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| patriotism and education: Patriotic Education in a Global Age Randall Curren, Charles Dorn, 2018-04-30 Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate? In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue—intelligence, friendship, and competence—and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy. |
| patriotism and education: Patriotism and Citizenship Education Bruce Haynes, 2010-01-15 Seven authors describe the controversial nature of patriotism andcitizenship education in their country, basing their account andrecommendations upon their philosophical understanding of educationand schooling. Offers differing national perspectives on patriotism acrossthe United States, South Africa, New Zealand, Australia, Japan andEngland Discusses varying accounts of how patriotism and citizenshipeducation should be handled as part of the school curriculum Provides crucial insights into how schools handle social andpolitical demands on controversial topics |
| patriotism and education: Patriotism and Nationalism in Music Education David G. Hebert, Alexandra Kertz-Welzel, 2012 Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. Nations covered include Germany, the USA, South Africa, Australia, Finland, Taiwan, Singapore and Canada. |
| patriotism and education: Pledging Allegiance Joel Westheimer, 2007 What does it mean to be “patriotic” in the United States after the terrorist attacks of September 11, 2001? And how have the prevailing notions of patriotism—loudly trumpeted in the American media—affected education in American schools? In this spirited book, renowned educational leaders and classroom practitioners answer these questions with insights, opinions, and hard facts. They focus on critical issues related to patriotism and democracy in education, including the social studies curriculum, military recruitment in schools, and student dissent. Contributors: Bill Ayers • Michael Bader • Robby Cohen • Sharon Cook • Louis Ganzler • Gerald Graff • Diana Hess • Joseph Kahne • Robert Jensen • Gloria Ladson-Billings • Deborah Meier • Ellen Middaugh • Pedro Noguera • Cecilia O’Leary • Diane Ravitch • and Joel Westheimer; Commentators: Bill Bigelow • Héctor Calderón • Edwin C. Darden • Peter Dreier • Delaine Eastin • Chester E. Finn • Jr. • Dick Flacks • Maxine Greene • Joan Kent Kvitka • James W. Loewen • Walter Parker • Charles Payne • Cindy Sheehan • Karen Emily Suurtamm • Studs Terkel • Denise Walsh. “What does it mean to be a democratic citizen? And what kind of education produces one? For the past two decades, Joel Westheimer has been one of North America’s most knowledgeable and able guides to these critical issues. Along the way, he has forced us to reconsider the larger goals and purposes of our public schools. His book will provide an invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.” —Jonathan Zimmerman, New York University “The essays in this book come at a critical moment and should be welcomed by anyone who is concerned that the values of peace, of democracy, be held high by the coming generation.” —From the Foreword by Howard Zinn, author of A People’s History of the United States “A valuable sourcebook for those who are uncertain about what patriotism is and, even more, for those who are certain that they know.” —Howard Gardner,author of Five Minds for the Future “By bringing together diverse and often divergent perspectives of patriotism, Pledging Allegiance opens to critical scrutiny the very idea of loyalty to a country. In doing so, it not only offers a useful educational resource but also performs a valuable political service. I can’t think of many books more likely to stimulate deep reflection and spirited discussion, and these activities, after all, are integral to democracy itself.” —Alfie Kohn, author of What Does It Mean to Be Well Educated? |
| patriotism and education: Patriotic Pluralism Jeffrey Mirel, 2010-04-30 In this book, leading historian of education Jeffrey E. Mirel retells a story we think we know, in which public schools forced a draconian Americanization on the great waves of immigration of a century ago. Ranging from the 1890s through the World War II years, Mirel argues that Americanization was a far more nuanced and negotiated process from the start, much shaped by immigrants themselves.Drawing from detailed descriptions of Americanization programs for both schoolchildren and adults in three cities (Chicago, Cleveland, and Detroit) and from extensive analysis of foreign-language newspapers, Mirel shows how immigrants confronted different kinds of Americanization. When native-born citizens contemptuously tried to force them to forsake their home religions, languages, or histories, immigrants pushed back strongly. While they passionately embraced key aspects of Americanization—the English language, American history, democratic political ideas, and citizenship—they also found in American democracy a defense of their cultural differences. In seeing no conflict between their sense of themselves as Italians, or Germans, or Poles, and Americans, they helped to create a new and inclusive vision of this country.Mirel vividly retells the epic story of one of the great achievements of American education, which has profound implications for the Americanization of immigrants today. |
| patriotism and education: How to Educate an American Michael J. Petrilli, Chester E. Finn, 2020-02-24 In the years after A Nation at Risk, conservatives’ ideas to reform America’s lagging education system gained much traction. Key items like school choice and rigorous academic standards drew bipartisan support and were put into practice across the country. Today, these gains are in retreat, ceding ground to progressive nostrums that do little to boost the skills and knowledge of young people. Far from being discouraged, however, conservatives should seize the moment to refresh their vision of quality K–12 education for today’s America. These essays by 20 leading conservative thinkers do just that. Students, according to this vision, should complete high school with a thorough understanding of the country’s history, including gratitude for its sacrifices, respect for its achievements, and awareness of its shortcomings. They should also learn to be trustworthy stewards of a democratic republic, capable of exercising virtue and civic responsibility. Beyond helping to form their character, schools ought to ready their pupils for careers that are productive, rewarding, and dignified. Excellent technical-training opportunities will await those not headed to a traditional college. Regardless of the paths and schools that they select, all students must come to understand that they can succeed in America if they are industrious, creative, and responsible. Anchored in tradition yet looking towards tomorrow, How to Educate an American should be read by anyone concerned with teaching future generations to preserve the country’s heritage, embody its universal ethic, and pursue its founding ideals. |
