September 09, 2025
In the United States, civics education plays a crucial role in shaping the understanding of cultural and historical heritage among students. It is essential for learners to engage with the foundational ideas that have influenced their society.
To the editor,
I am writing in response to a recent article by Ryan Quinn discussing the establishment of a civic center at Utah State University, which emphasizes the importance of general education courses centered on Western civilization. Quinn notes that the center aims to promote ‘viewpoint diversity and civil discourse,’ requiring courses to include primary texts primarily from Western civilization, such as those from ancient Israel, Greece, or early Christianity, while notably excluding Islam.
However, it is important to recognize that other belief systems, such as Shintoism, Confucianism, and Buddhism, are also absent from this curriculum. The exclusion of Islam from a curriculum focused on Western civilization is not surprising, as the foundational texts of Islam did not contribute to the political development of the West. To suggest otherwise would be akin to arguing that a curriculum focused on the Aztec or Inca civilizations should include the Bible simply because of Spain’s historical conquests.
Understanding the distinction between the Islamic world and the West is fundamental to civics education. This distinction is acknowledged by scholars who have studied the historical context of Western civilization.
Americans, and consequently the educational systems in the U.S., tend to concentrate on their own historical narratives. Given that we are in the United States, it is natural for courses to reflect the influences that have shaped this nation, including Greco-Roman republicanism, state Christianity, and Enlightenment principles. Students are often curious about the origins of their country and the factors that have led to its current state. If we were teaching in Iran, China, or any other nation, the focus would naturally align with their respective heritages.
This observation is not a moral critique but rather a recognition of reality. The United States was envisioned as a revival of the Roman Republic, which ceased to exist nearly 1,800 years ago. The Founding Fathers often drew inspiration from ancient Roman texts in their writings, which is precisely what captivates students. These texts are not merely political artifacts; they raise intriguing questions about identity and origins.
The core issue at hand is not about moral judgments or idealistic aspirations but rather about maintaining scholarly integrity. It is imperative that we prioritize substance over ideology in our educational frameworks.
4/5 Articles remaining this month.
Sign up for a free account or log in.