"Ideological" is referred to as Big Ideas in American educational terminology. Many American English textbooks are structured around these big ideas, which seem to be more favored by teachers compared to other structural formats. In the United States, textbooks are published by private publishers, and the selection of which textbook to use among different options in the same category is determined by a "Textbook Selection Committee" composed of representatives from local school districts. Last year, the Oakland school district where I reside selected a textbook structured around big ideas, indicating that teachers place great importance on the ideological nature of textbooks.
"Ideological" relates to good public life
This English textbook published by Pearson (Literature: Reading and Language) is divided into six units, titled: 1. Fiction and Non-Fiction: How Do We Determine What is Real; 2. Short Stories: Is Conflict Always Bad?; 3. Types of Non-Fiction: What is Important Knowledge; 4. Poetry: Does Better Communication Require Words?; 5. Drama: How Do We Determine Who We Are; 6. Themes in Folklore: How Groups Shape Us. From these titles, it is clear that this is a textbook that imparts knowledge related to literature, and studying literature helps enhance students' ideological capabilities, which is the essence of "ideological". It does not indoctrinate a certain ideological perspective but inspires students to think about issues related to good public life, such as cognition, judgment, and values: truth, good and evil, the distinction of different knowledge's importance, individuality and personal dignity, group identity and shaping.
American education features the principle of "teaching according to students' needs"; students with different levels of English proficiency use different textbooks, yet the emphasis on ideology remains consistent. For instance, the Oakland school district currently uses a textbook titled High Points, designed for students whose second language is English or who have lower proficiency, consisting of three volumes for grades 6-8. The five ideological themes in the first volume are: unique individuality, cooperation, interpersonal relationships, groups, and tradition. The five ideological themes in the second volume are: communication, belonging, dreams and determination, continuity and change, and challenges. The five ideological themes in the third volume are: personal expression, discovery, conflict and resolution, choices, and success. These ideological themes pertain to public life and do not involve the "ideological" nature related to government, nation, political parties, or leaders.
The themes studied by middle school students are also of concern and importance to ordinary adult citizens, thus becoming universal public life themes. For example, the second volume includes a text titled "Amir" by Paul Fleischman, which tells the story of an Indian immigrant named Amir living in Cleveland, Ohio, who builds a community garden with his neighbors. Through their collective efforts, they not only created a beautiful garden but also deepened their understanding of one another. At a neighborhood party celebrating the garden's completion, one resident said: "Previously, when I bought things at the corner store, I thought the owner had given me the wrong change and argued with him. After seeing the owner initiate the garden project and work hard for the community, I have become his good friend." This reflects a core value theme of the American Pavilion at the 2010 Shanghai Expo. A documentary shown in the third hall of the American Pavilion tells the story of a girl who realizes her dream of building a beautiful community garden. Initially, she worked alone, and the flowers she planted quickly wilted. Later, residents in the community saw her efforts and began to join in the garden's construction. However, there weren't enough people, and they still did not succeed. Eventually, more residents joined in, including a strongman who had initially been indifferent. They cleared the trash, moved large stones, prepared the land, and planted flowers and plants. Just as they were about to succeed, a storm destroyed everything. The girl was heartbroken, but when she stood up and looked out the window, she saw the community residents rebuilding the garden again. The construction of urban community gardens is not just about creating a beautiful garden; it is also about fostering a caring and united community. The relationship between individuals and groups like this naturally permeates many texts.
The "Political" Nature of Civil Society
American English textbooks also contain texts that are clearly "political" in nature. For example, in the third volume of High Points, there is a text titled "The Bill of Rights Rap" by Anne Miranda. Rap is a fast-paced musical form that developed from African American Vernacular English, and middle school students, who are lively and active, enjoy this popular art form. Using rap to sing about the Bill of Rights (the ten basic rights of citizens) not only helps students connect with the American political knowledge learned in history class but also teaches them about the artistic knowledge of "Chant" (similar to the Chinese "Tomorrow Song") and deepens their recognition of multiculturalism. This 60-line rap about the Bill of Rights is very interesting, but unfortunately, it is difficult to translate into rap in Chinese. Here are lines 1-12 of the original text:
The Bill of Rights guarantees our freedoms and our liberty.
We can go to court to settle a score.
That's what our system of law is for.
Amendment 1 protects our right
To speak, meet, or pray as we like.
We can worship as we choose, write opinions, and speak our views.
We have the right to meet in peace, disturbance from police.
