Tag Archives: Education

How education changes

The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else.
H.L. Mencken

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The education of young minds

An article appeared in the Telegraph which suggests that millions of children are ‘being taught a distorted view of European history to push further EU integration’; with Prof David Abulafia, a Cambridge University don, warning that school textbooks are ‘papering over’ historical differences between European nations to promote further integration.

This aticle was brought to my attention on Twitter by Alan King (@Akabilky), in response to which Richard North (@RichardAENorth) asked why this was news.  – and , indeed, it is not news.

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Passing Thoughts

I note that Manchester has been chosen by the Electoral Commission to host the results of the forthcoming referendum on the UK’s membership of the European Union. While it is well known that there is rivalry twixt the United and City factions in Manchester there is also an element of that  twixt Manchester and Liverpool. The latter is probably more than glad they did not ‘kop it’, this time.

It is also noted that Chatham House, under their ‘Europe Programme’, have issued a paper entitled: Britain, the European Union and the Referendum: What Drives Euroscepticism? – the paper being authored by Matthew Goodwin and Caitlin Milazzo. Here we have two ‘professors’ who would have us believe they know all about eurosceticism, but who really know squat-diddley. From the Summary it appears they maintain that: Our analysis of around 30,000 Britons reveals that, broadly, those who would vote to leave the EU tend to have left school before their 17th birthday, to have few or no advanced academic qualifications, to be over 55 years old, and to work in less secure, lower-income jobs. In contrast, those who want Britain to remain a member of the EU tend to be younger, to be more highly educated, and to have more financially secure and professional jobs; and that: These two groups think fundamentally differently about the EU and about the issues that feed into the debate on Europe. Those who are currently planning to vote to leave the EU are motivated mainly by their dissatisfaction with how, in their view, democracy is working at the EU level, and also by their strong concerns over immigration and its perceived effects on Britain’s economy, culture and welfare state. When one considers the manner in which education presently brainwashes children (and has done for yonks), is it any wonder that this divide in voting intentions exists – and I leave to one side the ‘slight’ on we of advanced years who did have what may be termed a good ‘all-round’ education imparted by those free of political ideology.

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What goes round comes round

Those of us who are of a similar age as I will recall the Educational Priority Areas (EPA) – and are probably asking themselves, as do I, what happened to that.

An excellent article about EPAs can be found here; the author of this article having been a member of the West Riding Educational Priority Area project and a contributor to the HMSO Educational Priority series. The Plowden Report referred to in the linked article interestingly also called for more experienced and successful teachers, with salary incentives to attract them to work in EPAs.

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