This is an archived article that was published on sltrib.com in 2015, and information in the article may be outdated. It is provided only for personal research purposes and may not be reprinted.
Lately I've been thinking a lot about citizenship and education. I believe an educated citizenry is integral to a healthy democracy. I also believe that higher education should prepare us for the rights and responsibilities we have to practice our citizenship. For this reason, society must demand that universities go beyond vocational training for students.
Citizens need a stake in the framework of their communities. Having a stake means more than merely casting a vote, which, between sensational news, candidate sound bites and paid advertisements, is made as simple as a choice between entrees. There are those I like, and those I would never order.
Among the most important roles of higher education, then, should be to engage students about how to live in ways that transcend the opportunities we are given as consumers. Citizenship must be actively practiced. Therefore, we must teach it.
What keeps me up at night? The worry that we might become a post-democratic country of indifferent consumers, detached from our dynamic and democratic heritage. When I think about the 55 percent of 18-29 year olds who choose to not vote, I wonder if they've received the education to empower them to become effective citizens. To remain a country of producers — a nation of new ideas and products, innovative thinking and creative solutions — we must insist on more from students and higher education alike.
This year marks the 10th anniversary of Praxis Labs at the University of Utah Honors College. Praxis is a Greek term that means "theory" plus "action." Each Praxis Lab is a year-long course built around a pressing social issue that can't be solved with a single disciplinary solution.
Twelve students, two professors, and one or more community partners come together to study, understand and create tangible, practical and often sustainable solutions to issues. More than 30 Praxis Labs during the past decade have taken on issues of revitalization of downtown Salt Lake City, immigration, transparency and privacy in the digital age, Alzheimer's and aging, healthcare for homeless, air quality, health and society, among other topics.
Praxis empowers students to resolve big issues. They learn to break problems down into solvable pieces. In the course of developing sustainable solutions, they practice negotiation, compromise and critical thinking. These "assets" render them at once more marketable and more eligible to engage the community as well-rounded citizens.
The relationships students develop between peers, faculty and individuals in the community mirror those necessary for a vibrant and increasingly diverse democracy. Students learn to form respectful, productive relationships with people different from themselves. Praxis Labs provide opportunities for students to become empathetic, effective and creative team members. Theory is not only put into action, but also the Praxis Lab model insists on the development of sustained personal interactions — an extremely valuable aspect in this era defined by the distance of virtual space.
Theory to practice brings us closer to the ideal of an integrated education so critical to the economic, social and political vitality of our country in the 21st century.
Students who become involved in solving community problems when they're young are forever invested. At the University of Utah Honors College, Praxis Labs do more than just help students find high-paying jobs. Our students transcend the material value of a degree by applying their education to pressing social issues. Through Praxis, young citizens become more than voters, they receive training to become the civic leaders of tomorrow.
Students, parents, legislators — all of us — should expect and demand problem-based, civic-oriented education at our universities.
Sylvia Torti is the Dean of the Honors College at the University of Utah.