The shocking murder of Charlie Kirk at Utah Valley University puts an exclamation point on the degraded state of reasoned debate in America.
Like many in the last month, I’ve found myself doing a deep dive into Kirk’s YouTube channel, watching debate after debate. You learn something from watching them in full: Kirk was willing to talk to anybody, and he always brought liberals to the front of the line. He was pugnacious at times, but always civil. It was his interlocutors who would sometimes resort to ad hominem attacks, and their arguments often collapsed as they met a steady stream of his questions and retorts. Time after time, these students lost the debate with Kirk because they simply didn’t know enough.
What causes a person to stake out a position with such confidence before mastering the evidence to support it? For many of the students who challenged Kirk, the answer is action civics. This is a pedagogical theory that teaches that the highest form of civic participation is protest rather than discussion. Its result is thoughtless grandstanding or worse. The antidote to this state of affairs is classical education rightly understood.
When it comes to civics, knowledge is necessary but not sufficient. Civic life requires more than a grasp of American history and government, as important as those things are. It requires us to be people formed by practice in the habit of reasoned deliberation—people who know how to disagree and be disagreed with, and who are willing to change their opinions when they learn something.
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