In Brief
- A Shift in Focus: Several US states are introducing curricula focused on teaching the dangers and evils of communism.
- The Danger of Fear-Based Learning: While understanding history is valuable, using education primarily to teach children what to fear or oppose risks institutionalising resentment rather than fostering aspiration.
- The Role of Character: Historically, education and ancient philosophies have emphasised building moral character, compassion, and self-discipline to create capable, wise human beings.
- Building a Better Future: Ultimately, the success of any political system relies on the character of its people. Education should focus on cultivating virtues and teaching the next generation what to love and protect.
There is a new thrust in education in parts of the United States on teaching young people about the negatives of communism. Governor DeSantis, for example, has adopted standards that “will ensure students in Florida are taught the truth about the evils and dangers of Communism.” Tennessee has also moved towards requiring age-appropriate instruction on the history of communism.
There is certainly value in understanding history. Young people should know about the different ideologies and how they measure up in practice. A major goal of education is to provide access to the accumulated learnings of the past.
However, the idea of using the opportunity of education to tutor our kids about what they should not be, instead of what they can aspire to, is a slippery slope with unproven consequences. Fifty years ago, school districts were already shifting away from punishment and suspension to retailoring programmes for inclusion. If a child has a ‘disability,’ it is not about what she cannot do, which unintentionally shrinks the child’s world, but educating her about the areas in which she can thrive.
Institutionalising hate cannot be a good sign of an advanced society. Education is not about what to fear; it must awaken in the child forward-looking dreams of what he can become.
For much of human history, education was focused on building character. The great civilisations of the past understood that knowledge without character would become dangerous. Education was intended to produce wise, capable human beings.
Look at some of the world’s ancient literature. The Bhagavad Gita, the Bible, and the Analects of Confucius are texts separated by cultures and centuries, yet they are remarkably aligned in their concern with the quality of human life. These traditions explore benevolence, self-discipline, and harmony. They are not simply manuals about what other groups are doing wrong.
Buddhism famously challenged hatred with the principle that it can only be overcome with compassion and fairness. The Bhagavad Gita, too, is fundamentally concerned with the transformation of consciousness, cultivating equanimity, performing one’s duty, and developing qualities that elevate the individual.
A History Lesson
There was once a teacher who delivered a lesson for a class of older students.
When finished, she asked, “What have you learned?”
A girl said, “an elective monarchy is dangerous.”
Another stated that, “we should never allow it to happen here.”
The teacher nodded.
The principal chimed in, “From this lesson you have easily identified what you should oppose, but can you recognise worthy principles to live by?”
The students looked at him curiously.
He walked to the blackboard and wrote three words: truth, compassion, and responsibility.
“Acknowledge what is wrong, but spend even more time learning what is right. Knowledge can identify the enemy, but virtue teaches us how to build friendships.”
If a child is exposed to increasingly adversarial language about a particular ideology, how does this affect her future outlook? When education becomes a battlefield for opposing political narratives, then instead of refining their critical thinking skills, children become the recipients of the anxieties and resentments of competing adults.
An administrative system, such as communism, does not operate by itself; it is ultimately carried forward by human beings. In addition to the principles of the system, success or failure depends on the character of those who interpret and administer it. People bring their own strengths and weaknesses into every institution. This is why education that teaches analytical thinking and character development is so critical.
If we want to prevent the failures of any system, we must help the next generation fine-tune their moral conscience, value truth, and act boldly to safeguard the welfare of others. The question, therefore, should not only be, “What system should we reject?” but also, “What virtues must we cultivate so that whatever system we build will serve the society rather than become an abuse of power?” A community of virtuous people has a far greater chance of producing justice and peace than one that merely teaches its citizens whom to dislike.
These questions have persisted for thousands of years because political systems come and go, while the fundamental moral struggles remain.
Perhaps the greatest education is not teaching the next generation whom to hate, but educating them about what to love and supporting them to have the courage to protect it.
Vijai Sadal is a student of the Brahma Kumaris Raja Yoga Meditation Centre. He can be reached at vijai@pepesmkt.com
