What's New In Civics For 2026? | Hoover Institution

1. ACA's Mission and Growth

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The Alliance for Civics in the Academy (ACA) was founded in 2024 and officially launched in January 2025 with three core propositions: universities have a responsibility to offer civic education, faculty must engage with competing arguments, and civics education should be a shared intellectual activity. The organization has grown from 20 to over 200 members, offering resources like syllabi, webinar access, and conference funding to foster a community of practice for faculty interested in civic education.

Significance (Medium): Establishes the foundational principles and organizational growth of the ACA, highlighting its expanding role in promoting civic education within academia.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University)

2. The Civic Education Renaissance

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There is a significant and growing movement to strengthen civic education in higher education, evidenced by the launch of new programs and schools like the Luger program at Dennis University, the Portman Center at the University of Cincinnati, and the Berkeley Institute at NYU. Furthermore, schools of civic thought at public universities are rapidly expanding, with over 250 majors at institutions like the University of Texas at Austin and the University of Florida, indicating strong student interest and faculty recognition of the field's importance.

Significance (High): Highlights the burgeoning landscape of civic education initiatives, signaling a widespread institutional and student-driven interest in this area of study.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University)

3. Roosevelt Montas: Reimagining Liberal Education at Bard

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At Bard College, the Chang Chavkin Center for Liberal Education and Civic Life aims to reform general education by re-centering liberal education as a core component of the undergraduate experience. This approach emphasizes discussion-based seminars, the study of primary texts of major cultural significance, a commonality of intellectual experience among students, and non-disciplinary courses that address fundamental questions. The goal is to cultivate students as informed citizens capable of participating in self-governance.

Significance (High): Outlines a specific model for revitalizing liberal education, directly linking it to civic preparedness and offering a framework for other institutions to consider.

Sources in support: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

4. Bard's First-Year Seminar: A Practical Application

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Bard College's centerpiece program is a year-long, discussion-based first-year seminar taken by all entering students. Taught by faculty across divisions, the curriculum involves reading major texts in common, starting with Plato's Republic. This program embodies the center's principles of small class sizes, common intellectual experiences, text-based learning, and non-disciplinary inquiry, aiming to foster critical thinking and civic engagement from the outset of a student's academic journey.

Significance (Medium): Provides a concrete example of how Bard College implements its vision for liberal and civic education, demonstrating a practical application of the center's reformist agenda.

Sources in support: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

5. The School's Commitment to Pluralism and Partnership

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The School of Government and Policy at Johns Hopkins is committed to pluralism, recognizing that institutional reform requires engaging with diverse perspectives, even those with whom one profoundly disagrees. The school aims to train students to adjudicate across meaningful differences to solve public problems and foster trusted partnerships between academia and governing institutions, addressing the widespread distrust in government by producing thoughtful leaders dedicated to rebuilding and reimagining public structures.

Significance (High): Emphasizes the school's dedication to fostering constructive dialogue and collaboration across ideological divides, crucial for effective governance and public problem-solving in a polarized society.

Sources in support: William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

6. Democracy vs. Technocracy: A Core Tension

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A fundamental tension exists between the ideal of a democracy, where citizens participate in governance, and a technocracy, run by experts. Roosevelt Montas's work aims to provide a broad liberal education for all citizens, fostering their capacity for civic engagement, while William Howell's school focuses on cultivating specific experts for professional roles in governance. This divergence highlights the ongoing debate about the balance between broad civic literacy and specialized expertise in a functioning society.

Significance (High): Articulates a central dilemma in contemporary civic life: the role of the general citizenry versus expert governance, framing the distinct approaches of the discussed educational initiatives.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University)

7. Roosevelt Montas: Liberal Education's Civic DNA

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Liberal education, rooted in ancient Greece, is intrinsically linked to civic life by cultivating the discursive skills, knowledge, and dispositions necessary for free individuals to participate in collective self-governance. It contrasts with vocational training by focusing on broader human capacities rather than specific functions, aiming to equip citizens for the complex task of democracy.

Significance (High): This framing positions liberal education not merely as academic pursuit but as a foundational requirement for a functioning democracy, emphasizing its role in developing informed and engaged citizens.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

Neutral sources: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

8. Roosevelt Montas: Politics as Inherently Liberal

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The field of politics and government is inherently liberal because it is unbounded, drawing upon diverse disciplines like military science, environmental science, theology, and philosophy. This requires cultivating a broad spectrum of human capacities—intellectual, characterological, reflective, and empathetic—to maximize human flourishing and freedom in organizing collective activity.

Significance (High): This perspective reframes politics not as a narrow technical field but as a liberal art, necessitating a holistic educational approach that transcends specialized, bounded disciplines.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

Neutral sources: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

9. William Howell on Pragmatism vs. First Principles

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The new school of government and policy aims to integrate pragmatic action with first principles, resisting both raw pragmatism and rigid adherence to founding ideals. The goal is to rebuild institutions by considering their material impact on people's lives and poverty, while also engaging with democratic theory and diverse disciplinary perspectives to foster capacious reasoning and judgment.

