David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 41 (4):378-398 (2009)
This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. The author argues that loyal patriotism may result in a myopic understanding of history, an unhealthy attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland
|Keywords||coercion partiality history patriotism loyalty legitimacy|
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David Archard (1999). Should We Teach Patriotism? Studies in Philosophy and Education 18 (3):157-173.
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Citations of this work BETA
Michael Hand & Joanne Pearce (2009). Patriotism in British Schools: Principles, Practices and Press Hysteria. Educational Philosophy and Theory 41 (4):453-465.
Kudzai Pfuwai Matereke (2012). 'Whipping Into Line': The Dual Crisis of Education and Citizenship in Postcolonial Zimbabwe. Educational Philosophy and Theory 44 (s2):84-99.
Michael Hand & Joanne Pearce (2011). Patriotism in British Schools: Teachers' and Students' Perspectives. Educational Studies 37 (4):405-418.
Michalinos Zembylas (2013). The Teaching of Patriotism and Human Rights: An Uneasy Entanglement and the Contribution of Critical Pedagogy. Educational Philosophy and Theory:1-17.
Geert Driessen & Michael S. Merry (2011). The Effects of Integration and Generation of Immigrants on Language and Numeracy Achievement. Educational Studies 37 (5):581-592.
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