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Danielle Allen argues that the fundamental purpose of education is to cultivate participation in society by means of democracy and civic agency, as opposed to preparing students for the workforce or economic related goals. Allen highlights the necessity for education to develop critical skills and habits necessary for individuals to engage in their lives through democracy and self-agency.

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Discussion and deliberation is essential for bettering education. 

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Discussion and deliberation is essential for bettering education. 

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Education has been reinvented before, narrowing its aims in favor of vocational preparation. To do so again, it requires a collective effort through dialogue and deliberation. Bringing together diverse voices in the form of students, educators, institutions, marginalized voices, and numerous other communities will reinvent education to be a system made to address real-world needs and a shared vision. Society can address injustices through discussion and prepare students for a future beyond the limitations of a job. These dialogues will allow for inclusive decision and policy making, giving voice to those who are affected. Education has been greatly disconnected from its democratic and social purpose, and reform can reconnect it to its true purpose.

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Economic value has replaced the importance of civic education.

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Economic value has replaced the importance of civic education.

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Over the last 50 years, disciplines such as the humanities, liberal arts, and social sciences have received significantly less attention compared to the STEM fields (science, technology, engineering, mathematics). This is largely in part due to their lack of perceived economic value to society, and their narrow field of job prospects. As education is continuously evaluated through a strictly economic lens, the importance of civic education has been diminished. Civic education and agency is crucial for participation within democracy, acquiring change in society, and becoming an informed citizen.

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Democracy is, at its core, the people. Democracy requires its citizens to be knowledgeable, thoughtful, and actively involved in public policy. Democratic society requires its citizens be equipped with the ability to critically evaluate and analyze information, comprehend complex issues, and participate in productive civic dialogue. Without an engaged, intellectual population, democracy is susceptible to manipulation and inequality. The members of a society are vital for its wellbeing; the people are responsible for change through civic engagement.

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Society must redefine the purpose of education.

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Society must redefine the purpose of education.

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The true purpose of education has been lost and skewed as a result of the favorability of STEM and vocational preparation. Society as a whole must come together to agree upon the purpose of education, and rectify the education system in a fashion that can address social, economic, and political inequalities.

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Civic engagement should be the primary goal of education.

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Civic engagement should be the primary goal of education.

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Education must reinvest time and resources into preparing individuals to be well-informed and knowledgeable civic agents. Improved civic education will promote equity through democratic participation, and develop individuals more effectively as opposed to modern practices.

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Allen discusses what civic agency must look like in order to be effective. She expresses that reinventing education requires discussion and deliberation, which will allow for change. Allen states, "Such civic agency involves three core tasks. First is disinterested deliberation around a public problem. Here the model derives from Athenian citizens gathered in the assembly, the town halls of colonial New Hampshire, and public representatives behaving reasonably in the halls of a legislature" (11). Allen calls upon past models of civic agency, highlighting how discussion and productive dialogue can achieve change.

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Allen cites former President Barack Obama's efforts to enhance education in a vocationally oriented manner, stating that Obama "Announced a competition to “redesign America's high schools." Rewards would go, he said, to schools that develop more classes “that focus on science, technology, engineering, and math—the skills today's employers are looking for to fill jobs right now and in the future." More recently, in his 2016 State of the Union address, the president announced a Computer Science for All initiative that would make students "job-ready on day one" (10). Here, Allen highlights the decisions made by policymakers to better prepare students for work, which has subsequently reduced the dedication made toward Civic Education.

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Allen cites numerous occasions which have given rise to enhanced STEM investment, beginning with the Cold War, then discussing the Reagan Administration's report "A Nation at Risk." Allen states, "A Nation at Risk is generally understood to have kicked off the era of school reform that currently shapes education discussion and policy. Tellingly, the commission that produced the report held hearings on "Science, Mathematics, and Technology Education" and “Education for a Productive Role in a Productive Society," but none concerning the humanities, social sciences, or civic education" (10). Thus, fears regarding subpar education have directly led to the greater commitment to STEM education. According to Allen, it is widely believed that bettering STEM education will more effectively prepare individuals for their lives, but this is largely limited to work, not participation in democracy and civic matters.

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Allen discusses the current state of affairs within the education system, and its close correlation to modernization in the form of technology. Allen claims, "The goal is to ensure that young people, and society generally, can compete in a global economy. This view is tightly connected to a technocratic economic policy that focuses on the dissemination of skills as a way to reduce inequality in a technology-dependent economy" (2). Thus, the evolution of advanced technology has caused educators to shift the focus of education towards vocational aspirations. Doing so has convoluted the goals of education, making it more of a tool for economic success than a means of development.

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Allen cites the foundational document of the USA: the Declaration of Independence. Citing the final cause, Allen claims, "This final clause summarizes the central intellectual labor of the democratic citizen. Citizens must judge whether their governments meet their responsibility, spelled out earlier in the sentence, to secure rights. If a government fails in its core purposes, it is the job of the citizen to figure this out and decide how to change direction. This requires diagnosing social circumstances and making judgments about grounding principles for the political order and about possible alternatives to the formal organization of state power" (12). Therefore, Allen reinforces her point; a shared vision can, and has achieved change on numerous occasions. A shared vision for the betterment of education is vital to restore the purpose of education.