Significance (High): Howell articulates a balanced educational philosophy that seeks to combine practical problem-solving with a deep grounding in foundational principles and diverse viewpoints, essential for effective institutional reform.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

Neutral sources: William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

10. Jenna Storey: The Normative Core of Impact

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The pursuit of positive impact and 'getting stuff done' necessitates a sophisticated understanding of different conceptions of the good. Students must be taught to critically examine the normative content embedded in policies and programs, recognizing that actions have varied effects and that continuous evaluation and questioning are vital for meaningful contribution.

Significance (High): Storey highlights that effective action requires not just technical skill but a deep engagement with ethical and normative considerations, ensuring that efforts to improve institutions align with desirable societal outcomes.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

Neutral sources: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

11. Roosevelt Montas: Liberal Education's Focus on Ends

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A liberal education fundamentally engages with the question of 'ends'—what constitutes a good institution or a worthwhile pursuit. It operates in the 'soil' of normative inquiry, asking 'what goods are worth pursuing?' This makes it anterior and primary to results-oriented education, which presumes a vision of the good and focuses on achieving it.

Significance (High): Montas asserts that liberal education's strength lies in its deep exploration of values and goals, providing the essential ethical and philosophical grounding necessary before embarking on practical action or policy implementation.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

Neutral sources: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

12. William Howell: Cultivating Judgment for Action

Timestamp: 00:48:36 to 00:50:18 - watch this moment on skim

Graduate students need to continually engage with political theory and normative questions, not just recall them. This ongoing cultivation of judgment and re-evaluation is crucial for acting effectively within institutions, enabling deeper understanding of phenomena and long-term consequences beyond immediate interests.

Significance (High): Howell emphasizes that practical leadership requires continuous intellectual and ethical development, ensuring that actions are informed by a profound understanding of their broader implications and normative underpinnings.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

Neutral sources: William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

13. Roosevelt Montas: Governing AI Requires Liberal Education

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Governing AI and related challenges demands a capacious, broad approach rooted in liberal education. It involves understanding normative evaluation, power dynamics, and institutional design, rather than solely focusing on algorithms. Expertise from philosophy, law, sociology, and political theory is essential for grappling with these complex questions.

Significance (High): Montas argues that the profound governance challenges posed by AI necessitate the broad, critical thinking skills fostered by liberal education, integrating diverse perspectives to navigate uncertainty and ethical dilemmas.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

Neutral sources: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

14. Howell: Purpose Over False Reassurance

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William Howell argues that the approach to engaging young people in civic institutions should not be one of false reassurance, but rather one of leading with purpose. He emphasizes that these institutions are vital for the nation's direction and community well-being, and that harnessing skills and goodwill is essential for addressing profound challenges. This purposeful engagement is framed as a 'life well-led,' inspiring students to think beyond immediate needs and embrace bridge-building and problem-solving. The ultimate goal is to cultivate a commitment to a life focused on more than personal gain.

Significance (High): This framing shifts the narrative from defending institutions to highlighting their indispensable role in societal progress. It challenges a passive acceptance of the status quo and calls for active, purpose-driven engagement.

Sources in support: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

Neutral sources: William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

15. Montas: Cynicism is Learned

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Roosevelt Montas posits that the cynicism and jaded attitudes observed in young people are learned behaviors, often absorbed from politicians and faculty. He notes that while many faculty members advocate for pluralism, they often resist compromising on common syllabi, demonstrating a lack of collaborative inquiry. Students learn more from observing faculty actions than from their words, internalizing this disengagement. Montas believes the classroom can be a space to 'unteach' this cynicism by modeling a different approach to discourse and inquiry, thereby inspiring students with values independent of wealth and reputation.

Significance (High): This perspective places significant responsibility on educational institutions and faculty to actively counter negative societal trends. It suggests that a shift in pedagogical approach could have profound effects on student outlook and engagement.

Sources in support: Roosevelt Montas (John and Margaret Bard Professor in Liberal Education and Civic Life, Bard College & Executive Director, Chang Chavkin Center)

Neutral sources: Jenna Silber Storey (Senior Fellow, American Enterprise Institute & Co-Director, Center for the Future of the American University), William Howell (Inaugural Dean, Johns Hopkins University School of Government and Policy)

Hoover Institution's Ideological Stance (Medium severity)

Type: Editorial

The Hoover Institution is a conservative think tank. While the discussion aims for academic rigor, the platform may subtly influence the framing or emphasis of topics related to civics and education, potentially aligning with a center-right perspective.

Significance: This ideological leaning could shape the perceived 'ideal' civic education or governance models discussed, potentially overlooking or downplaying perspectives from other political ideologies. Audiences should be aware of the institutional context when evaluating the presented arguments.