Rights & responsibilities

I recently assigned a short reflection essay to my freshman college students. The topic was the rights and responsibilities of voting; I asked which mattered more to the student: the right to vote, or the responsibility to vote (or if they were equal in importance). I then requested that they explain their reasoning.

Let’s just say that I didn’t get too many deeply-considered responses, and I could mention that more than one student wrote about ballets instead of ballots.

But before I sigh too deeply or launch into a rant about the lack of interest young people show about governing the country, I must stop myself. After all, these students are 17 and 18 years old. They have not felt engaged in the process of self-governance of any kind–with a few exceptions–including the responsibilities of adulthood in most of its forms. They are still being financially supported by their families. They have meal plans, so they seldom have to go food shopping, budget their dollars and their nutritional needs, or worry about going hungry. They are emerging from the narcissistic and peer-driven teen years and haven’t had much reason to examine public policy or how it affects them. They haven’t learned yet about fallacies, straw men, slippery slope reasoning, ad hominem attacks, circular arguments, and the ways certain uses of rhetoric can persuade us from rational paths.

They do not usually even understand rationality. They are all emotion and denial, but there is an underlying current of curiosity beginning to stir in their souls. Usually.

At least a few of my students, all of whom are “beginning” writers who lack confidence in written expression, produced brief reflections on what rights are and how they differ from personal, cultural, community, or social responsibilities. Even the least reflective students recognized that the Constitutional right to vote is crucial to a democracy; the more adventurous students argued with themselves about how important it is to “vote well” (ie, to be an informed citizen when one casts a vote). A few decided that if a person votes based on looks or culture or without an understanding of the issues or of how our government operates, that citizen is irresponsible, and it would be better if such citizens refrained from voting.

Then, most of these students added that they would not be voting this November, because they are uninformed.

If my classroom is representative, the US presidential candidates have not been effective among the youth vote. There were a number of students, however, who felt that the privilege of voting is so significant that they fully intend to vote in this election (their first ever); and they say they intend to inform themselves of the issues that matter both to themselves individually and to the nation as a whole.

One-fifth of my class plans to vote. Voting turnout usually runs from 36% to 55% nationally–I have looked at several sites and gotten conflicting numbers–so my students indicate a lower-than-average turnout rate. I hope that after they’ve spent four years in college and taken philosophy and marketing and communication and history and criminal justice courses, they will be more likely to participate in the “responsible” part of being a citizen who has the right to vote.

Here’s an amusing interactive site where anyone can learn a thumbnail definition of logical fallacies: http://yourlogicalfallacyis.com/

3 comments on “Rights & responsibilities

  1. singingbones says:

    Interesting post, Ann. I can well see the difficulties and frustrations of attempting to educate the youth as to how to discern for themselves the truth as to politicians’ games and rhetoric…. if they do not understand why their voice matters, or believe that it does (like so many believe in the States) then of course they have no real interest in going to the ballot box in November. Here in Denmark, at last year’s parliment election, there was about 89% voter turnout, which is typical around here. There are also 9 political parties from which to choose, and you can also vote for individuals on the ballot. Of course it is not perfect, but from what I can see, the Scandinavian social democratic model works much better than the antiquated two-party system and the scandalous electoral college which the United States has yet to get rid of. I hope that you are able to educate your students somewhat as to why democracy doesn’t really work there anymore (if it ever did) and what some alternatives are that do…. such as Iceland!!


  2. KM Huber says:

    I’ve been thinking about this post for awhile; it captures this country and its politics quite accurately. The above comment also reveals some interesting insight regarding the US, doesn’t it?

    Much to consider, Ann. I applaud your dedication to your students. Whether they are aware or not, you are introducing them to thinking/writing skills they will need for the rest of their lives. they are most fortunate.



  3. […] U.S. citizens should become more aware of our responsibility to learn about the Constitution, the importance of the vote, and the need to be rational thinkers when we go to the polls. Our democracy’s founding […]


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