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Allen concludes her essay with a statement regarding the power civic education beholds, and why it must be reinvented. Allen claims, "Defending the right to civic education, and the kind of curriculum that delivers it, would benefit not only individual students but also society as a whole, advancing both political equality and distributive justice. This is an untapped source of advocacy around educational rights and on behalf of an egalitarian America" (13). Thus, the enhancement of civic education would have a causal effect, shedding light upon marginalized groups and enhancing equity and equality through political action.

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Allen critiques the modern, vocational-oriented education system, and advocates an education dedicated to civic agency. Allen claims, "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. Thus an education focused not merely on technical skills, but also on what I call participatory readiness, provides a distinct and better way to promote equality through schooling" (9). Thus, because policies designed for equality and equity come as a result of democratic decision making, Allen argues that an enhanced civic education will promote social and political betterment.

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Allen calls for an education that does not simply train students for certain roles, but instead to cultivate their civic agency. Allen states, "If we are to embrace an education for participatory readiness, we need to aim our pedagogic and curricular work not at any one of these three capacities but at what lies behind all of them: the idea of civic agency as the activity of co-creating a way of life. This view of politics supports all three models of citizenship because it nourishes future civic leaders, activists, and politicians. Such an education ought also to permit a reintegration of these roles" (12). Therefore, better civic education would better support individuals and inspire them to participate in democracy in creative, intellectual, and flexible ways.

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Allen references a paper written by economists Edward L. Glaeser, Giacomo Ponzetto, and Andrei Shleifer. Allen reinforces their claim that education is a causal force behind democracy. "Education, they argue, fosters participation because it prepares people for democratic engagement. Reading, writing, and collaboration are, after all, the basic instruments of political action" (11). Thus, democracy is most effective when its citizens are informed, engaged, and realize the importance of democratic participation.

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Change requires a shared vision for the future.

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Change requires a shared vision for the future.

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An effort to redefine education requires a common understanding of its purpose. Without a unified vision for education, it will continue on its path; serving narrow , vocational interests rather than the collective good. Reinforcing tenets such as equity, citizenship, and development will allow for better decisions regarding curriculum, policies and the priorities of education. A shared vision will ensure that education is not restrictive, but proactive in instilling important values within individuals. While modern education is fragmented and unreceptive to the needs of many individuals, this can change. With bipartisan support for a newfound purpose of education, education will serve the greater good.

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Reinventing education will address inequality.

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Reinventing education will address inequality.

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The goal of the modern educational design is to reduce inequality by equally preparing individuals for future jobs, but it is hardly effective. Education must be rectified to confront the inequalities perpetuated by current systems. Education is viewed as the means to economic success, but it favors those who are more likely to succeed. Education must introduce equitable practices, becoming accessible to the needs of diverse individuals and overseeing the development of every person, regardless of their background. Redefining education would challenge the barriers in place, creating a thriving utopia for all students. Education is far more than a tool for achievement, it is the primary means by which change is made.

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The STEM field is largely prioritized over the humanities and social sciences.

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The STEM field is largely prioritized over the humanities and social sciences.

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Throughout history, the humanities and liberal arts were highly valued, respected and widely taught. These subjects were the foundation of a free society, essential for citizenship, reasoning, and public discourse. These systems were designed to develop people, cultivating introspective and critical thinkers. Most educational system are, in essence, based in the liberal arts and humanities. While still highly valued, the liberal arts have been dominated by STEM education and vocational training. Market-driven models of education focusing on job preparation and measurable outcomes from education have left minimal room for the liberal arts and humanities to thrive.

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Technocratic goals are narrowing the goals of education.

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Technocratic goals are narrowing the goals of education.

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The modern job market is dominated by technology. The jobs in highest demand typically require specialized training and technological competency, which has diminished the necessity for roles that prioritize critical thinking, abstract reasoning, strong literacy, and creativity. This paradigm shift has usurped the goals of education, limiting our youth to hard skills and obscuring the role of education within society.

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The capacity of individuals to shape decisions that affect their lives is crucial to promote equity. When the members of a society are empowered to participate in civic and political processes, marginalized voices are recognized. Being apart of the policies and actions that respond to diverse needs helps to transcend systemic barriers. Through civic agency, marginalized populations contribute to change and acquire the solution. Enhancing civic education will drive millions of people to be involved in change at the fundamental level.

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Civic education does a better job at developing individuals.

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Civic education does a better job at developing individuals.

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Civic education is more effective at developing individuals to become well-rounded citizens. Economic, vocational focused education does not successfully cultivate knowledge, critical thinking, ethics, reasoning, and social responsibility. Job-focused education is a narrow perspective, while its counterpart, civic education, encourages students to embrace diverse perspectives and recognize complex social and political issues. Imbuing individuals with civic responsibility allows them to realize their pivotal role in shaping society and grow into active, independent citizens with the ability to communicate and participate meaningfully in democracy. Vocational-focused education only does half the job; it lacks the lessons necessary for the conscience, encouraging students to think linearly. Embracing the tenets of a civic education frees individuals from the constraints of unilateral thinking and ultimately betters society.

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Modern education is too skewed toward workforce preparation.

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Modern education is too skewed toward workforce preparation.

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Modern education is largely dedicated to preparing individuals to join the workforce instead of developing critical thinking and analytical skills. The supposed economic value of an education is replacing necessary civic skills in favor of subjects with higher job prospects, thus narrowing the goals and true capacity of education.