(5)
Herofication of the Undeserving
Prior to the abrupt dismissal of Columbus Day as a school holiday, I ignorantly believed that certain historical facts remained constant. Furthermore, I recall a sense of confusion and anger as I reconciled Columbus' tale. In stark contrast with findings from recent publications, my edification suggested that the courageous explorer was rather exceptional; after all, at that time, he was the only person who believed that the Earth was spherically shaped, or so I thought. While analyzing the teaching of American History, James W. Loewen, exemplifies such false archetypes in his factual book, Lies My Teacher Told Me (1996). By comparatively analyzing the curriculum of a dozen American History textbooks, as well as their respective accounts of Columbus' existence, the totality of his research concluded that American History textbooks: offend minority groups, overlook alternative viewpoints, glorify predominant ideologies, while validating their respective subscribers.
Loewen goes on to assert that these falsehoods are a result of history textbooks, published with a primary objective: to convey history while minimizing controversial themes and depictions. Essentially, this bland curriculum ensures a higher volume of sales, while inadvertently resulting in the conception and propagation of false archetypes (misconstrued bits of history). Exemplifying the effects of these false archetypes, Malcolm X's disinterest for curriculum produced by the "collective white man", parallels the apathetic effect presented by Loewen to illustrate the disinterest in schools today. Overall, I was most impressed with Loewen's rationale, suggesting that authors, who claim Columbus as being a scholar, consequently propagate a dangerous archetype, which states, "those who direct collective enterprises are more intelligent than their subordinates." Loewen's book is highly beneficial when it comes to critically evaluating historical episodes and their underlying basis. After reading this book, it seems that we are all victims of an inaccurate account of history and though we can attempt to better understand what really happened, we will always remain dubious to the truth!
(5)
Why kids hate history (but shouldn't have to)
This is a real eye-opener to anyone who thinks they learned about U.S. history in high school. Loewen spent eleven years reviewing the 12 most commonly-used U.S. history textbooks and found all to be seriously wanting. Textbook publishers want to avoid controversy (so, apparently, do many school systems), so they feed students a white-washed, non-controversial, over-simplified version of this country's history and its most important historical figures.
To make his point, Loewen emphasizes the "dark side" of U.S. history, because that's the part that's missing from our education system. So, for example, we never learned that Woodrow Wilson ran one of the most racist administrations in history and helped to set back progress in race relations that had begun after the Civil War. Helen Keller's socialist leanings and political views are omitted and we only learn that she overcame blindness and deafness. John Brown is portrayed as a wild-eyed nut who ran amok until he was caught and hung, rather than an eloquent and dedicated abolitionist who uttered many of the same words and thoughts that Lincoln later expressed.
Loewen's book vividly illustrates the maxim that "those who do not learn from history are doomed to repeat it." Ignorance of our real history also renders us incapable of fully understanding the present and coming to grips with the issues of our time. For example, from the Civil War until around 1890, real racial progress was underway in the United States and civil rights laws were Federally enforced in the South. The military was integrated and former slaves had the right to vote, serve on juries and as witnesses in trials, own property and operate businesses. They also received mandatory public education, which was automatically extended to white children for the first time in the south. But, between 1890 and 1920, the Feds gradually disengaged and allowed southern racist governments to strip these rights from blacks and relegate them to virtual non-citizenship. Only within the last half-century has that policy been gradually reversed, again through Federal intervention. This history casts current racial attitudes and issues in a different light than most of our high school graduates are likely to see unless they are taught the complete history of their country, warts and all.
Despite some of the reviews posted here, it is clear to me that Loewen is NOT out to bash the United States or offer up an equally one-dimensional, negative version of its history. He notes the plus side of many of the figures whose weaknesses he exposes. Thus, we learn that Columbus was an unimaginative fortune hunter, a racist tyrant and slave trader, but Loewen notes that he (and Spain) were not much different than most people at the time. He points out that all societies, including Native Americans and Africans, kept slaves, for example (the very antithesis of "revisionist" or "post modern" approaches) and that it is unfair to single out Columbus as singularly evil.
The problem is that our kids never learn both sides of these stories, so history becomes a bland repetition of non-confrontational "events" that appear to have had no or vague causes. Historical events are not related to issues that people disputed or serious conflicts that placed them at irreversable odds with one another, the very stuff that drives history. No wonder kids are bored and disinterested. They are left with the distorted impression that, down deep, the United States always means well (rather than acting in its own best interests, like any other country) and, in the end, is always "right." With that view of our history, these students become putty in the hands of politicians who appeal to that dumbed-down, distorted view.
Loewen has presented fair accounts of key events in our history and indicated why our high school graduates know and care so little about it. He also suggests ways to correct this serioius shortcoming and every American ought to applaud that.
AW
Product Description
Winner of the American Book Award and the Oliver C. Cox
Anti-Racism Award of The American Sociological Association
Americans have lost touch with their history, and in Lies My Teacher Told Me Professor James Loewen shows why. After surveying eighteen leading high school American history texts, he has concluded that not one does a decent job of making history interesting or memorable. Marred by an embarrassing combination of blind patriotism, mindless optimism, sheer misinformation, and outright lies, these books omit almost all the ambiguity, passion, conflict, and drama from our past.
In this revised edition, packed with updated material, Loewen explores how historical myths continue to be perpetuated in today's climate and adds an eye-opening chapter on the lies surrounding 9/11 and the Iraq War. From the truth about Columbus's historic voyages to an honest evaluation of our national leaders, Loewen revives our history, restoring the vitality and relevance it truly possesses.
Thought provoking, nonpartisan, and often shocking, Loewen unveils the real America in this iconoclastic classic beloved by high school teachers, history buffs, and enlightened citizens across the country.
(4.0)
