US university puts ”patriotic education” on the curriculum
One of the most startling aspects of our society at present is the way things that were once considered to be virtues have now become the object of intense disapproval, and vice versa. A recent survey of teachers by London University’s Institute of Education found that some three-quarters of them believed it was their duty to warn their pupils US university puts ‘patriotic education’ on the curriculum the dangers of patriotism.
Once upon a time, loving your country enough that you were prepared to die for it was held to be the highest virtue. Indeed, without patriotism there would be no one serving in the Armed Forces. For the past 1,000 years, it has given the people of these islands the strength and courage to repel invaders and defeat the enemies of liberty. Is it not extraordinary that such affection for your country should now be considered so objectionable that children should be told it is positively dangerous? One teacher said that praising patriotism excluded non-British pupils. Patriotism about being British divides groups along racial lines, when we aim to bring pupils to an understanding of what makes us the same.
But on the contrary, patriotism is what binds us together through a shared sense of belonging and a desire to defend what we all have in common. What this teacher seemed to be saying was that children from immigrant backgrounds can’t have that shared sense of belonging because they are not really British. Is that not itself a racist attitude? And if such children really are merely foreign visitors, it is even more extraordinary that teachers should tailor the education of children who are British to suit the few who are not. But then, some of these teachers seemed unwilling to acknowledge the concept of citizenship at all, spouting idiotic nonsense instead about promoting ‘universal brotherhood’ or the need to ‘identify as humans’.
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So what, pray, is promoting ‘universal brotherhood’? Planet earth to teachers: make contact, please! As the researchers who conducted this survey point out, much of history and politics is incomprehensible without understanding the power of patriotic sentiment. Accordingly, they say, schools should ensure that pupils not only understand what patriotism is, but are also ‘equipped to make reasoned judgments about the place it should occupy in their own emotional lives’. Teachers should not set out to put across one point of view, which replaces education with propaganda. Instead, they should be giving pupils both knowledge and the ability to think about it and learn from it so they can arrive at their own conclusions. But on the grounds that love for your country is wrong, many teachers have long stopped passing on to children the knowledge they need if they are to admire and identify with Britain.
Somehow this has got mixed up with racism, xenophobia and the BNP. Perverse though this may seem, it is not actually a surprise. It is merely the latest stage in the deconstruction of education that has been going on for the past three decades – and at the heart of which lies the teaching of history. Back in the Eighties and Nineties, history teaching was at the centre of a tremendous battle over British national identity.
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That was because they subscribed to the view that Britain was itself intrinsically racist: that it had a history of colonial exploitation and that a new society had to be created that would treat the culture of every incomer as equal to the culture of the indigenous British. More fundamentally even than that, they believed the very idea of a nation with a distinct identity at all was racist. According to their reasoning, the nation led to nationalism, and nationalism led to prejudice and war. So destroying national identity would eradicate all such horrors and create the brotherhood of man on earth. Moreover, the pose of ‘neutrality’ that teachers adopted in denouncing patriotism did not prevent them from telling children that Britain had a past of which it should be ashamed.
Despite their Far Left provenance, these destructive, even nihilistic views captured the education world. In part, this was a reaction to mass immigration. Teaching Britain’s national identity was thought to discriminate against foreign-born children. But the surest way to ensure that immigrant children are excluded from a society is to fail to teach them to know and admire the country of which they are now citizens. Native-born children have been left equally bereft of anything in their country with which they can feel a proud sense of identification.
These teachers have produced equality, all right: an equality of rootlessness. They have also produced widespread ignorance. No longer telling the coherent story of the nation, history teaching took instead the form of disconnected episodes that made little sense. No wonder a major study is now warning that in some state secondary schools the subject faces extinction altogether. Thousands of pupils are being allowed to drop history at the age of 13, with fewer than a third of pupils studying it to GCSE. Should history be a compulsory subject in our schools?
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This ignorance is affecting even the intellectual cream of the crop. Professor Derek Matthews, an economics lecturer at Cardiff University, was so concerned at his students’ lack of historical knowledge that he set them four simple questions. Martin Luther was an American civil rights leader. Yet these students were probably in the top 15 per cent of their age group for educational success. Despite – or perhaps, because of – this collapse of knowledge in the schools, there is a tremendous appetite for history among the general public. Man Booker Prize are all in different ways rooted in the past.
People are usually desperate if they cannot root themselves. Yet for ideological reasons, the teaching world decided unilaterally to deprive children of the ability to do so. Gordon Brown has spoken in favour of encouraging pupils to be patriotic, calling for ‘Britishness’ lessons to be part of the curriculum. He is right to be concerned about the erosion of national identity. What he is reluctant to acknowledge, however, is that the root cause of this is the promotion of multiculturalism, which has turned patriotism into a dirty word. But without patriotism, a society starts to die.
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If the core purpose of education is to transmit a culture down through the generations, it is not patriotism that is a menace to this country, but the teachers whose real target is Britain’s identity itself. The comments below have been moderated in advance. We are no longer accepting comments on this article. Intimidated by the thought of taming your garden for summer? Rochelle Humes powers through London Marathon as she completes her first 26. Gordon Ramsay’s twins Jack and Holly, 18, complete first London Marathon as he celebrates impressive 4.
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He was just sitting there with his daughter in his lap,” said prosecutor Richard Simon. You’re not supposed to die that way. A man was believed to be on board. High school is the place where the dreams of childhood become shaped and focused into something more tangible by inspiring teachers and hours of practice. HOA Homefront: Reader wants to know: Can we limit rentals?
