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|
|Categories||categorize this paper)|
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Culture, Identity and Islamic Schooling: A Philosophical Approach.Michael S. Merry - 2007 - Palgrave-Macmillan.
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Citations of this work BETA
Patriotism in British Schools: Principles, Practices and Press Hysteria.Michael Hand & Joanne Pearce - 2009 - Educational Philosophy and Theory 41 (4):453-465.
The Teaching of Patriotism and Human Rights: An Uneasy Entanglement and the Contribution of Critical Pedagogy.Michalinos Zembylas - 2014 - Educational Philosophy and Theory 46 (10):1-17.
'Whipping Into Line': The Dual Crisis of Education and Citizenship in Postcolonial Zimbabwe.Kudzai Pfuwai Matereke - 2012 - Educational Philosophy and Theory 44 (s2):84-99.
Patriotism in British Schools: Teachers’ and Students’ Perspectives.Michael Hand & Joanne Pearce - 2011 - Educational Studies 37 (4):405-418.
The Effects of Integration and Generation of Immigrants on Language and Numeracy Achievement.Geert Driessen & Michael S. Merry - 2011 - Educational Studies 37 (5):581-592.
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