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By 1940 the literacy figure for all states stood at 96 percent for whites. Eighty percent for blacks. Notice for all the disadvantages blacks labored under, four of five were still literate. Six decades later, at the end of the 20th century, the National Adult Literacy Survey and the National Assessment of Educational Progress say 40 percent of blacks and 17 percent of whites can't read at all. Put another way, black illiteracy doubled, white illiteracy quadrupled, despite the fact that we spend three or four times as much real money on schooling as we did 60 years ago.
I fully agree with you about the significance and educational value of as well as history and philosophy of science. So many people today - and even professional - seem to me like someone who has seen thousands of trees but has never seen a forest. A knowledge of the historic and philosophical background gives that kind of independence from prejudices of his generation from which most scientists are suffering. This independence created by philosophical insight is - in my opinion - the mark of distinction between a mere artisan or specialist and a real seeker after truth.
In the US, commercial interests stole the airwaves early on, before public broadcasters could get a stab at it. And the deal that was made with public broadcasting was, "Okay, we'll allow there to be a handful of public stations to do the educational programming that commercial broadcasters don't want to do, but the deal is they can't do anything that can generate an audience, anything that's commercially viable." Anything they do that could be commercially viable could be considered unfair competition to commercial interests and should only be on the commercial stations.
So successful has the ideological-political-cultural purge been executed that it is hard indeed to find vigorous liberals, and no energetic, coherent and cogent leftists at all can find expression in our controlled media and educational systems. Forget about wholesale culture- or civilization-critics like Marxists. Universities have to be purged of any "radicalism" that can see through to the roots of issues and pathologies, for the same reasons that workers have to have nascent unions aborted among them and contrarian newspapers and media have to be starved of advertising.
If we suppose a sufficient righteousness and intelligence in men to produce presently, from the tremendous lessons of history, an effective will for a world peace - that is to say, an effective will for a world law under a world government - for in no other fashion is a secure world peace conceivable - in what manner may we expect things to move towards this end? . . . It is an educational task, and its very essence is to bring to the minds of all men everywhere, as a necessary basis for world cooperation, a new telling and interpretation, a common interpretation, of history.
For the academic the rhetorical sense of superiority through the possession of knowledge is essential for facing the daily grind, turning again to the otherwise boring article, braving the students who, fresh as each class may be, will still ask the same questions year after year. Psychological survival is not achieved without effort, and the environment must be managed, knocked about with one's elbows until it takes a shape comfortable to one's sense of self. This is not selfishness, for in reshaping the environment the academic is also reinvigorating the educational process.
Thanks is part to our education system, we tend to think that we're smarter than the stupid guys in funny wigs who came before us. But that's because we are mistaking technology, progress, and access to information for intelligence. We think that because we know how to use iPhones (but not build them), browse the Internet (but not understand how it works), and use Google (but not really know anything), our educational system is working just great. By the same token, we think that those dumb aristocrats who used horses to get around and didn't have electricity were neanderthals.
In the olden times, the diversity of groups was largely a geographical matter. There were many societies, but each, within its own territory, was comparatively homogeneous. But with the development of commerce, transportation, intercommunication, and emigration, countries like the United States are composed of a combination of different groups with different traditional customs. It is this situation which has, perhaps more than any other one cause, forced the demand for an educational institution which shall provide something like a homogeneous and balanced environment for the young.
Americans are finally coming to a point where they're accepting of religious criticism, is because George Bush is the first president who really put religion so front-and-center. He's the most Christ-y president we've ever had - and he is, not uncoincidentally, the biggest disaster we've ever had. I think even people who are religious don't like it shoved down their throat. I think people kind of get it on a certain level, that this is an antiscience administration, and we're living in a time where we can't afford to be antiscience - for environmental reasons, for educational reasons.
Most of the things that I remember from childhood wouldn't make a particularly good story: rescuing worms during rainstorms, our schnauzer attacking a wheel of cheese when someone dropped it during dinner, my parents tricking us into riding Space Mountain at Disney World (we thought it was an educational people-mover kind of ride), playing Star Wars (I got to marry Harrison Ford and my sister married Luke Skywalker) in first and second grade. On the other hand, we always had lots of interesting babysitters--seminary students and friends of my parents--who told really good ghost stories.