| patriotism and education: The Reconstruction of Patriotism Morris Janowitz, 1983 A meticulous, well-tuned examination of what Janowitz says is the decline of civic thought in America, and what might be done to restore it. . . . The patriotism Janowitz proposes to reconstruct is not the sort of narrow nationalism your political science professor may have warned you about--patriotism as 'the last refuge of a scoundrel.' It is instead a patriotism that intelligently appreciates life in a (however imperfect) democratic land.--Robert Marquand, The Christian Science Monitor In The Reconstruction of Patriotism, Morris Janowitz . . . places a national-service program on the national agenda. . . . Like William James, Janowitz envisions government enrolling young people to work for a year or two at subsistence pay, doing jobs that benefit society--working with, say, 'conservation, health, or old-age problems.' He believes that we need a service program because since the end of the Second World War our citizens (and, indeed, citizens of almost all the advanced industrial nations) have become more keenly aware of their rights than of their obligations, and generations are growing up with little or no understanding that they are members of a national community and have responsibilities to it--that they must give as well as take. . . . Because it reopens discussion of our wider obligations and how to fulfill them, Mr. Janowitz's thoughtful book is in itself a national service.--Naomi Bliven, The New Yorker Morris Janowitz examines an issue that seldom is subject to social and political analysis--patriotism. His thesis is clear: The long-term trend in politics has been to enhance citizen rights without effective articulation of citizen obligations. A meaningful balance between the two, he contends, must be restored. . . . The strength of this study lies in Janowitz's persuasive argument that the durability and vitality of democratic institutions require that a sense of community, or shared values, be preserved. Without civiz consciousness, he rightly observes, social and political fragmentation ensues. . . . A lucid and impressively researched polemic.--W. Wesley McDonald, American Political Science Review Janowitz addresses a seminal issue: how to restore the sense of shared civic responsibility that has fallen victim in recent years to our growing preoccupation with individual rights and the rise of special-interest groups. . . . Central to his prescription is the revival of the concept of the citizen soldier, whose importance since pre-Revolutionary War days Janoqitz discusses at length. He concludes, 'There can be no reconstruction of patriotism without a system of national service.' . . . An important book. I highly recommend it.--Washington Monthly |
| patriotism and education: Education, Democracy and the Moral Life Michael S. Katz, Susan Verducci, Gert Biesta, 2008-10-21 This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University – a lecture series established in 1992 to honor the memory of 1 Dean Francis T. Villemain. All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from l- tures given as part of the series. The general rubric of the lectures was “democracy, education, and the moral life” – a title reflecting Villemain’s lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the purpose of education was to develop democratic ci- zens, citizens infused with the spirit of democracy and the capacity to think and act intelligently within democratic settings. Of course, for Dewey, democracy was not to be conceived of as merely a political form of government, but as a shared form of social life, one that was inclusive rather than exclusive and one that was capable of adapting to the changing features of contemporary social and political reality. Francis T. Villemain’s appreciation for the intersections of the values of dem- racy, education, and the moral life was heightened by his doctoral work at Teachers College, Columbia University in the 1950s – where Dewey’s legacy remained a powerful one. But it also continued during his career at Southern Illinois University where he collaborated in compiling and editing the collected works of John Dewey. |
| patriotism and education: The Decadent Society Ross Douthat, 2021-03-16 From the New York Times columnist and bestselling author of Bad Religion, a powerful portrait of how our wealthy, successful society has passed into an age of gridlock, stalemate, public failure and private despair. The era of the coronavirus has tested America, and our leaders and institutions have conspicuously failed. That failure shouldn’t be surprising: Beneath social-media frenzy and reality-television politics, our era’s deep truths are elite incompetence, cultural exhaustion, and the flight from reality into fantasy. Casting a cold eye on these trends, The Decadent Society explains what happens when a powerful society ceases advancing—how the combination of wealth and technological proficiency with economic stagnation, political stalemate, and demographic decline creates a unique civilizational crisis. Ranging from the futility of our ideological debates to the repetitions of our pop culture, from the decline of sex and childbearing to the escapism of drug use, Ross Douthat argues that our age is defined by disappointment—by the feeling that all the frontiers are closed, that the paths forward lead only to the grave. Correcting both optimism and despair, Douthat provides an enlightening explanation of how we got here, how long our frustrations might last, and how, in renaissance or catastrophe, our decadence might ultimately end. |
