# data[].attributes.headline
What is Education for? by Danielle Allen

# data[].attributes.subject
What is Education for? by Danielle Allen

# data[].attributes.body
Danielle Allen argues that for education to promote equality, schools should prioritize civic subjects like the humanities and social sciences over purely vocational subjects such as math, science, and technology (Allen 1).

# data[].attributes.body
“The civic conception of education suggests a very different way to understand the link between education and equality. This understanding begins with the recognition that fair economic outcomes are aided by a robust democratic process and, therefore, by genuine political equality.”

# data[].attributes.body
“The vocational approach imagines that this equal attainment will translate into a wider distribution of skills, which will reduce income inequality.”

# data[].attributes.body
The state of New York once defended its education system in court by arguing that it adequately prepared students for minimum-wage jobs. However, the Campaign for Fiscal Equity (CFE) pushed back, asserting that the standard should be higher. The court sided with the CFE, ruling that a basic education should equip students to be active citizens, meaning a 12th-grade education must be sufficient for them to "understand complex ballot issues" and "follow arguments about DNA evidence in a trial" (Allen par. 4).

# data[].attributes.headline
“The dominant policy paradigm attends almost exclusively to education’s vocational purpose.”

# data[].attributes.subject
“The dominant policy paradigm attends almost exclusively to education’s vocational purpose.”

# data[].attributes.body
The main goal of current education policy is to prepare students to compete in the global economy. This idea is linked to the belief that teaching skills for today’s technology-driven economy can help reduce income inequality. As a result, the focus is on STEM subjects like math and science, while humanities are seen as less important for the economy. However, Allen argues that there’s another way to address inequality. She uses an idea from Dani Rodrik, which says that economic inequality doesn’t just come from technology or globalization—it’s a result of policy choices shaped by politics. Allen believes that humanities and politics are key to achieving equality.

# data[].attributes.body
Allen argues that an education focused on preparing students for active participation in society, rather than just technical skills, is essential for achieving equality. She repeats this idea throughout the text, emphasizing that teaching for civic involvement, not just for work, has significant effects on how resources and opportunities are shared.

# data[].attributes.body
Allen insists that civic education should not be something students have to demand. She notes that most state constitutions explicitly or implicitly link the right to education to a civic purpose. Because of this, she argues that students are entitled to an education that includes civics (Allen par. 10).

# data[].attributes.headline
“global competitiveness did not always dominate"

# data[].attributes.subject
“global competitiveness did not always dominate"

# data[].attributes.body
STEM didn’t always dominate education. The U.S. began focusing more on STEM and vocational education after the Soviet Union launched the first satellite into space. This event made the U.S. feel like they were falling behind, leading the government to pass the National Defense Education Act. This law encouraged schools to focus more on science, math, and vocational training. In 1983, the Reagan administration published a report—later proven false—that claimed the U.S. education system was mediocre and at risk of falling behind other countries.

# data[].attributes.body
Allen argues that civic education and professional training for modern jobs are not mutually exclusive. She believes the primary reason people see them as incompatible is an overemphasis on economic concerns. This narrow perspective is upheld by policymakers, education experts, and parents, particularly those whose children have missed out on civic education (Allen par. 18).

# data[].attributes.body
Here, Allen argues that modern civic engagement isn’t the best form. She divides people into three groups: the civically engaged individual, the activist, and the professional politician. She believes the role of the statesman has been replaced by the professional politician, who doesn’t play fairly like the statesman once did. Allen also emphasizes the loss of the ideal "ordinary citizen" — someone who has nothing to gain from politics but is still interested and active in it.

# data[].attributes.headline
“embrace an education for participatory readiness”

# data[].attributes.subject
“embrace an education for participatory readiness”

# data[].attributes.body
Allen argues that if the U.S. is to adopt an education system focused on participatory readiness, it needs to shift the focus from the three categories she listed to the idea of civic agency as a solution to inequality. This approach would help students become effective civic leaders, politicians, and activists, covering all of the categories. Allen points out that the U.S. has a history of providing this type of education, known as "Liberal Arts." However, STEM subjects have taken over due to the industrial, biomedical, and digital revolutions. Another factor she notes is the exponential growth of the world’s population.

# data[].attributes.body
Allen argues that to make informed judgments about our government and its decisions, we need subjects like history, anthropology, cultural studies, economics, political science, sociology, psychology, and even math in our education. She believes these are essential for fully understanding the new policies and laws that impact our lives. She uses this argument to highlight the importance of liberal arts, even going so far as to call them "the free person’s arts."

# data[].attributes.body
Allen argues that students who have humanities and social sciences in their education tend to show much more interest and involvement in politics. She also claims there is a noticeable difference in political participation between STEM and humanities majors. Since all the graduates studied come from similar backgrounds, she suggests that education might be the key factor influencing their level of participation.

# data[].attributes.body
Blue - Claim

Yellow - Evidence

Green - Supporting

Red - Opposing

Purple - Conclusion