Teaching Legislative Politics and Policy Making

Abstract

The study of the American Congress raises compelling issues for both teachers and students in the examination of three interrelated arenas of analysis: Congressional members, Congress as an institution, and the role of Congress in the American political system. Underlying my approach to teaching Congress is a strong emphasis on discussing the role Congress should play in our Madisonian policy process as well as the role of elected representatives in a representative democracy. In many ways, then, a course on Congress or Legislative Politics and Policy making allows the instructor and students to examine the broader operation of the American political system by looking over the shoulders of congressional members as well as Congress as an institution. In doing so, broad structural questions might be addressed: To what extent is a Madisonian framework of government relevant for confronting and solving the policy problems that we currently face and will likely face in the future? What role can (and should) Congress play in addressing issues, such as the deficit, energy and environmental problems, homelessness, education, and covert foreign policy operations? In confronting these questions, I have found that students seek the opportunity to place Congress in an historical context. In doing so, I ask students to examine the three times in this century when Congress has responded to sweeping presidential domestic policy initiatives, including FDR's New Deal (1933-1936), Lyndon Johnson's Great Society programs (1965-1966), and Ronald Reagan's first-term budget and tax cut initiatives (1981).