| patriotism and education: The Truth about Patriotism Steven Johnston, 2007-08-29 The Truth about Patriotism is a bracing repudiation of the claim that patriotism is essential—or even beneficial—to democracy. Contending that even at its best patriotism subverts the democracy it purports to value, Steven Johnston turns to patriotism’s defenders to show how they must jettison much of democracy to champion patriotism. Closely examined, patriotism itself effectively demonstrates the impossibility of love of country. Patriotism, Johnston argues, tends toward narcissistic self-regard, blind to its violent ways of being in the world and its dependence on death. Thus we would be better off without it. Drawing largely from aspects of American political and popular culture, this wide-ranging book presents a wealth of examples to disclose patriotism’s self-defeating character. They include Richard Rorty’s and John Schaar’s enmity-driven love of country, Socrates’s angry judicial suicide, the violent obsessions of High Noon and Saving Private Ryan, the triumphalist self-display of the World War II Memorial, Oliver Stone’s and Don DeLillo’s spectacular representations of the assassination of President Kennedy, George W. Bush’s symbolic sacrifice of more Americans in commemoration of September 2001, and yet other memorials to and apologies for patriotism. Ultimately, Johnston calls for a vision of democracy that uses the tragic possibilities inherent in politics as a spur to a life-affirming civic ethos of reciprocal generosity. |
| patriotism and education: Citizenship Education in Asia and the Pacific W.O. Lee, David L. Grossman, Kerry J. Kennedy, Gregory P. Fairbrother, 2013-11-11 It is a great pleasure to present this book, edited by a distinguished team at the Hong Kong Institute of Education and with excellent contributors from nine countries in the region and beyond. The book is a truly comparative work which significantly advances conceptual understanding. The comparisons undertaken are at many levels and with different units for analysis. One chapter undertakes comparison in two cities (Hong Kong and Guangzhou), three chapters make comparisons between two eountries (South Korea and Singapore; Solomon Islands and Vanuatu; South Korea and China); and five chapters undertake eomparisons across the whole region. Other on individual countries or, in one case, on a single schoo!. In addition, ehapters foeus several chapters examine the attitudes and roles played by individuals and groups within societies. The book is thus an admirable example of the vitality of the field of comparative education in selecting different units for analysis and in examination of issues from diverse angles. Within the book, moreover, readers will find a fascinating array of settings and environments. On the one hand, for example, is Japan with its relatively homogenous eulture, a population of 126 million, and a strong national identity based on language and history. On the other hand is Solomon Islands, which has a population of just 400,000 scattered over 1,000 islands, approximately 90 indigenous languages, and major social problems arising from culture c\ashes, econornic forces, political dyna mies and legacies of colonialism. |
| patriotism and education: Patriotism Through Education Series National Security League, 1918 |
| patriotism and education: Why Learn History (When It’s Already on Your Phone) Sam Wineburg, 2018-09-17 A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization |
| patriotism and education: The Moral Disarmament of France Mona L. Siegel, 2004-12-02 Publisher Description |
| patriotism and education: Patriotism Through Education , 1919 |
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| patriotism and education: Constructing Patriotism Mario Carretero, 2011-03-01 Memory construction and national identity are key issues in our societies, as well as it is patriotism. How can we nowadays believe and give sense to traditional narrations that explain the origins of nations and communities? How do these narrations function in a process of globalization? How should we remember the recent past? In the construction of collective memory, no doubt history taught at school plays a fundamental role, as childhood and adolescence are periods in which the identity seeds flourish vigorously. This book analyses how history is far more than pure historical contents given in a subject matter; it studies the situation of school history in different countries such as the former URSS, United States, Germany, Japan, Spain and Mexico, making sensible comparisons and achieving global conclusions. The empirical part is based on students interviews about school patriotic rituals, very close to the teaching of history, specifically carried out in Argentina but very similar to these rituals in other countries. The author analizes in which ways that historical knowledge is understood by students and its influence on the construction of patriotism. This book--aside from making a major contribution to the cultural psychology field--should be of direct interest and relevance to all people interested in the ways education succeeds in its variable functions. As a matter of fact, it is related to other IAP books as Contemporary Public Debates Over History Education (Nakou & Barca, 2010) and What Shall We Tell the Children? International Perspectives on School History Textbooks (Foster & Crawford, 2006). |
