patriotisms should be taught in schools

Thanks for the challenge. I need a break from study anyway. The fact I am not American should make no difference here; the idea of teachable patriotism applies outside of its borders. As my opponent is American however, any examples will be drawn from there. Resolution: Patriotism should be taught in schools. Definition: Patriotism is an affinity one has toward their homeland (or, adopted homeland) which encourages psychological attachment and pride. This attachment and/or pride is likely to encourage a view of one's homeland as an innately more desirable place relative to others. "Patriotism is an important part of our American way of life. Yes America has made mistakes and we need to admit to those (another great lesson for children to learn). But America has many great accomplishments as well. we have a stable government. We have an economy that has done relatively well. Why should we not teach our children to be proud of the country they live in." My opponent has a burden of proof to show the exact value of Patriotism. Merely saying it is a good thing to do, is not enough. Why exactly is teaching national pride beneficial, what positive action does it accomplish? Firstly my opponent's arguments countered in brief. A stable government is not special, nor unique to America; the majority of developed countries have one. Slower growth is anticipated for the first half of the year, and the average unemployment rate for 2008 is projected to move up from the 2007 level. In 2009 and 2010 real GDP growth is projected at 3 percent, thereafter slowing. US foreign debt sits, as of April, at around 9.5 Trillion Dollars. In education the US floats around 9th globally for completed high school and college education as a % of its population. Not much to sing about there. http://www.whitehouse.gov... Next I will show why an unbiased approach to teaching history and current global reality is beneficial to one that is tainted by ‘national pride'. I am not arguing that an attachment to one's country is not natural or even moderately justifiable. Cultivating loyal patriotism in students, however, conflicts with the legitimate aims of education. Gaining competence crucial for ascertaining key truths relevant to various disciplines; the nurturing of critical thinking (i.e., the unbiased deliberation of counterfactual evidence); and developing the ability towards economic self reliance are paramount. Patriotism though, is likely to promote a narrow-minded understanding of one's national history, as well as its current role in a globalised society. In addition it can create a harmful attitude of superiority relative to other cultures and peoples, and finally, arrives at a coerced sense of attachment to one's homeland. When it comes to patriotism, it is disturbing that a tool of the State, i.e. public schools and the means they use (e.g., textbooks), are an active part in its self interests. Loyalty to the State is NOT a legitimate aim of education. Citizenship is not timid; by this the State should also value the capacity for, and the exercise of, opposition. Conscientious objections are entirely valid ways of expressing citizenship. I am not saying it is the role of educators to promote disagreement with the government, but neither is it the role of educators to encourage agreement to the aims of government through loyal, uncritical, unreflective, patriotic actions. Education for a civic capacity should not present a stagnant reading of the past or the present. A uniform school environment will fail to properly prepare a child for living in a pluralistic (condition of multiple value systems inhabiting the same political space) society. Thus one of the dangers teaching patriotism arises. In a school atmosphere that wittingly or unwittingly encourages uniformity; realistic views of a diverse global reality are denied its students. Patriotic history is biased. Patriotism encourages a detrimental type of partiality, one that encourages favouritism in ways that militate against others welfare, either; in one's homeland (e.g., toward ethnic minorities), or internationally. Education should be democratic. Students should learn in an environment that supports their willing participation and importantly their own intellectual contributions. Far more preferable than coerced or taught patriotism, is an individual who arrives at such a value of patriotism through unbiased, non forced and critical analysis of history and current events. Archard, D. (1999). Should We Teach Patriotism? Studies in Philosophy and Education 18, 157-173. Agnew. C. (2000). Incorporating Proximal and Distal Influences on Prejudice: Testing a General Model Across Outgroups. Personality and Social Psychology Bulletin 26(4), 403-418. Callan, E. (2002). Democratic Patriotism and Multicultural Education. Studies in Philosophy and Education 21, 465-477. Merry. M. Civic Education, Legitimate Partiality and Patriotic Loyalty to the State: Are American Public Schools Doing Well By Their Students? Pestiand, K., & Kirchler. E, (2003). Nationalism and patriotism as determinants of European identity and attitudes towards the euro. Journal of Socio-Economics 23(3), 685-700.