By Amber Strong Makaiau, Ph.D.
...the measure of a good teacher, a good student, a good curriculum, and indeed an entire school is [often] reduced to one thing–increased scores on achievement tests…We forget the many things that an education worthy of its name should do. Instead, we reduce the function of education to one’s ability to perform well on one thing on one day. This ignores the fact that a democratic polity needs active citizens who are willing and able to continue the ongoing vast experiment of building a just and responsive society that works for all of us (Hess & McAvoy, 2015, pp. xiv)
Teaching students to deliberate current political controversies prepares them to engage with the political world beyond school and, proponents hope, provides a foundation for thinking about controversies that will arise in the future…In this way, the political classroom is authentic to the world as it is. At the same time, the ideal deliberative space is one in which people enter as political equals and experience mutual respect. Further, participants engage in discussion with the intention to compromise, to listen, and to come to a fair (not purely self-interested) resolution. This is quite different from U.S. society as it is, in which some people do not experience mutual respect in the public sphere and where divisive partisan politics operate on the winner-take-all principle. As a result, teaching students to deliberate is transformative insofar as these are values that would make a stronger democracy but that are not widely practiced in contemporary American society (Hess & McAvoy, 2015, pp. 6-7).
The excerpts above are taken from Diana Hess and Paula McAvoy’s (2015) The Political Classroom: Evidence and Ethics in Democratic Education. I first learned about the book and the study described in the publication while attending the American Educational Research Association (AERA) annual conference as a junior faculty member at the University of Hawai‘i. I was and continue to be deeply impressed with the book’s in-depth research, encompassing both qualitative and quantitative data, and its exploration of the ethical dilemmas teachers encounter when teaching about political issues. I also appreciated the theoretically rich scholarship and research, and practical strategies for translating ideas into teaching social studies in the K-12 setting. As the two quotes above illustrate, Hess and McAvoy’s work also resonated with me because of its deep alignment with progressive education philosophy and pedagogy.
So it should come as no surprise that I was thrilled to be included in the Punahou School Davis Democracy Initiative efforts to bring Dr. Diana Hess to Hawai‘i this past February. The purpose of her visit, as it is further described in this article from Punahou School, was to engage the community in important discussions about the role of education in a democracy, and to provide educators with tools for teaching democracy. This included three events open to the public:
Creating High Quality Discussions of Controversial Political Issues, a workshop for educators held at the PACE (Pacific Asian Center for Entreprenurship) classroom at the Walter Dods, Jr. RISE Center on the University of Hawai‘i at Mānoa campus on February 25, 2025
Teaching to Defend Democracy, a public talk held on February 26, 2025 at Punahou School
Education and Democracy Now, a community round table held on February 27, 2025 at Punahou School
If you are interested in viewing recordings of the events, please contact Dr. David Ball at Punahou School’s Davis Democracy Initiative for the links.
Additionally, as a part of the educator workshop, participants were invited to observe a group of University Lab School, McKinley High School and Punahou School high school students as they engaged in a “Dialogue Across Differences” conversation. Students discussed the proliferation of disinformation online using the philosophy for children Hawai‘i approach to facilitate their inquiry. Feedback and impressions of her visit were collected to assess the impact of Dr. Hess’s residency. In this blog, I offer the reflections from students who attended the workshop, teachers who engaged in a variety of events, and Hess herself – all as hopeful and sharp reminders of the powerful role educators and schools can play in both supporting and maintaining the future of democratic life in the United States.
REFLECTIONS FROM STUDENTS
List some of the reasons you chose to participate in the "Dialogues Across Differences" discussion. What drew you to the conversation (besides your teacher)?
I chose to participate in hopes of getting clarification on our topics and getting to know others' opinions. What drew me to the conversation was not the topic itself but being able to speak with peers my age about difficult topics. Complex topics are not often brought up in school and I feel the lack of it makes me unmotivated.