| patriotism and education: Lessons in Loyalty Cody Dodge Ewert, University of Montana--Missoula. Department of History, 2012 Beginning in the late-nineteenth century an assortment of actors, alongside school administrators and teachers, pressed for the inclusion of national symbols, myths, and rituals in American schools. Amid a flurry of educational reform in the half-century following the Civil War, a nascent patriotic education movement recast schools' relationship with the nation's past in an attempt to shape its future. This mobilization began at the local and state levels, but through aggressive promotion patriotic education was a nationwide force by 1920, with several states adopting legal standards requiring outward expressions of patriotism in schools. Promoters of patriotic education sought to entrench a political culture of national reverence in the nation's public schools as a way of shaping generations of citizens' ideologies. By the time Americans entered World War I 66 a period characterized by government persecution of dissenters, state enforcement of loyalty oaths for teachers, and demands for one hundred percent Americanism 66 the ideals promulgated by patriotic reformers in the preceding decades appeared ascendant. The outburst of nationalist excitement that the World War I era witnessed should be understood not merely as a reaction to the wartime state's immediate demands, but also a manifestation of the patriotic curriculum many Americans had received for decades. The patriotic ideals articulated in the late-nineteenth century took root in school textbooks, lesson plans, and rituals, creating a standardized form of national expression and entrenching it the public schools. Though the late-nineteenth century proponents of patriotic education had no way of anticipating America's entrance into World War I, their efforts nonetheless laid the groundwork for citizens' vocal assertions of patriotism during wartime This thesis examines the development, popularization, and legacy of the patriotic education movement from the years following the Civil War through the end of American involvement in World War I. Patriotic education developed parallel to an unprecedented surge in state-sponsored educational reform and shifting popular opinions of war, expansionism, and citizenship. In uncovering the cultural, political, and social aims and implications of this largely unexplored facet of American patriotic culture, this thesis traces how the immediate aftermath of the Civil War influenced the ideologies of late-nineteenth century reformers. |
| patriotism and education: Place-based Education David Sobel, 2004 Through academic research, practical examples, and step-by-step strategies drawn from classrooms throughout the United States, Sobel celebrates teachers who emphasize the connection of school, community, and environment. Place-Based Education uses the local community and environment as the starting place for curriculum learning, strengthening community bonds, appreciation for the natural world, and a commitment to citizen engagement. |
| patriotism and education: Land of Hope Wilfred M. McClay, 2020-09-22 A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home High School and College Age Students The Original Land of Hope Narrative in E-book Edition We have a glut of text and trade books on American history. But what we don't have is a compact, inexpensive, authoritative, and compulsively readable book that will offer to intelligent young Americans a coherent, persuasive, and inspiring narrative of their own country. Such an account will shape and deepen their sense of the land they inhabit, and by making them understand that land's roots, will equip them for the privileges and responsibilities of citizenship in American society, and provide them with a vivid and enduring sense of membership in one of the greatest enterprises in human history: the exciting, perilous, and immensely consequential story of their own country. The existing texts simply fail to tell that story with energy and conviction. They are more likely to reflect the skeptical outlook of specialized professional academic historians, an outlook that supports a fragmented and fractured view of modern American society, and that fails to convey to young people the greater arc of that history. Or they reflect the outlook of radical critics of American society, who seek to debunk the standard American narrative, and has an enormous, and largely negative, effect upon the teaching of American history in American high schools and colleges. This state of affairs cannot continue for long without producing serious consequences. A great nation needs and deserves a great and coherent narrative, as an expression of its own self-understanding: and it needs to convey that narrative to its young effectively. It perhaps goes without saying that such a narrative cannot be a fairy tale or a whitewash of the past; it will not be convincing if it is not truthful. But there is no necessary contradiction between an honest account and an inspiring one. This account seeks to provide both. |
| patriotism and education: Reclaiming Patriotism in an Age of Extremes Steven B. Smith, 2021-02-23 A rediscovery of patriotism as a virtue in line with the core values of democracy in an extremist age The concept of patriotism has fallen on hard times. What was once a value that united Americans has become so politicized by both the left and the right that it threatens to rip apart the social fabric. On the right, patriotism has become synonymous with nationalism and an “us versus them” worldview, while on the left it is seen as an impediment to acknowledging important ethnic, religious, or racial identities and a threat to cosmopolitan globalism. Steven B. Smith reclaims patriotism from these extremist positions and advocates for a patriotism that is broad enough to balance loyalty to country against other loyalties. Describing how it is a matter of both the head and the heart, Smith shows how patriotism can bring the country together around the highest ideals of equality and is a central and ennobling disposition that democratic societies cannot afford to do without. |
| patriotism and education: No Citizen Left Behind Meira Levinson, 2012-05-08 While teaching at an all-black middle school in Atlanta, Meira Levinson realized that students' individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson's account challenges not just educators but all who care about justice, diversity, or democracy. |
