This article argues for a political science discipline and teaching framework predicated empirically on the study of "real-world problems" and normatively on promoting civic engagement among political science students. I argue for a rethinking of political science and political science education in view of the pragmatist thought of John Dewey as well as more recent ideas on higher education of David Orr. This way of thinking calls for that which is lacking from various theory- or method-driven approaches to political science: (1) a problem orientation that explicitly clarifies that political science is for responding to what Dewey called "concrete human woes" and (2) promotion of civic engagement, defined as concern for the well-being or improvement of state and society, as an explicit learning outcome of political science education.