024: American History F-ed (Series Introduction)

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ABOVE: Not the easiest place to look for those who have hidden their identity behind nationalism, bigotry and mysticism

An introduction to a series of shows about government school's history curriculum. We'll explore the lies, myths, omissions and distortions used to indoctrinate blind patriotism (aka nationalism aka mysticism).

Critical Thinking Question:
How does that which is completely illogical and completely immoral
transform...
into what is completely acceptable?
into what is even completely preferable?
and, believe it or not, into what is unquestionably sacred?

Topic:
The purpose of the American History curriculum in government school SEEMS to be two-fold:
1. Build up a mythology about America and government when we're most impressionable
(Grades 1-6)
2. Make history seem so boring and pointless that we never want to learn anything else about it again (Grades 7-12)

Bumper Music:
"River of Deceit" Mad Season
I'm pretty sure it's a song about the destructiveness of addiction

Look Closer:
"Lies My Teacher Told Me by James W. Loewen
http://sundown.afro.illinois.edu/liesmyteachertoldme.php

A People's History Of The United States by Howard Zinn
http://www.historyisaweapon.com/zinnapeopleshistory.html

History Is A Weapon
http://www.historyisaweapon.com/indextrue.html

Chomsky: "Manufacturing Consent"

Chomsky does not understand economics, but some of his work is worth checking out

Check Also

[PODCAST] #509: Conflicts Without Protagonists

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2 comments

  1. Discussions with friends and with family on “alternative” narratives etc. almost always ended up with me having to provide official evidence or proof at the end of each sentence whereas President Bush and Tony Blair…don’t have to ever explain anything.ever.
    |I wondered what that was all about …
    The History Textbook Brave Twat Belief Syndrome…
    makes sense

  2. Profile photo of Marc Soer

    This is an introduction to what I would call the “phycological shift” activists go through. Brett goes into the expression of seeing the truth of his experience in the schooling system through his contribution in teaching history, this stirs up thoughts and emotions that Brett express and starts to have doubts about things he once felt very confident about.

    Confessions of a teacher, this episode was filled with Brett sharing a moment of realization of his own value in the process of the greater good. I really enjoyed listening to Brett unfold his experience with the students questioning his method of justification.

    Brett hit the nail on the head, pointing out the the history lessons in schools are not designed to allow the student to understand were they have come from but rather attach themselves to the political populous emotions that are associated to the event.

    Brett’s philosophical questioning of being able to “see the enemy” being able to witness the value of of the source in it’s own contradiction during the true transparency of character, it’s the moment when consciousness has expanded to become strong enough in holding two opposite ideas in the same frame of thought, being able to step away from “choosing” sides but rather see a different path that allows us to move forward and leave the irrelevant behind.

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