| patriotism and education: Have a Little Faith Benjamin Justice, Colin Macleod, 2016-11-09 It isn’t just in recent arguments over the teaching of intelligent design or reciting the pledge of allegiance that religion and education have butted heads: since their beginnings nearly two centuries ago, public schools have been embroiled in heated controversies over religion’s place in the education system of a pluralistic nation. In this book, Benjamin Justice and Colin Macleod take up this rich and significant history of conflict with renewed clarity and astonishing breadth. Moving from the American Revolution to the present—from the common schools of the nineteenth century to the charter schools of the twenty-first—they offer one of the most comprehensive assessments of religion and education in America that has ever been published. From Bible readings and school prayer to teaching evolution and cultivating religious tolerance, Justice and Macleod consider the key issues and colorful characters that have shaped the way American schools have attempted to negotiate religious pluralism in a politically legitimate fashion. While schools and educational policies have not always advanced tolerance and understanding, Justice and Macleod point to the many efforts Americans have made to find a place for religion in public schools that both acknowledges the importance of faith to so many citizens and respects democratic ideals that insist upon a reasonable separation of church and state. Finally, they apply the lessons of history and political philosophy to an analysis of three critical areas of religious controversy in public education today: student-led religious observances in extracurricular activities, the tensions between freedom of expression and the need for inclusive environments, and the shift from democratic control of schools to loosely regulated charter and voucher programs. Altogether Justice and Macleod show how the interpretation of educational history through the lens of contemporary democratic theory offers both a richer understanding of past disputes and new ways of addressing contemporary challenges. |
| patriotism and education: Patriotism, Democracy, and Common Sense Alan Curtis, 2005 Patriotism, Democracy, and Common Sense is a new strategic analysis of common-sense alternatives to the public policies America has pursued since September 11, 2001. This important book features more than three dozen internationally known experts in economics, foreign and domestic policy, media, and political action. |
| patriotism and education: Church and State Education in Revolutionary Mexico City Patience A. Schell, 2023-01-31 Revolution in Mexico sought to subordinate church to state and push the church out of public life. Nevertheless, state and church shared a concern for the nation's social problems. Until the breakdown of church-state cooperation in 1926, they ignored the political chasm separating them to address those problems through education in order to instill in citizens a new sense of patriotism, a strong work ethic, and adherence to traditional gender roles. This book examines primary, vocational, private, and parochial education in Mexico City from 1917 to 1926 and shows how it was affected by the relations between the revolutionary state and the Roman Catholic Church. One of the first books to look at revolutionary programs in the capital immediately after the Revolution, it shows how government social reform and Catholic social action overlapped and identifies clear points of convergence while also offering vivid descriptions of everyday life in revolutionary Mexico City. Comparing curricula and practice in Catholic and public schools, Patience Schell describes scandals and successes in classrooms throughout Mexico City. Her re-creation of day-to-day schooling shows how teachers, inspectors, volunteers, and priests, even while facing material shortages, struggled to educate Mexico City's residents out of a conviction that they were transforming society. She also reviews broader federal and Catholic social action programs such as films, unionization projects, and libraries that sought to instill a new morality in the working class. Finally, she situates education among larger issues that eventually divided church and state and examines the impact of the restrictions placed on Catholic education in 1926. Schell sheds new light on the common cause between revolutionary state education and Catholic tradition and provides new insight into the wider issue of the relationship between the revolutionary state and civil society. As the presidency of Vicente Fox revives questions of church involvement in Mexican public life, her study provides a solid foundation for understanding the tenor and tenure of that age-old relationship. |
| patriotism and education: Handbook of Patriotism Mitja Sardoč, 2020-07-28 Both historically and conceptually, patriotism has been one of the foundational characteristics that defines the very essence of one’s attachment, identification and loyalty to a political community and a basic virtue associated with citizenship as a political conception of the person. Despite its centrality in the pantheon of political ideals, patriotism remains a contested concept and an elusive virtue as well as a source of potential conflicts and violence. The Handbook of Patriotism (the first reference work of its kind) brings together a set of contributions by some of the leading authors on the main themes and concepts associated with this area of scholarly research. Each chapter provides a comprehensive coverage of a particular aspect of this complex, and controversial, social phenomenon. The handbook provides a clear and authoritative exposition of key contemporary conceptions of patriotism, discusses the justification and the motivational impulses associated with patriotism, and examines some of the different ideas most commonly associated with one’s attachment, identification and loyalty to a political community. At the same time, it covers a number of basic concepts associated with the ‘standard’ analysis of patriotism, e.g. civic friendship, solidarity, associative duties, civic virtue, loyalty, pride, responsibility, courage etc. It also presents some of the concepts that were previously lef outside its gravitational orbit, e.g. federalism, religion, taxation and the economy. |
