Political literacy is a set of abilities considered necessary for citizens to participate in a society's government.[1]
The Crick Report defines political literacy as people "learning about and how to make themselves effective in public life through knowledge, skills and value".[2] Denver and Hands (1990) defined it as "the knowledge and understanding of the political process and political issues which enables people to perform their roles as citizens effectively."[3] However, political scientists differ on whether interest in politics and media exposure should be considered as factors in political literacy.
It includes an understanding of how government works and of the important issues facing society, as well as the critical thinking skills to evaluate different points of view. Many organizations interested in participatory democracy are concerned about political literacy.
The proposition is that most Americans are politically illiterate, where "political literacy" is a set of abilities, skill, knowledge, and proficiency considered necessary for citizens to participate in a society's government.
Between the 1960s and 1980s, researchers reported that school students had low interest in political and economic problems. In 1978, the Hansard Society wrote a report advocating for teaching "political education and political literacy", but support for this proposal fell in the 1980s. In Scotland, Higher Modern Studies appeared as a secondary qualification in the 1960s and 1970s.
There are three major theories about political literacy:
"Participating in a democratic government" includes the following:
Presumptions in the American Political System include:
The "Rule of Law" restricts the arbitrary exercise of power by subordinating it to well-defined and established laws.
The Universal Right to Vote is called "suffrage" (also called the universal franchise, general suffrage, and ordinary person's common suffrage). It means giving the right to vote to all adult citizens, regardless of wealth, income, gender, social status, race, ethnicity, or any other restriction, subject only to relatively minor exceptions.
In a democratic republic such as the United States of America, the accepted practice is for everyone to vote. Some voters are better educated than others. That means that election results are the product of the average consensus. A better educated and informed electorate presumably produces a better government. If more uneducated and uninformed voters participate, the average drops, and the result is a more deficient government.
Therefore, one of society's goals is to raise education and information among the electorate. However, some people and politicians prefer to exploit voter ignorance and deficiencies for personal gain at the expense of better governance.
The rule of law implies all are intended to be understood and comprehend by everyone under the principle that ignorance of the law is no excuse.[4]
One of the many challenges in American democracy is supporting citizens by ensuring they have sufficient time and opportunity to engage their responsibilities as citizens. How much time does a citizen voter need to engage their responsibility for self-governance?
To answer that question requires attention to a hierarchy of other questions:
What does it take to ensure a good life for a given citizen and their responsibilities?