Do partisan politics have a place in the classroom? No. On the other hand, in a history class it is hard, even impossible to discuss many subjects without politics forming a subtext of the conversation. This difficulty is especially inherent in modern history. How, for example, can we talk about state-building, gender roles, participatory politics, and political ideologies without entering terrain in which we have a personal stake? And once we do that, how do we keep out partisan politics?
The trick is to make that difficult mental leap into the past and try to understand it from the point of view of people who lived in that time. We do not need to take sides with our ideological forefathers, and we do not need to attack their opponents. Nor do we need to respond to problems in the past with solutions from the present. Instead we need to try to think historically. We need to try to understand people in the past in their historical contexts. Making that leap is difficult, but possible.
Ironically, good civic practices are one potential side-effect of cultivating such historical sensibilities. If we can learn to imagine how people thought in the past, maybe we can imagine how our political opponents think in the present. Once we reach that point, a genuine dialog might be possible. The problems might be just as inextricable, but we might learn how to talk with each other instead of at each other. In other words, when we study history, it is possible to acquire the communicative habits necessary for a healthy civic culture. partisan politics do not belong in the classroom, but the classroom might have some lessons for partisan politics.
This piece first appeared on my former teaching blog, History Survey, on this date, then moved to Clio and Me, before landing here.