| patriotism and education: The Purposeful Graduate Timothy Thomas Clydesdale, Tim Clydesdale, 2016-09-08 American higher education is more expensive than ever and the rewards seem to be diminishing daily. Sociologist Tim Clydesdale s new book, however, offers some rare good news: when colleges and universities meaningfully engage their organizational histories to launch sustained conversations with students about questions of purpose, the result is a rise in overall campus engagement and recalibration of post-college trajectories that set graduates on journeys of significance and impact. The book is based on a study of programs launched at 88 colleges and universities that invited students, faculty, staff, and administrators to incorporate questions of meaning and purpose into the undergraduate experience. The results were so positive that Clydesdale came away from the study arguing that every campus (religious or not) should engage students in a broad conversation about what it means to live an examined life. This conversation needs to be creative, intentional, systematic, and wide-ranging, he says, because for too long this core liberal educational task has been relegated to the margins, and its attendant religious or spiritual discourse banished from classrooms and quads, to the detriment of higher education s virtually universal mission: graduates marked by thoughtfulness, productivity, and engaged citizenship. |
| patriotism and education: Patriotism Through Education , 1919 |
| patriotism and education: To Die For Cecilia Elizabeth O'Leary, 2018-06-05 July Fourth, The Star-Spangled Banner, Memorial Day, and the pledge of allegiance are typically thought of as timeless and consensual representations of a national, American culture. In fact, as Cecilia O'Leary shows, most trappings of the nation's icons were modern inventions that were deeply and bitterly contested. While the Civil War determined the survival of the Union, what it meant to be a loyal American remained an open question as the struggle to make a nation moved off of the battlefields and into cultural and political terrain. Drawing upon a wide variety of original sources, O'Leary's interdisciplinary study explores the conflict over what events and icons would be inscribed into national memory, what traditions would be invented to establish continuity with a suitable past, who would be exemplified as national heroes, and whether ethnic, regional, and other identities could coexist with loyalty to the nation. This book traces the origins, development, and consolidation of patriotic cultures in the United States from the latter half of the nineteenth century up to World War I, a period in which the country emerged as a modern nation-state. Until patriotism became a government-dominated affair in the twentieth century, culture wars raged throughout civil society over who had the authority to speak for the nation: Black Americans, women's organizations, workers, immigrants, and activists all spoke out and deeply influenced America's public life. Not until World War I, when the government joined forces with right-wing organizations and vigilante groups, did a racially exclusive, culturally conformist, militaristic patriotism finally triumph, albeit temporarily, over more progressive, egalitarian visions. As O'Leary suggests, the paradox of American patriotism remains with us. Are nationalism and democratic forms of citizenship compatible? What binds a nation so divided by regions, languages, ethnicity, racism, gender, and class? The most thought-provoking question of this complex book is, Who gets to claim the American flag and determine the meanings of the republic for which it stands? |
| patriotism and education: Completing College Vincent Tinto, 2012-04-15 Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success. |
| patriotism and education: The True Patriot Eric Liu, Nick Hanauer, 2012-06-05 An essential read for both progressives and conservatives, this ‘little red book’ challenges modern patriotism, calling for a return to the ideals on which our democracy was founded Over the course of a generation, patriotism in America has been hijacked by the right and abandoned by the left. But the principles and values of true patriotism—country above self, contribution above consumption, stewardship over exploitation, freedom with responsibility, purpose through sacrifice and service, pragmatism, a fair shot for all—are inherently progressive. Written in the pamphleteering style of Thomas Paine (Common Sense), The True Patriot challenges progressives to reclaim patriotism and spells out just how to do it. This powerful and timely “little red book” combines a manifesto, a ten-principle plan, a model speech, and a moral code. Throughout, it weaves between the words of the authors and excerpts from foundational American texts and speeches, as well as a parade of iconic American images. |
| patriotism and education: Teaching the Empire Scott O. Moore, 2020-05-15 Teaching the Empire explores how Habsburg Austria utilized education to cultivate the patriotism of its people. Public schools have been a tool for patriotic development in Europe and the United States since their creation in the nineteenth century. On a basic level, this civic education taught children about their state while also articulating the common myths, heroes, and ideas that could bind society together. For the most part historians have focused on the development of civic education in nation-states like Germany, France, and the United Kingdom. There has been an assumption that the multinational Habsburg Monarchy did not, or could not, use their public schools for this purpose. Teaching the Empire proves this was not the case. Through a robust examination of the civic education curriculum used in the schools of Habsburg from 1867–1914, Moore demonstrates that Austrian authorities attempted to forge a layered identity rooted in loyalties to an individual’s home province, national group, and the empire itself. Far from seeing nationalism as a zero-sum game, where increased nationalism decreased loyalty to the state, officials felt that patriotism could only be strong if regional and national identities were equally strong. The hope was that this layered identity would create a shared sense of belonging among populations that may not share the same cultural or linguistic background. Austrian civic education was part of every aspect of school life—from classroom lessons to school events. This research revises long-standing historical notions regarding civic education within Habsburg and exposes the complexity of Austrian identity and civil society, deservedly integrating the Habsburg Monarchy into the broader discussion of the role of education in modern society. |
