Political Theory
For the second section, the paper will carry out the exercise pertaining to the fictional country of wonderland. The paper will present the authors opinion, as developed from the first section of the paper, on why one of three books on the history of wonderland should be made part of the school curriculum.
A. Good education and its goals according to Rousseau
Good education, according to Rousseau, is education that is vast and encompasses everything about the country in which the student lives and instills the student with a desire to learn more. Rousseau believes that education is good when it is being continuously regulated for its order and form. Good education teaches students the value of morality and the significance of discovery (Rousseau, 1997). Rousseau also believes that the state of education in a country can be considered to be good when it is being provided without division and distinction amongst students. Rousseau clearly states that since all are equal by the constitution of the state, all ought to be educated together and in the same fashion.
Rousseau believes that good education comes as a result of the infrastructure through which it is implemented. Rousseau recommends stringent guidelines and criteria for teaching to take place and suggests that an uncompromised degree of attention is given to the teachers who impart education. Rousseau also highlights the need for appropriate physical education as part of good education (Rousseau, 1997). Rousseau suggests that the presence of a gym be made mandatory in which activities are regulated. Children are to be subjected to exercises and games that encourage teamwork and serve to continue the learning process through collaborative and competitive activities.
B. Richard Rortys opinion on why academia should be patriotic
According to Richard Rorty, academia should be patriotic because making academia so allows the country to develop so that its inhabitants can take pride in it. It allows the country to rejoice and celebrate the achievements of its past and the struggles for those that it sought (Rorty, 1994). Rorty believes that by maintaining academia in a patriotic frame of reference, a foundation is made in the students mind through which the student learns to recognize victories for their relevance and their role in society alongside the failures in the history of the nation.
Rotry highlights the role of left-wing politicians and intellectuals as he notes that a left that refuses to take pride in its country will have no impact on that countrys politics, and will eventually become an object of contempt (Rorty, 1994). This statement by Rotry can be taken as the fundamental concept behind which he has based his article. Richard Rotry argues that in the event that academia is maintained unpatriotic, those who study it are deprived of the glory and pride that national tradition entails. Rotry believes that by ensuring patriotism in literature, students can be taught the relevance of realizing their shared national identity (Rorty, 1994).
C. What is sentimental civic education and what are its disadvantages according to Callan
Civic Sentimental Education is the name of Callans perspective on Galstons approach toward civic education. Through this approach Callan believes sentimental civic education tends to take on a note that is far more conservative than is fundamentally required from education. While appreciating Galstons utilization of the theory of liberal democracy, Callan expresses that by providing students with sentimental civic education, an over estimation shall be exercised with regard to the degree to which coming generations wish to be exposed to the rationale behind the political institutions they inherit and sustain (Callan, 1994). It is imperative to highlight that Callins agreement with Mark Jefferson on the perceived limits of what can be considered to be sentimental plays a significant role in this regard.
Callin argues against the provision of sentimental civic education on the grounds that the essence behind the provision of education of such nature has been in practice since the nineteenth century and has contributed significantly in shaping minds to be comfortable and adjusted to the current setup of political institutions (Callan, 1994). It is evident that Callins considers the distribution of sentimental civic education to be a jeopardization of the liberty held by groups and individuals in society to raise arguments against political policies and institutions that they consider to be worthy of subjecting to change.
D. Brighouses opposition towards teaching patriotism
Brighouse builds upon the simple differences between the perceptions that exist towards the pledge of allegiance across the American education system. Brighouse notes that there is a strong need to realize the fact that history textbooks do not always provide precise recollections of historical events (Brighouse, 2006). Brighouse further criticizes that history textbooks tend to be biased where national history is concerned. Brighouses stance on the teaching of patriotism can be surmised and summarized best in his own statement when he states that promoting patriotism on solidarity and citizenship grounds is playing with fire, even if the national sentiment in play is relatively benign (Brighouse, 2006).