I love having long talks, it’s one of my favorite things to do. Just putting all my thoughts out to the world and having people receive them and reciprocate. It’s how I engage with my community and peers.
I chose to participate in the "Dialogues Across Differences" discussions because I found it was a good opportunity to engage in politics and civic engagement in a respectful and productive manner. I believe the current polarization in America's political atmosphere is hindering our progress. Engaging in thoughtful, respectful discussions can help people learn to tolerate and attempt to understand other people's viewpoints, which will help with political compromise.
I think it's really important for people to not only listen to each other, but understand each other. At the end of the day we’re all humans living on the same little rock in the emptiness of space. What good is it to fight each other? I'm sure we'd all be much happier together, not divided.
What are some examples of how the discussion impacted the way you think about yourself, others, or the world around you?
Prior to the discussion, we voted on a question to discuss. While there were many questions more grounded in current events, the question with the most votes was "How do you define truth?" This was a very broad and philosophical topic so it encouraged a diverse range of viewpoints to be expressed. This impacted my perspective by demonstrating how broad topics with no clear answers can be the most interesting to discuss.
One of the ideas that stood out to me most was truth as a popularity contest or truth as a reflection of societal values (whatever the majority thinks is truth). This stood out to me because it was something I was aware of, but had never really defined as 'truth' before and also because it connected to some of the discussions I've had in my English class about monster theory (monsters are a reflection of societal values).
It made me really think about that you really canʻt debate a topic in one day because you have to have some sort of foundation all can relate or build off of.
I heard some unique beliefs that gave me new perspectives on how to look at things
Would you want to participate in a future discussion about controversial political issues with diverse students your age? Why or why not?
Yes I would love to participate in a discussion on political issues because I feel that there is a genuine problem with people just going with the flow when it comes to politics. The citizens of our country are stuck in a fixed mindset where they stick with what their parents have taught them and their ideals. I hope for a nation where everyone can actually think before making a decision.
I would like to participate in a future discussion. It was really interesting to hear the viewpoints of my peers and by doing so I was able to reevaluate my beliefs and gain a more nuanced understanding of the topic.
Of course; I think it's important to not only share your ideas and beliefs, but also be open to considering others. In our modern world, everyone is so divided, and these kinds of opportunities give people a chance to hear from the other side and be open to new ideas and concepts. This creates a united community where we understand and welcome one another.
Absolutely! I believe that learning from different perspectives especially with controversial issues is what we need in our country instead of violence. I really enjoy learning from others.
Do you have any final or overall thoughts about the role of schools/education in our democracy right now?
I believe that schools are teaching politics with a bias. A lot of times, teachers have their own opinions on politics and which side to choose. Some teachers force their ideals on to students and I feel that is not fair.
I think that it is important to provide ample education for civics in order for democracy to properly function, but i also think it should be in a way that students are engaged and can have fun
Many young people lack the communication and critical thinking skills needed to function in a democratic country. Schools are important in fostering interest in civics and helping students learn to be respectful of different opinions and viewpoints. I believe that a greater emphasis on civic engagement in schools will produce more interested and informed adults, greatly improving the health of our democracy.
Education is an indispensable pillar of democracy. Without a healthy education system, there cannot be a healthy democracy. Democracy is built upon the exchange of idea, the very feature of which education is responsible for cultivating within each new generation. It is where we learn to think critically about the world around us.
It should be a place of open discussion not censorship
Education is what keeps Democracy alive. Classes like Civics teach us how the democracy works and how to participate in it, while free discussions, similar to this one, are what allows free thought and dialogue. Both things help build the next generation of citizens that know and care for our democracy.
We need to create spaces in which the students shape their own views via discussions so they can learn to be functioning and respectable individuals, even when an issue is controversial.
REFLECTIONS FROM TEACHERS
What did you find effective from Diana Hess’s visit and why?
Very useful in both encouraging form and substance. The roundtable Thursday evening included her pushback on certainty in our foundations--an honest and useful read. Her visit to my class was greatly appreciated.