| patriotism and education: Patriotic Correctness John K. Wilson, 2008 This lively book tells the story of recent attacks on academic freedom. |
| patriotism and education: Character Education for 21st Century Global Citizens Endah Retnowati, Anik Ghufron, Marzuki, Kasiyan, Adi Cilik Pierawan, Ashadi, 2018-09-07 Character Education for 21st Century Global Citizens contains the papers presented at the 2nd International Conference on Teacher Education and Professional Development (InCoTEPD 2017), Yogyakarta, Indonesia, 20—21 October 2017. The book covers 7 topics: 1) Values for 21st century global citizens 2) Preparing teachers for integrative values education 3) Teacher professional development for enhanced character education 4) Curriculum/syllabus/lesson plan/learning materials development for integrated values education 5) Developing learning activities/tasks/strategies for character education 6) Assessing student’s character development (values acquisition assessment) 7) Creating/managing conducive school culture to character education. |
| patriotism and education: America on Trial, Expanded Edition Robert Reilly, 2022-02-01 The Founding of the American Republic is on trial. Critics say it was a poison pill with a time-release formula; we are its victims. Its principles are responsible for the country's moral and social disintegration because they were based on the Enlightenment falsehood of radical individual autonomy. In this well-researched book, Robert Reilly declares: not guilty. To prove his case, he traces the lineage of the ideas that made the United States, and its ordered liberty, possible. These concepts were extraordinary when they first burst upon the ancient world: the Judaic oneness of God, who creates ex nihilo and imprints his image on man; the Greek rational order of the world based upon the Reason behind it; and the Christian arrival of that Reason (Logos) incarnate in Christ. These may seem a long way from the American Founding, but Reilly argues that they are, in fact, its bedrock. Combined, they mandated the exercise of both freedom and reason. |
| patriotism and education: How The Other Half Learns Robert Pondiscio, 2020-06-02 An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the achievement gap have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for equity and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy is not for everyone, and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve? |
| patriotism and education: The Compleat Victory Kevin John Weddle, 2021 Opening Moves -- The First Invasion -- A New British Strategy -- A Question of American Command -- Laying the Groundwork -- The Fall of Fort Ticonderoga -- Defeat, Retreat, Disgrace -- Aftershocks -- Burgoyne Moves South -- The Ordeal of Philip Schuyler -- The Murder of Jane McCrea -- Not to Make a Ticonderoga of It -- Oriskany and Relief -- Cat and Mouse -- Burgoyne's Dilemma -- The Battle of Bennington -- Gates takes Command -- The Battle of Freeman's Farm -- Sir Henry Clinton to the Rescue -- The Battle of Bemis Heights -- Retreat, Pursuit, and Surrender -- British Reassessment -- The Fruits of Victory -- Conclusion: Strategy and Leadership. |
| patriotism and education: Politics and the English Language George Orwell, 2025 In Politics and the English Language, George Orwell dissects the decay of language and its insidious link to political manipulation. With sharp analysis and clear examples, he exposes how vague, pretentious, and misleading language is used to obscure truth and control thought. More than a critique, this essay is a call to clarity, urging writers to resist jargon and dishonesty in favor of precision and honesty. A timeless and essential read, Orwell’s insights remain as relevant today as when they were first written. GEORGE ORWELL was born in India in 1903 and passed away in London in 1950. As a journalist, critic, and author, he was a sharp commentator on his era and its political conditions and consequences. |
| patriotism and education: Annihilation of Caste B.R. Ambedkar, 2014-10-07 B.R. Ambedkar's Annihilation of Caste is one of the most important, yet neglected, works of political writing from India. Written in 1936, it is an audacious denunciation of Hinduism and its caste system. It offers a scholarly critique of Hindu scriptures, scriptures that sanction a rigidly hierarchical and iniquitous social system. Arundhati Roy introduces this extensively annotated edition in The Doctor and the Saint, examining the persistence of caste in modern India, and how the conflict between Ambedkar and Gandhi continues to resonate. Roy breathes new life into Ambedkar's anti-caste utopia, and says that without a Dalit revolution, India will continue to be hobbled by systemic inequality. |
Patriotism - Wikipedia
Patriotism is the feeling of love, devotion, and a sense of attachment to one's country or state. This attachment can be a combination of different feelings for things such as the language of one's …
Patriotism | Nationalism, Social Identity & Loyalty | Britannica
patriotism, feeling of attachment and commitment to a country, nation, or political community. Patriotism (love of country) and nationalism (loyalty to one’s nation) are often taken to be …
What Is Patriotism? How Does It Differ From Nationalism
Simply stated, patriotism is the feeling of love for one’s country. Demonstrating patriotism—being “patriotic”—is one of the necessities of being the stereotypical good citizen. Patriotism, like …
PATRIOTISM Definition & Meaning - Merriam-Webster
The meaning of PATRIOTISM is love for or devotion to one's country. How to use patriotism in a sentence.