Brighouse believes that by teaching students patriotism, they are brought up in a state of mind in which they can be expected to refrain from demanding justice for themselves in cases where the very justly deserve it. Brighouse further asserts that patriotism, if integrated into society in this manner, can result in the reluctance of students towards considering the relevance of reasonable debate and critical evaluation (Brighouse, 2006). Brighouse denounces the practice of teaching patriotism by asserting that it causes the unintentional manufacturing of a patriotic bent of mind in the students.
E. Nussbaums alternative to patriotic education
Nussbaum considers the generally perceived definition of patriotism to be one that is fairly stereotyped and one that merits replacement. Nussbaum highlights that patriotism need not always be one in which the nation outshines others or celebrates its victories over others but can also be one in which the nation celebrates its people instead of its physical boundaries (Nussbaum, 1994).
Nussbaum asserts that patriotism should not be limited to the borders of a country but should be centered on the practice of belonging to the country. Nussbaum through examples of individual perceptions on nationalism shows how it is necessary to realize that teaching border constricted patriotism will never allow the child to function as part of a highly diverse modern day society.
It can therefore be observed that Nussbaum attempts to discourage the education system from teaching patriotism that is confined to the borders of the nation. Nussbaum asserts that there is a strong need to realize the concept of a nation through a global perspective (Nussbaum, 1994). Citing examples such as those of the ancient Greek Cynic philosopher Diogenes, Nussbaum suggests that students are taught to respect different cultures and to acknowledge that there is nothing to prevent them from living as one society.
Choosing a History Textbook
Of the three history textbooks available, I would make use of the one that pertains to world history and provides a specific history of wonderland with regard to its precise proportional place within the history of the world. The purpose of my selection will be to equip children with an accurate comprehension of the current standing of wonderland in world history. It will also allow the children to observe how wonderland developed over time and what incidents led it to reach the form it is currently present in.
Another purpose of my selection of this particular book will be to provide the children with a detailed perspective on the histories of different nations. The students will study wonderland as a country that is part of a larger world and will therefore learn to identify themselves as individuals who are part of a larger society. The discussion and reading on the events that constitute the history of wonderland alongside the events that constitute the history of other countries will also allow the students to perceive how proper and improper decisions were made over time and how governments evolved, developed and collapsed. It will provide the students with an unbiased view that will liberate their imagination and perceptions towards patriotism. The patriotism that subsequently develops in students will be of a nature that will not be one that is manufactured in the mind of the student but has been chosen by the student as the social position to exercise.
The choice of textbook is one that is in line with the writings of Jean-Jacques Rousseau (1997) discussed in the paragraphs above. The selection of this textbook will allow children to become accustomed to recognizing their country in the context of the world and will teach them more respect for their fellow human beings. SIt is also imperative to note that a factor that is being kept in mind in the making of this choice is the discussion presented in Patriotism and Cosmopolitanism by Martha Nussbaum (1994). She argues that through the expansive volume of literature that exists on the development of a sense of nationalism, there is very little or no discussion in most of them about how nationalism can be achieved by considering the country in the perspective of the world.
The reason because of which I did not choose the first book that provided a broadly positive and overly positive view of the history of wonderland is because the book would have served to provide the students with an image of wonderland that is perfect in every manner and does not require any changes in any area. The students will learn to become comfortable with all of wonderlands flaws and will eventually come to appreciate any shortfalls that wonderland develops over time. This bent of mind will prevent them from becoming individuals who choose to take part in society in order to bring reforms for the betterment of the people of the society.
The reason because of which the second book was not chosen because it provided a critical review of wonderland and by bringing up the children in such a manner, the children would eventually come to dislike their nation altogether. The textbook will serve to bring the children a negative image of wonderland through the critical approach. The purpose of selecting the third textbook in comparison to the second textbook was to give the students the liberty of making their own decisions and perceptions regarding the historical relevance of wonderland. If the children were to be exposed to the second book, that criticizes the history of wonderland, there is a possibility that they will learn to take on a critical approach that will develop into a pessimistic view with each shortfall they find in wonderland.
By selecting the book that provides a discussion on wonderland as part the world, each student will be at liberty to establish upon hisher perceptions regarding the world and wonderland. The student will be able to make comparisons based on how events actually took place and will be able to generate an understanding of how different countries developed dissimilarly on account of the diverse natures of decisions taken.
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