disdain. This reality underscores a critical gap between idealism and practicality.
In sum, Neil Gorsuch’s advocacy for revitalizing civic education is timely and necessary. Still, it must confront the deeper challenges posed by contemporary ideological battles. Learning about and embracing the foundational ideals of the nation is vital; yet, overcoming the opposition to those very principles is equally critical. Without addressing these obstacles, the path to a more informed and unified citizenry remains a formidable undertaking.
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