Education

A number of issues are discussed in this section:  the quality of education in Western society, educational reform, the place of values in education, the agenda of the left in education, so-called Peace Studies, and so on.

Bennett, William J., Our Children and Our Country:  Improving America's Schools and Affirming the Common Culture.  New York:  Simon and Schuster, 1988.  238pp.

In this collection of essays the former Secretary For Education (1985-1988) looks at a number of issues concerning American schools and American education.  These 24 speeches, delivered over the past four years, cover such topics as:  the family as teacher;  moral education and public education;  educational reform;  education for democracy;  sex education;  religious education;  and the future of American conservatism.  An excellent book by one of America's finest Secretaries for Education.

Bloom, Allan, The Closing of the American Mind:  How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students.  New York:  Simon and Schuster, 1987.  392pp.

Probably one of the most important and controversial books of 1987, this volume is a major assault on American education in particular, and the state of the American intellect in general.  Bloom decries the loss of absolutes and the trend towards relativism which "has extinguished the real motive for education, the search for a good life".  Cultural relativism, with the loss of meaning and values associated with it, is at the heart of the crisis in Western civilization, and the universities must take a major burden of blame.  Bloom calls for a return to an education which really educates -- one in which the great works of philosophy, history and literature are once again taught, and values, ideals and concepts of right and wrong are addressed.  Very important reading.  Bloom is a professor of social thought at the University of Chicago.

Blumenfeld, Samuel L., Is Public Education Necessary?  Boise, Idaho:  The Paradigm Company, 1981, 1985.  263pp.

After giving a detailed and thorough look at the history and development of public education in America, Blumenfeld makes these forceful conclusions:  "the system that prevailed prior to the introduction of public education and compulsory attendance ... served the public need far better than anything we have today ... literacy in America was higher before compulsory public education than it is today ... not only is public education not necessary, but its continued existence makes true education for the vast majority of American children an impossibility, and it poses a threat to this country's future freedom and security ... Educational tyranny is the natural and inevitable result of a government school system controlled by monopoly-minded bureaucrats and educrats."

Fuller, Timothy, The Voice of Liberal Learning:  Michael Oakeshott on Education.  New Haven, Connecticut:  Yale University Press, 1989.  169pp.

Oakeshott is undoubtedly one of Britain's finest conservative political philosophers.  These six essays, which he wrote between 1949 and 1975, represent some of his best work on his vision of teaching and learning -- a vision which aims at the fostering of intellectual and emotional maturity.  An important call for real education as opposed to the "socialization" and "politicization" processes currently in vogue in Western education.  Oakeshott is Professor Emeritus of the London School of Economics and Fellow of the British Academy.

Hirsch, E.D. Jr., Cultural Literacy:  What Every American Needs To Know.  Boston:  Houghton Mifflin Company, 1987.  251pp.

Many have recognized lately that the American educational system is in serious trouble.  Hirsch places the blame on what he calls cultural illiteracy:  the absence of a shared knowledge of civilization;  the lack of basic background information which all students should possess.  He calls for a back-to-basics approach in which the semination of sufficient core knowledge, plus basic values and ideals, are at the heart of our educational efforts.  This book ably documents the failure of "progressive" educational theory, and offers workable proposals for change.  An important and much needed volume.  Hirsch teaches English at the University of Virginia.

Hirsch, E.D., Jr., Joseph F. Kett and James Trefil, The Dictionary of Cultural Literacy.  Boston:  Houghton Mifflin Company, 1988.  586pp.

"To a significant degree, learning and reading depend on ... broadly shared background knowledge I have called 'cultural literacy'," writes Hirsch.  This dictionary is a comprehensive reference guide to this cultural heritage of shared information.  Divided into 23 sections -- such as:  fine arts;  world politics;  world literature, philosophy, and religion -- all the major ideas, events, personalities, and facts necessary for cultural literacy are included.  A useful reference tool and learning device.

Jacobs, Pat, Operation Peace Studies.  Melbourne:  Rosa Research and Publications, 1985.  186pp.

This is an intensive study of the radicalization of the Australian educational system.  Special attention is paid to so-called peace studies.  These studies are in fact a form of indoctrination, claims the author, aimed at pushing an anti-West and anti-capitalist philosophy.  The author, an expert in intelligence analysis, has written a well researched and well documented critique of a dangerous trend in Australian life.

