About Patriotism in Schools
Is 'love of country' a defensible aim of education? Is it right for politicians to charge schools with delivering a patriotic citizenry?
80% of parents don't want their children to be taught a patriotic version of British history, according to a new poll published tomorrow for the education journal, Impact.
The new research by YouGov was carried out to accompany a pamphlet by philosopher Dr Michael Hand which was published on 6 December.
Dr Hand argues patriotism is too controversial to be promoted in schools. Instead schools should teach about the benefits and drawbacks of patriotism and encourage young people to make up their own minds about loving their country. Full press release available here.
Download the full pamphlet click here.
IMPACT was launched in 1999 as an initiative of the Philosophy of Education Society of Great Britain (PESGB). Written by leading general philosophers and philosophers of education, IMPACT provides a unique forum for the analysis of education policy and practice from a philosophical perspective, and will be of interest to policy-makers, politicians, practitioners, academics and students alike.
IMPACT publications have dealt with a range of important and relevant policy issues within the field of education. Some have focused on controversial aspects of current government policy, such as those by Andrew Davis on assessment, Harry Brighouse on disparities in secondary education, Mary Warnock on changes in provision for pupils with special educational needs, and John White on the relationship between aims and the curriculum. Others, such as those by Michael Luntley on performance related pay and by Chris Winch on vocational education and training, have been critical of new policy initiatives. Yet others have been concerned with the organisation and content of the school curriculum. These have included pamphlets by Kevin Williams on the teaching of foreign languages, Steve Bramall and John White on Curriculum 2000, David Archard on sex education, Stephen Johnson on thinking skills, Graham Haydon on PSHE, John Gingell on the visual arts, and Mary Midgley on the teaching of Intelligent Design Theory.
The launch of each pamphlet has been accompanied by a symposium for policy makers and others at which issues raised in the pamphlets have been further explored. These have been attended by Government ministers, Shadow ministers and other MPs, by members of a wide range of organisations including the Qualifications and Curriculum Authority, the Institute of Directors, the Trades Union Congress, the General Teaching Council, the National Union of Teachers, the National Society, Politeia, Civitas and Demos, and by leading educational journalists and academics.
IMPACT pamphlets express the ideas of their authors and do not represent the views of the Philosophy of Education Society of Great Britain. The Society has several hundred members whose views are widely disparate.
IMPACT pamphlets can be downloaded free from the Wiley Online Library here Wiley Online Library
IMPACT Editorial Board:
Professor Michael Hand, University of Birmingham (Editor)
Dr Louise Bamfield, RSA (Policy Advisor)
Professor David Archard, University of Lancaster
Professor Randall Curren, University of Rochester
Professor Bob Davies, University of Glasgow
Dr Lorraine Foreman-Peck, University of Oxford
Professor Michael Luntley, University of Warwick
Dr Janet Orchard, University of Bristol
Professor Richard Smith, University of Durham
Professor John White, Institute of Education, University of London
Professor Chris Winch, King’s College, University of London
For further details on IMPACT submissions, please download the document here.
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