a scratch pad for half-formed thoughts by a liberal political junkie who's nobody special. ''Hard Heads, Soft Hearts'' is the title of a book by Princeton economist Alan Blinder, and tends to be a favorite motto of neoliberals, especially liberal economists.
Friday, November 06, 2009
Paul Gagnon, "What Should Children Learn?", Dec. 1995 Atlantic:http://www.theatlantic.com/issues/95dec/chilearn/chilearn.htm
. . .OF the obstacles reformers confront, the toughest may be our mad utilitarianism. Consider the three aims of schooling -- preparing the worker, the citizen, and the cultivated individual. We put the worker ahead of the other two, as if they had no effect on the nation's economy or the quality of work done. Turning to citizenship, we bypass the substance of history, politics, letters, and ideas and peddle ready-made attitudes. Thus American educators have never had to think consistently about the moral, aesthetic, or intellectual content of public schooling for the masses -- the gifts that academic subjects open for everyone. . .
. . .States will find friends in teachers and citizens who, not overspecialized, have no ideology to press, and who understand that the three purposes of education -- for work, for citizenship, and for private life -- are by their nature distinct, many-sided, requiring different, sometimes opposite, modes of teaching aimed at different, sometimes opposite, results. Schooling for work is a "conservative" function, demanding disciplined mastery of tasks from the world of work as it is, not as we wish it to be, and objective testing of student competence. Schooling for citizenship, in contrast, is a "radical" activity, egalitarian and skeptical in style, mixing the hard study of history and ideas with free-swinging exchange on public issues. The school nurtures both teamwork and thorny individualism, at once the readiness to serve and the readiness to resist, for nobody knows ahead of time which the good citizen may have to do. To educate the private person, the school must detach itself much of the time from the clamor of popular culture. It must be conservative in requiring students to confront the range of arts, letters, and right behavior conceived in the past, toward the liberal end that their choices be informed and thereby free. . .
. . .WITH respect to world history, what should Americans know and teach? What is the main story? It is not the parade of military, technological, and economic "interactions," or the endless comparisons among often incomparable centers of great power, that global studies dwell upon -- although these must, of course, be taken into account. The big story is not the push to modernize but the struggle to civilize, to curb the bestial side of human nature. What students can grasp very well is that this is a common struggle, in which all peoples and races are equal -- equal in our natures, equal in the historical guilt of forebears who pursued war, slavery, and oppression. Black Africans, Anglo-Americans, Europeans, Native Americans, North African and Middle Eastern peoples, Mongols, Chinese, and Japanese -- all have pursued these things when they have had the power to, afflicting one another and weaker neighbors.
For our time, the first lesson to be learned from world history, the most compelling story, is the age-old struggle of people within each culture to limit aggression and greed, to nourish the better side of human nature, to apply morality and law, to keep the peace and render justice. Students can see the glory and agony of this struggle, and how often it has been lost. Because human evil exists, good intent has never been enough. It has taken brains, courage, self-sacrifice, patience, love, and -- always with tragic consequences -- war itself to contain the beast. Against the twin temptations of wishfulness and cynicism, history says that evil and tragedy are real, that civilization has a high price but that it, too, is real, and has been won from time to time. In history we find the ideas, the conditions, and the famous and ordinary men and women making it possible.
All peoples have taken part in the struggle to civilize. An honest look at the past reveals a common human mixture of altruism, malevolence, and indifference, and reasons for all of us to feel both pride and shame. Starting from any other point of view is historically false, and blind to human nature. Historians -- and standard setters -- have a special obligation to be candid. But many popular textbooks are unfailingly pious about other cultures and ultra-critical of our own, preaching a new-style ignorance in reaction against, but just as pernicious as, our older textbook pieties about ourselves and disdain for others. Both are pernicious because both sap the will to civilize. People who are taught to feel specially guilty, or specially victimized, or naturally superior, will not reach out to others as equals; they will not pay the costs in toil, tears, and taxes always imposed by that struggle.
This is not a "conservative" or "liberal" issue but one of trusting children, adolescents, and adults to work with historical truth, however inconvenient or impolite it may seem. History reinforces the rough notion of equality that we learn on the playground and in the street: there are like proportions of admirable and avoidable people in every imaginable human grouping -- by age, class, race, sex, religion, or cultural taste. Individuals are not equal in talent or virtue, and certainly not equally deserving of respect. To teach otherwise is to invite ridicule and resentment. Instead what must repeatedly be taught, because it is not quickly learned -- but is quickly forgotten in hard times -- is that in civilized society it is every person's rights that are equally deserving of respect: rights to free expression, equal protection under law, fair judgment, rigorous education, honest work and pay, an equal chance to pursue the good.
This hard truth we accept, and remember, only with the help of historical insight, which is indispensable in forging a democratic conscience . . .