Lewis, C.S., The Abolition of Man.  New York:  Macmillan, 1947, 1965.

In this volume Lewis attacks head-on the modern humanistic philosophy of education.  A devastating critique of secularist social engineers, and a Christian apologetic for transcendent moral values.  Lewis, who taught literature at Cambridge University, was one of the twentieth century's sharpest minds and ablest defenders of Christianity.  Lewis died in 1963.

Neuhaus, Richard John, ed., Democracy and the Renewal of Public Education.  Grand Rapids:  William B. Eerdmans, 1987.  170pp.

In volume four of the "Encounter Series" Neuhaus, Paul Vitz, James Skillen and several others discuss and assess public education.  The role of values, justice, religion and authority are covered, as are proposals for reform.  Of special interest are the discussions on religious education and its relationship to state schooling.

Ravitch, Diane, The Schools We Deserve:  Reflections on the Educational Crisis of Our Time.  New York:  Basic Books, 1985.  337pp.

Perhaps no other author has done so much to pinpoint the weaknesses of the American educational system -- and to suggest proposals for change -- as has Ravitch.  This volume contains essays she wrote between 1976 and 1985.  They all centre on educational reform, with specific topics ranging from the politicization of education to tuition tax credits.  The author of numerous books, Ravitch teaches history and education at Teachers College, Columbia University.

Ravitch, Diane and Chester E. Finn, Jr., What Do Our 17-Year-Olds Know?  A Report on the First National Assessment of History and Literature.  New York:  Harper and Row, 1987.  293pp.

"Not much" is the answer to the question in this book's title.  8,000 17-year-olds were questioned, with results like this:  only 31 per cent knew what the Magna Carta is;  only 36 per cent knew what 1984 is about;  only 32 per cent knew in which half-century the Civil War was fought.  The amazing results of the assessment are here presented.  An alarming testimony to the failure of the American educational system.  The authors make recommendations to improve the situation.  If it were not so serious, this would be a very funny book.

Roche, George, The Balancing Act:  Quota Hiring in Higher Education.  La Salle, Illinois:  Open Court, 1974.  92pp.

This volume assesses the quota system as practised in American universities under Affirmative Action rulings.  Roche argues that the quota system, like all other schemes in social engineering, is unworkable and unjustifiable.  Roche argues that individual merit should determine academic hiring, not reverse discrimination.  A well reasoned and convincingly argued volume by the president of Hillsdale College in Michigan.

Smith, Thomas B., Educating For Disaster:  The Nuclear Spectre in America's Classrooms.  Evanston, Illinois:  UCA Books, 1986.  168pp.

This book is an analysis of so-called "peace studies" in American schools.  Smith documents how our education system is being used for the purpose of political indoctrination.  A well-organized network of educators is force-feeding American children a diet of anti-nuclear, anti-war, and anti-Western propaganda.  This program of anti-defence and anti-establishment teaching is being used at all levels of education.  Smith exposes this process with a careful presentation of the evidence.  A valuable study of dangerous Leftist activism in our schools.

Sowell, Thomas, Education:  Assumptions Versus History.  Stanford, California:  Hoover Institution Press, 1986.  203pp.

In this collection of papers, Sowell looks at the state of education in America.  He discusses affirmative action in hiring;  tuition tax credits;  race and IQ;  academic tenure;  and black intelligence.  A valuable critique of education philosophy and practice by a leading black thinker.

Vitz, Paul C., Censorship:  Evidence of Bias In Our Children's Textbooks.  Ann Arbor, Michigan:  Servant Books, 1986.  142pp.

Public school textbooks are clearly censored and patently biased.  This verdict is the result of a study undertaken by the National Institute of Education, led by Vitz.  His study of ninety widely used textbooks shows beyond a shadow of a doubt that they are anti-religious, anti-patriotic, and anti-family;  they oppose traditional values, business, and free enterprise.  Vitz closes the book by proposing what can be done to stop this secular/liberal bias.  Valuable documentation of what conservatives have long claimed to be happening in American schools.  Vitz is Professor of Psychology at New York University.