Thoughts about when schooling suffocates education


Education fails when authorities decide trendy views should be pushed.

Professor Howard Zinn’s ˆThe People’s History of the United States” and use by educators of the New York Times’ “1619 Project” are examples. They leave out necessary useful information and they dismiss as not credible those who offer experience and insight.

One trend, for instance, offers the game of chess as an example of systemic racism because white pieces move first. How racist, they claim. Rubbish. Players select to play first or last by blind choice. Color bears no significance, except in an active imagination.

Pseudo-academic religion like that is called “scholasticism.” Scholastic indoctrination swept through European schools and universities in the Middle Ages with prejudices restricting what could be taught.

Fortunately, Arabic scholars like sociologist and historian Ibn Khaldun preserved Greek classics. If they hadn’t, the greatest works of Aristotle might have been lost. Khaldun was smart enough to see that different community elements could warp society at any level from small to large. He described government as “an institution that prevents injustice other than such as it commits itself.”

Scholasticism was already old by then. In Ancient Greece government tried Socrates for asking who should be in charge of education. They killed him for daring to ask.

Today’s scholasticism is political correctness, cancel culture, BLM, and Antifa. We are doing it again. Indoctrination cheapens education.

We forget that Classical Romans understood a good citizen to be someone who thinks clearly and speaks well, the better to nurture and grow sound ideas through competition in the cauldron of ideas.

Sharp, independent, individual skills matter—not group think that, under misguided claims of what diversity means, regiments uniformity.


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