Editorial: Why We Should Learn about Political Theory At IHS

Students at IHS are lucky in many ways. Whereas many schools throughout the country try to avoid mentioning any political topics, many IHS teachers are unafraid to examine their students’ political values and occasionally incorporate political content into their lessons. However, history classes at IHS are still sorely lacking in both theoretical and practical teachings that relate to contemporary times. In order to remedy the lack of critical thinking and situational awareness among American voters in recent years, history classes at IHS should incorporate lessons and discussions on political theory, as they would foster deeper analysis of our world, prepare students for college and beyond, and help teach students information about the world they live in.

First, what is political theory, and why should it be implemented in history classes? Political theory, as defined by Princeton University, is the “study of the concepts and principles that people use to describe, explain, and evaluate political events and institutions.” As applied in the classroom, political theory would involve learning about different political ideologies and perspectives that have existed throughout history, in the larger context of the events of the time. To provide an example, a student learning about the French Revolution could read Edmund Burke’s Reflections on the Revolution in France as a representative of early conservatism, and in response, read Vindication of the Rights of Men by Mary Wollstonecraft. Such an exercise would help students understand the debate during the time over the French Revolution, and simultaneously understand the underpinnings of Burke and Wollstonecraft’s respective political philosophies (conservatism and an early form of feminism).

Teaching political theory would certainly need to be handled carefully, but if implemented well, it would greatly improve the quality of history classes. Teaching political theory would help students think critically about what they read and are taught, and perhaps question their own assumptions. Many history classes at IHS already attempt to tackle biases or preconceived notions students may have, but do not hold this focus for long enough to make a difference. An interactive sub-curriculum of political theory will guide students towards deeper thinking when what they read contradicts their own views or supplements them in a novel way. Used with extensive full-class or grouped discussion, this will help students form opinions where they had none, and critique what they read and what other students claim.

While there is value in knowing history well, many classes at IHS, especially Regents- or Honors-level courses, rely heavily on lectures that generally do not involve students. Many students are thus tuned out and may miss out on valuable educational opportunities. If more classes adopt an approach similar to that of how AP United States History is taught at IHS, political theory could easily be taught as well. This approach would consist of shorter, less frequent lectures, mixed in with assigned readings from the appropriate time periods, followed by classwide discussions. These readings can provide a more nuanced picture of the times that students are studying, and can easily accommodate more in-depth political discussions. For instance, if a lecture on revolutionary Russia were given alongside a speech by Vladimir Lenin or Leon Trotsky, it would not only be more interesting, but would also provide opportunity for discussion of the ideas put forth by these men. After completing the readings, class discussions, an essential part of this new approach, would allow students to debate the merits of various arguments and theories with one another. Such a teaching approach may take up more time, but if implemented in a class that does not include a demanding AP test, it could significantly enrich students’ learning experience. In AP classes, these lessons could be fit in after the AP exams in May, a time that teachers often have a harder time filling with content.

Among the specific benefits of learning about political theory are an early exposure to real-life problems relating to politics, an opportunity to cultivate an interest that could lead to a career, and increased knowledge on the variety of political ideologies, which is never a bad thing in our current political discourse. The first of these is a natural product of learning about politics, and may already be present in history classes, but the latter two are woefully lacking in current high-school education. Political science is a popular major at many colleges, but it is pursued usually because of a personal interest in politics that must be cultivated outside of school, without much introduction from high-school teachers. Teaching political theory in high school would open up another opportunity much earlier for students. An increased understanding of the wide range of political thought would certainly enrich the current political climate, as many politicians’ and even political commentators’ ideas tend to be stale. Introduction to political thought at an earlier age would allow greater exploration of a diverse set of ideologies, many of which are underrepresented or missing in American politics today.

In the United States, politicians of all stripes have had a tough time getting young people to vote. In the 2016 election, 55 percent of millennials voted for Clinton, but only 19 percent of voters were millennials. Evidently, the lack of voter turnout among the young population of the US is troubling. While recent events such as the March for Our Lives in March 2018 may have signaled a shift in American youths’ interest and involvement in politics, the problem is certainly not over. If schools place a greater emphasis on teaching political theory, it could be just the motivation necessary to propel our generation into the public sphere for good, and would train a new crop of voters better than any generation has ever been.