"Patriotism" vs. "Nationalism": What's The Difference?
Aug 23, 2022 · The word patriotism is a noun that means “devoted love, support, and defense of one’s country; national loyalty.” The term often brings to mind people directly involved with the …
PATRIOTISM | English meaning - Cambridge Dictionary
PATRIOTISM definition: 1. the feeling of loving your country more than any others and being proud of it 2. the feeling of…. Learn more.
Patriotism (Stanford Encyclopedia of Philosophy)
Jun 1, 2009 · Patriotism raises questions of the sort philosophers characteristically discuss: How is patriotism to be defined? How is it related to similar attitudes, such as nationalism? What is its …
What is Patriotism? (with pictures) - Historical Index
May 23, 2024 · Patriotism generally is defined as the love of and devotion to one's country and its ideals. A strong belief in nationalism, which is a devotion to the national interests of a country, …
What Is Patriotism: Exploring Its Meaning, History, and Impact on ...
Patriotism: A sense of love, loyalty, and devotion toward one’s country and its values, often accompanied by a willingness to support and defend it. Key Components of Patriotism: Emotional …
15 Patriotism Examples (2025) - Helpful Professor
Oct 23, 2023 · Patriotism is often thought of as a positive emotion, associated with love and pride in one’s country. However, patriotism can also take on a more critical view, acknowledging a …
Patriotism - Wikipedia
Patriotism is the feeling of love, devotion, and a sense of attachment to one's country or state. This attachment can be a combination of different feelings for things such as the language of …
Patriotism | Nationalism, Social Identity & Loyalty | Britannica
patriotism, feeling of attachment and commitment to a country, nation, or political community. Patriotism (love of country) and nationalism (loyalty to one’s nation) are often taken to be …
What Is Patriotism? How Does It Differ From Nationalism
Simply stated, patriotism is the feeling of love for one’s country. Demonstrating patriotism—being “patriotic”—is one of the necessities of being the stereotypical good citizen. Patriotism, like …
PATRIOTISM Definition & Meaning - Merriam-Webster
The meaning of PATRIOTISM is love for or devotion to one's country. How to use patriotism in a sentence.
"Patriotism" vs. "Nationalism": What's The Difference?
Aug 23, 2022 · The word patriotism is a noun that means “devoted love, support, and defense of one’s country; national loyalty.” The term often brings to mind people directly involved with the …
PATRIOTISM | English meaning - Cambridge Dictionary
PATRIOTISM definition: 1. the feeling of loving your country more than any others and being proud of it 2. the feeling of…. Learn more.
Patriotism (Stanford Encyclopedia of Philosophy)
Jun 1, 2009 · Patriotism raises questions of the sort philosophers characteristically discuss: How is patriotism to be defined? How is it related to similar attitudes, such as nationalism? What is …
What is Patriotism? (with pictures) - Historical Index
May 23, 2024 · Patriotism generally is defined as the love of and devotion to one's country and its ideals. A strong belief in nationalism, which is a devotion to the national interests of a country, …
What Is Patriotism: Exploring Its Meaning, History, and Impact on ...
Patriotism: A sense of love, loyalty, and devotion toward one’s country and its values, often accompanied by a willingness to support and defend it. Key Components of Patriotism: …
15 Patriotism Examples (2025) - Helpful Professor
Oct 23, 2023 · Patriotism is often thought of as a positive emotion, associated with love and pride in one’s country. However, patriotism can also take on a more critical view, acknowledging a …
