The Impact of the Forces of Education

The impact of the forces of education, judicature, elites and ideas about what to fracture and what not to reveal to children trickles down into classrooms where students be spoon-fed a victuals of distortions, omissions, and outright lies. The impact of this on learning and knowledge is detrimental, creating impressions and perspectives in children that are just plain false and damaging. Such omissions and lies target to false notions about the treatment of indigenous peoples in our storey, the motives and actions of our government and social leaders, and views about other cultures and governments. The overall impact of these distortions and redden purposeful lies is to undermine the ability of the individual to engage in meaningful discussions of history or public policy. As Loewen (1995, prior matter) maintains, "Indeed, history is the only field in which the more courses students take, the stupider they become."

Loewen (1995) is not out to prove that America's government is any more self-interested, violent, or corrupt than any other country's government, but it is his intention to describe we are no better either. Likewise, the author demonstrates how textbooks often footnote over flaws or outri

ght atrocities in American history, government, and economic policy, providing students with a rose-colored-glasses perspective of our leaders and heroes. As Loewen (1995, p.

32) argues, flawed textbooks, biased teaching, and our penchant for hyperbole and aggrandizement when volume picture images of our former leaders, leads to students who are not aware of the truth and who are provided with a "statue of George Washington, now in the Smithsonian institution, [which] exemplifies the manner in which textbooks would submit every American hero: ten feet tall, blemish-free, with the body of a Greek god."

Slosser, B. (1986, Jul/Aug). Killing the future. Saturday Evening Post, 258(5), 16-17.

It is not only U.S. history books that are guilty of such distortions and omissions. Bob Slosser (1986, p. 16), writing well two decades ago, lamented the fact that "Not one of 40 social-studies textbooks utilise in grades one through four had a word of text that referred to any religious activities representative of contemporary American life." What Loewen and others' work on this phenomenon demonstrates is that public education, ruled by inwrought and external forces that shape textbook content, is incapable of providing students with an informed, balanced, and accurate accounting system of history. This leads to false notions of American superiority and virtue, while underminin
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