If we think the government's doing wrong, we can voice our objections loud and strong.
Such rap songs are clearly "political" in nature. In the United States, there is a distinction between "political" and "politics". "Politics" is a specific domain within the overall social system, related to professions engaged by specialists ("politicking" or "holding office"). In the nation and society, "politics" is associated with specific institutions, systems, power relations, etc.; while "political" refers to the structural principles of society, presenting an uncertain, non-final, open state when the basic contractual relationships of society encounter problems or crises. "Education", as a form of knowledge behavior with social practical significance and a means of social intervention, inevitably possesses "political" characteristics, but it is not part of the domain of "politics".
In its fundamental sense, the goal of politics should be to establish a society of public morality, a society that enables citizens to take responsibility and play an active role. In modern bureaucratic systems, this meaningful politics has been replaced by utilitarianism, power struggles, and politics for the sake of power. Such "politics" easily replaces the overall structure of society, erasing the distinctions between the state and society.
The Core Values of Civic Education
Civic education in American middle schools is primarily achieved through history classes, by learning from the experiences and lessons of American republican constitutionalism. History classes thus become the most "ideological" and "political" and are also the courses that focus on America's core values. For instance, in American middle school history textbooks, the political documents that must be studied are the Declaration of Independence and the Constitution. The value statements of these two documents consist of two parts: value concepts and value principle statements. The Declaration of Independence begins with: "We hold these truths to be self-evident: that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." Here, "equality" is a value concept, while the principle statement regarding "equality" is "that all men are created equal". This is a statement of "natural law" (written in 1776), certainly not the only possible expression, but it remains a statement that Americans can universally accept to this day. Thus, when a value concept is expressed as a value principle, even if it appears to be a form of "universal value", it still possesses characteristics specific to a particular nation.
The value statement of "freedom" in the American Constitution also has American characteristics. The "preamble" of the Constitution consists of only one sentence: "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."
When learning about the Bill of Rights, teachers inform students that not only is the individual "right" of citizens a core value, but the statements regarding these rights also contain core values. The Bill of Rights does not specify citizens' rights in an affirmative "enumerative" manner but declares citizens' rights through limitations on government power. For example, the First Amendment states: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
Consistent with the natural law in the Declaration of Independence, the value statement of "government shall not" in the Bill of Rights possesses characteristics of the Enlightenment's "inalienable rights". It recognizes individual rights as existing prior to the state, constituting a limitation on public power and delineating the boundaries of public power. Therefore, whether individuals possess certain rights does not need to be declared or "granted" through legislation, as these individual rights are self-evident. The negative provisions do not enumerate which rights citizens possess but prohibit the government from infringing upon these citizens' rights. The people are above the government, and the government must have legitimacy through the consent of the people, which becomes the core value of the American democratic system.
American middle school textbooks also include full texts or excerpts of other historical documents, which are introduced to students with brief readings that explain their historical background and core value significance. Some of these documents are British, as the earliest colonists in America were British immigrants. These values constitute the "good life" in the minds of Americans. For example, the 1215 English Magna Carta states: "This document says that the king must obey the law just like other citizens" (the value is "rule of law"); the 1639 Fundamental Orders of Connecticut, the first constitution of the American colonies (rule of law); the 1689 English Bill of Rights from the "Glorious Revolution" (parliamentary power above royal power); the 1777 Virginia Statute for Religious Freedom drafted by Jefferson (religious freedom); George Mason's objections to the Constitution regarding the allowance of slavery (freedom, equality); Washington's Farewell Address of 1796 (the honor of politicians, opposition to party factions, opposition to lifelong autocracy); Jefferson's Inaugural Address of 1801: "The glory of America lies not in its hegemony, but in its freedom" (freedom); the Monroe Doctrine of 1823 (peace); the Seneca Falls Declaration and Resolutions of 1848, the first declaration advocating gender equality (equality, rights); the Emancipation Proclamation of 1863 (equality, rights); Lincoln's Gettysburg Address of 1863, reaffirming America's republican ideals; Lincoln's Second Inaugural Address of 1865 (peace, unity); the Women's Liberation Declaration of 1876 (equality, rights); and of course, Dr. Martin Luther King Jr.'s "I Have a Dream" speech, among others.
The core values are not only the basis of American textbooks but also what they impart to students. The independent selection of textbooks by teachers on the "Textbook Selection Committee" is also based on these fundamental standards and principles.