Sorry, your blog cannot share posts by email. When our thoughts—which bring actions—are filled with hate against anyone, Negro or white, we are in a living hell. That is as real as hell will ever be. It is not the style of clothes one wears, neither the kind of automobile one drives, nor the amount of money one has in the bank, that counts. It is simply service that measures success. I love to think of nature as an unlimited broadcasting system, through which God speaks to us every hour, if we will only tune in. When you can do the common things of life in an uncommon way, you will command the attention of the world.
Take hold of the things that are here. You learn to talk to them. Fear of something is at the root of hate for others and hate within will eventually destroy the hater. Keep your thoughts free from hate, and you need have no fear from those who hate you. While hate for our fellow man puts us in a living hell, holding good thoughts for them brings us an opposite state of living, one of happiness, success, peace. Our creator is the same and never changes despite the names given Him by people here and in all parts of the world. Even if we gave Him no name at all, He would still be there, within us, waiting to give us good on this earth.
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Nature study is agriculture, and agriculture is nature study–if properly taught. More and more as we come closer and closer in touch with nature and its teachings are we able to see the Divine and are therefore fitted to interpret correctly the various languages spoken by all forms of nature about us. As I worked on projects which fulfilled a real human need forces were working through me which amazed me. I would often go to sleep with an apparently insoluble problem. When I woke the answer was there. We get closer to God as we get more intimately and understandingly acquainted with the things he has created.
I know of nothing more inspiring than that of making discoveries for ones self. George Washington Carver was a prominent African-American scientist and inventor. Carver is best known for the many uses he devised for the peanut. However he did do a lot of research into new and alternate uses for peanuts. When and Where Was George Washington Carver Born?
George Washington Carver was born into slavery in Diamond, Missouri, during the Civil War years, most likely in 1864. The exact year and date of his birth are unknown. A week after his birth, George was kidnapped along with his sister and mother from the Carver farm by raiders from the neighboring state of Arkansas. The three were sold in Kentucky. Among them only the infant George was located by an agent of Moses Carver and returned to Missouri. The conclusion of the Civil War in 1865 brought the end of slavery in Missouri. Moses Carver and his wife, Susan, decided to keep George and his brother James at their home after that time, raising and educating the two boys.
Susan Carver taught George to read and write, since no local school would accept black students at the time. The search for knowledge would remain a driving force for the rest of George’s life. As a young man, he left the Carver home to travel to a school for black children 10 miles away. It was at this point that the boy, who had always identified himself as “Carver’s George” first came to be known as “George Carver. Carver attended a series of schools before receiving his diploma at Minneapolis High School in Minneapolis, Kansas.
Accepted to Highland College in Highland, Kansas, Carver was denied admittance once college administrators learned of his race. Instead of attending classes, he homesteaded a claim, where he conducted biological experiments and compiled a geological collection. While interested in science, Carver was also interested in the arts. In 1890, he began studying art and music at Simpson College in Iowa, developing his painting and drawing skills through sketches of botanical samples. His obvious aptitude for drawing the natural world prompted a teacher to suggest that Carver enroll in the botany program at the Iowa State Agricultural College. Carver moved to Ames and began his botanical studies the following year as the first black student at Iowa State. Upon completion of his Bachelor of Science degree, Carver’s professors Joseph Budd and Louis Pammel persuaded him to stay on for a master’s degree.
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His graduate studies included intensive work in plant pathology at the Iowa Experiment Station. Washington, the principal of the African-American Tuskegee Institute, hired Carver to run the school’s agricultural department in 1896. Tuskegee’s agricultural department achieved national renown under Carver’s leadership, with a curriculum and a faculty that he helped to shape. Areas of research and training included methods of crop rotation and the development of alternative cash crops for farmers in areas heavily planted with cotton. This work helped under harsh conditions including the devastation of the boll weevil in 1892. The education of African-American students at Tuskegee contributed directly to the effort of economic stabilization among blacks.
In addition to formal education in a traditional classroom setting, Carver pioneered a mobile classroom to bring his lessons to farmers. The classroom was known as a “Jesup wagon,” after New York financier and Tuskegee donor Morris Ketchum Jesup. Carver went on to become a prominent scientific expert and one of the most famous African-Americans of his time. Carver achieved international fame in political and professional circles. President Theodore Roosevelt admired his work and sought his advice on agricultural matters in the United States. Carver was also recognized abroad for his scientific expertise.
Carver used his celebrity to promote scientific causes for the remainder of his life. He wrote a syndicated newspaper column and toured the nation, speaking on the importance of agricultural innovation and the achievements at Tuskegee. From 1923 to 1933, Carver toured white Southern colleges for the Commission on Interracial Cooperation. However, he largely remained outside of the political sphere and declined to criticize prevailing social norms outright. This made the politics of accommodation championed by both Carver and Booker T. Washington anathema to activists who sought more radical change. How and When Did George Washington Carver Die?
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George Washington Carver died on January 5, 1943, at the age of 78 after falling down the stairs at his home. He was buried next to Booker T. Carver’s epitaph reads: “He could have added fortune to fame, but caring for neither, he found happiness and honor in being helpful to the world. In addition to the museum, Carver also established the George Washington Carver Foundation at Tuskegee, with the aim of supporting future agricultural research. Carver’s LegacyA project to erect a national monument in Carver’s honor also began before his death.
Truman, then a senator from Missouri, sponsored a bill in favor of a monument during World War II. Carver’s iconic status remained after his death. 30,000 for the monument west of Diamond, Missouri — the site of the plantation where Carver lived as a child. This was the first national monument dedicated to an African-American. The 210-acre complex includes a statue of Carver as well as a nature trail, museum and cemetery.
1948 and 1998, as well as a commemorative half dollar coin minted between 1951 and 1954. Numerous schools bear his name, as do two United States military vessels. In 2005, the Missouri Botanical Garden in St. These honors attest to George Washington Carver’s enduring legacy as an icon of African-American achievement, and of American ingenuity more broadly.