She brought a new focus--discussion--that we haven't talked about as much in the recent past. She also brought what felt like a grounded, realistic approach to teaching. By this, I mean a practical, skill-based vision of how we can help our students (as opposed to a sexy, progressive educational trend).
I appreciated both Diana's sharing of norms for navigating challenging conversations in class, as well as the general education strategies that she shared to help get students engaged in small group and larger class discussions.
I like how she reminded us to ask questions instead of just disagreeing. It was obvious, but a good reminder.
CLOSING REFLECTIONS FROM DIANA HESS
What are your key reflections or major takeaways from leading professional development and public events related to democracy, education, and teaching politically controversial issues in THIS current moment?
There is a lot of concern (as I think there should be) about the state of democracy in the United States, how it is impacting other nations, and how the threats to democracy already are or have the potential to negatively affect schooling at all levels. As the overall political climate becomes more politically polarized, it is both more difficult to engage students (and the public) in thoughtful discussions and deliberations of controversial political issues, and more important. It is also important to focus on both the concept, the reality of, and the promise of democracy. We should not assume that students or the public have sufficient understanding of what democracy is (and could be), and how serious the current and growing threats are to both democracy as a way of governing and as a way of life.
What are your key reflections or major takeaways from teaching and learning in Hawai‘i’s unique social/cultural/political context?
My major reflections are that there is much about the Hawaii social/cultural/ and political context that is unique and includes both positive influences on teaching and learning in Hawaii and presents challenges. Hawaii is much more multicultural than virtually all the continental United States. The multiculturalism is a great strength—it means that both students and teachers are encountering authentic differences in many positive ways. I was interested to learn about the focus on various types of ethnic studies is more accepted and not as much of a hot-button political issue as in parts of the continental United States. I was impressed by how many people (across age spans) are learning the Hawaiian language, and how much attention there is to the history and cultural practices of indigenous Hawaiians.
I met students and teachers from public and private elementary and secondary schools and higher education. Across the board, I came away impressed by the enthusiasm and knowledge of the students, and the professional skills and expertise of the teachers and higher education faculty. With respect to challenges, I think many of the edicts from the current federal authorities could do real damage to students and teachers in Hawaii. I am particularly concerned about how the attacks on diversity, equity, inclusion, and belonging could challenge some of the greatest strengths in the schools. It is also the case that some of the federal budget cuts could deny Hawaiians some of the key supports that are necessary for people and the broader society to thrive. That said, there is a lot of litigation about some of the executive orders and it is important to let those play out and not engage in anticipatory compliance.
Based on your areas of expertise – What are the most important questions, ideas, and action steps that educators might consider as they respond to our changing world?
Some of the important questions that we should focus on include: What do we need to teach differently to respond to the contemporary threats to democracy? What criteria should we use to determine whether questions are taught as currently controversial or settled? How can we ensure that schools are inclusive places where students are taught very explicitly how to engage in discussions and deliberations of controversial political issues without doing damage to the need for schools to be places where all students feel welcome and part of the community?
Are there any additional thoughts and reflections that you would like to share with our readers?
I was so impressed by the students, teachers, and community leaders I encountered during my stay. I am not sure I have ever been treated with such gracious hospitality, and I am deeply appreciative. I sure learned a lot more than I taught and my time in Hawaii will clearly influence my thinking and actions in the future.
ABOUT THE AUTHOR:
Dr. Amber Strong Makaiau is a Specialist at the University of Hawai‘i at Mānoa, Director of Curriculum and Research at the Uehiro Academy for Philosophy and Ethics in Education, Director of the Hanahau‘oli School Professional Development Center, and Co-Director of the Progressive Philosophy and Pedagogy MEd Interdisciplinary Education, Curriculum Studies program. A former Hawai‘i State Department of Education high school social studies teacher, her work in education is focused around promoting a more just and equitable democracy for today’s children. Dr. Makaiau lives in Honolulu where she enjoys spending time in the ocean with her husband and two children.
