International School Magazine - Spring 2018

Page 37

Features

Love your country: some thoughts on patriotism George Walker joins a national debate The ill-tempered argument about the United Kingdom’s future relationship with the European Union (EU) has brought an old fashioned word into the heart of the debate – patriotism. The British Prime Minister, David Cameron, described his ‘big, bold patriotic case’ for remaining within the EU while his cabinet colleague, the Justice Secretary Michael Gove, insisted that leaving the EU would be an ‘empowering moment of patriotic renewal’. One definition of patriotism is ‘the emotional attachment to a nation which an individual recognises as their homeland’ and arguably the key word in this definition is emotional. It reminds us that while patriotism has rational roots in a shared history, culture and citizenship, there is also an irrational element comprising nostalgia and pride, and a dangerous element that appears when patriotism turns into nationalism. Is patriotism a virtuous quality deserving of encouragement in programmes of education or does it remain, in Dr Johnson’s words, the last refuge of the scoundrel? Let us examine some examples of this controversial concept.

Love your country The early morning tram to the International Baccalaureate office used to take me past the spot where Geneva’s most famous citizen, Jean-Jacques Rousseau, was born in 1712. A supermarket has replaced the original house, and written incongruously in large script on its shiny tiled façade are the words of advice given to Jean-Jacques by his father, Isaac: ‘Jean-Jacques, aime ton pays’. Rousseau’s ‘pays’ was the protestant republic of Geneva with a population scarcely equal to that of a small market town, and Isaac went on to describe the close human relationships that should underpin his son’s patriotism:

‘The Genevois are your friends and brothers; joy and harmony reigns in their midst. You are Genevois and you will meet other people, but even if you travel as much as I have you will never find their equals’. Rousseau was proud to be a citizen of Geneva and so describes himself on the title page of his famous political treatise, The Social Contract. In 1762 he chose Geneva’s democratic governance as a practical model on which to build his theory of an appropriate relationship between the individual and the state. Rousseau wrote:

‘I feel happy whenever I meditate on governments, always to discover in my researches new reasons for loving that of my country.’ But his patriotism won him few friends. The Social Contract was deemed seditious, copies were burned in the streets of Geneva and he spent the last quarter of his life in exile, surrendering his precious Geneva citizenship. Rousseau did love Geneva and he retained strong memories of that conversation with his father – ‘My father, embracing me, was shaking so much that I can still feel and share it today’ – but only in the sense that he loved what Geneva stood for. Rousseau was a loner with an awkward, unattractive personality who attached little importance to the ‘joy and harmony of friends and brothers’. Patriotism for him had little to do with the day-to-day association with his fellow citizens, but rather a sense of pride in a system of governance designed to protect their freedoms within the structure of a modern state. He never allowed the love of his country to weaken his criticism of what he often saw as its shortcomings.

Spring

Autumn |

| 2016

37


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Articles inside

How are students supported to engage with difference? Julian Edwards

17min
pages 70-72

Being biracial in Japan, Elin Nakayama

3min
page 69

people and places

6min
pages 65-68

Random acts of unprovoked kindness, E T Ranger

9min
pages 61-64

Counting the costs and benefits in transition to a digital world

7min
pages 57-60

The practice of including diverse perspectives, Carol Inugai-Dixon

4min
pages 53-56

A coherent IBDP core – reality or myth? John Cannings

7min
pages 49-52

Keep calm and scan on, Susana Almeida and Ingrid Kay

5min
pages 46-48

Learning is risky business, Malcolm Pritchard

3min
page 45

How to choose new technologies for your school, David Pitchford

5min
pages 41-42

The tourist teacher, Hedley Willsea

5min
pages 39-40

curriculum, learning and teaching

4min
pages 43-44

regulars

1min
page 36

Love your country: some thoughts on patriotism, George Walker

7min
pages 37-38

Get students engaged, inspired and involved, Alison Naftalin

1min
page 35

International education in early childhood – what does it look like? Nicola Weir

5min
pages 33-34

features

5min
pages 31-32

Increasing resilience in international school communities, Angie Wigford

6min
pages 25-28

Being ready for an earthquake – and the lessons learned, Dennis Stanworth

8min
pages 21-24

Are we facing the security challenges raised by terrorism? John Bastable

7min
pages 13-16

Security: some simple do’s and don’ts for the international teacher, Tom Marshall

8min
pages 17-20

comment

8min
pages 5-8

security

7min
pages 9-12

The security blanket, Peter Kenny

7min
pages 29-30
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