The 2013-14 Essay Contest reflects on questions related to youth engagement; a topic being discussed at this year's Hannah Arendt Center Fall Conference, titled "Failing Fast: the Educated Citizen in Crisis" which asks if we can re-invigorate the cultural and eductional institutions that have nurtured public-spiritedness. Participants in this year's essay contest can explore questions posed at the conference when addressing the essay contest prompt. Conference talks and materials can be found on the Arendt Center website.
Against politics in its basest form, Arendt saw education as “the point at which we decide whether we love the world enough to assume responsibility for it.” The educator must love the world and believe in it if he is to introduce young people to a world worthy of respect. In this sense, education is conservative—it conserves the world as it has been given. But education is also revolutionary, insofar as teachers must realize that the young people they nurture are newcomers whose fate is to change the world. Arendt argued that teachers must humbly teach what is; in this way they prepare students to transform what is into what might be.
Arendt shares Ralph Waldo Emerson's view that “He only who is able to stand alone is qualified for society.” Emerson’s imperative of self-reliance resonates with Arendt’s imperative to think for oneself.
Participants may want to consider the following: in an increasingly global world, do we need a common public language? What, in the 21st century, is an educated citizen, and what role should/do educational institutions play in educating citizens? What knowledge and skills should politically involved citizens seek? What, in the 21st century, is an educated citizen? Are our educational insitutions failing us?
In the early years of America's republican experiment, the American yeoman farmer participated in Town Hall meetings. Today, few American's have the experience or the desire to govern. The old ideal of the citizen democracy seems to be in crisis. However, movements like the Arab Spring, which were largely youth oriented, tell a different story about youth engagement in politics. Can we point to new forms of engagement that might redefine youth as political activists and redefine public-spiritedness outside traditional forms of civic engagement?
Submit a 1,500-word essay or a two- to four-minute multimedia piece that addresses the following: are youth today "political dropouts"? Are they disengaged bystanders or active citizens with a new understanding of citizenship, or something entirely different? In what ways could/should education encourage youth engagement?
Three first-place winners will be chosen along with honorable mentions from Bard’s network institutions.
Successful submissions will include: