By JAMES K. FITZPATRICK
It is a dilemma that classroom teachers struggle with: How do we promote a healthy skepticism among our students, without encouraging cynicism, when discussing the great issues of the past or current events? We want our students to learn to see through false claims and propaganda, to spot humbug. On the other hand, we do not want for them to assume that everyone is a phony with base motives.
There is, for example, a difference between the argument in favor of United States’ military and economic intervention in Eastern Europe after World War II and that of the Soviet Union.
That said, it cannot be denied that there is a tendency of political leaders and partisans to flip-flop on their principles when it becomes advantageous for them to do so. That is what is meant when we hear people say, “Arguments about process are bogus.” … Continue Reading