Deck 2: Liberty and Literacy: The Jeffersonian Ideal

Question 1

The exploitation and social exclusion of individuals based on race, gender, ethnicity, social class, sexual orientation, etc. is a phenomenon that prevailed in Jefferson's time and is still apparent today. Discuss how this notion of exclusion is evident in our contemporary system of education. In your view, how can teachers best address this phenomenon?

Answer 1

The notion of exclusion based on race, gender, ethnicity, social class, and sexual orientation is still prevalent in our contemporary system of education. This can be seen in the disproportionate disciplinary actions against students of color, unequal access to resources and opportunities based on socioeconomic status, lack of representation and inclusion of diverse perspectives in the curriculum, and bullying and discrimination of LGBTQ+ students.

Teachers can best address this phenomenon by actively promoting diversity, equity, and inclusion in their classrooms. This can be done by incorporating diverse perspectives and voices in the curriculum, fostering open and respectful discussions about social issues, and creating a safe and inclusive environment for all students. Teachers should also strive to be aware of their own biases and privilege, and work towards creating a more equitable and just learning environment for all students.

Additionally, teachers can advocate for policy changes within their schools and districts to address systemic inequities and ensure that all students have access to the resources and support they need to succeed. By actively addressing and challenging the systems of exclusion in education, teachers can work towards creating a more inclusive and equitable learning environment for all students.

Question 2

One of the tenets of classic liberalism was a commitment to nationalism. Discuss briefly what arguments this concept provoked in Jefferson's time, and examine whether there might be parallels in today's discussions over civic education, bilingual education and the use of terms such as African-American, Asian American, Irish American, etc.

Answer 2

In Jefferson's time, the concept of nationalism was a topic of debate and contention. Some argued that a strong sense of national identity and unity was essential for the success and stability of the new American nation. They believed that a common language, culture, and set of values were necessary to bind the diverse population together and create a cohesive society. This perspective often led to the promotion of English as the primary language and the assimilation of immigrants into American culture.

On the other hand, there were those who saw nationalism as potentially exclusionary and oppressive. They were concerned that it could marginalize minority groups and suppress their languages, cultures, and identities. They advocated for the recognition and preservation of the diverse ethnic and cultural heritage within the nation, and for the protection of minority rights and representation.

Today, similar debates can be seen in discussions over civic education, bilingual education, and the use of terms such as African-American, Asian American, Irish American, etc. Some argue for a more inclusive and diverse approach to education and language policy, emphasizing the importance of recognizing and valuing the contributions of different cultural and ethnic groups. They advocate for bilingual education programs and the use of hyphenated terms to acknowledge and honor the complexity of American identity.

Others argue for a more unified and assimilationist approach, prioritizing a common language and culture as essential for national cohesion. They may view hyphenated terms as divisive and prefer a more homogenized conception of American identity.

In both historical and contemporary contexts, the concept of nationalism has provoked debates about the balance between unity and diversity, and the tensions between assimilation and inclusion. These discussions highlight the ongoing challenge of defining and promoting a national identity that is both cohesive and inclusive of the diverse range of cultural and ethnic backgrounds within the nation.

Question 3

Explain the classical liberal ideal of intellectual freedom. What paradox did this ideal present to Jefferson and other Revolutionary leaders in their view of the role schools should play in the new nation? Explain.

Answer 3

The classical liberal ideal of intellectual freedom emphasizes the importance of individuals being able to think and express themselves freely, without interference or censorship from the government or other authorities. This ideal is rooted in the belief that a society flourishes when its citizens are able to engage in open and diverse intellectual discussions and pursue knowledge without fear of repression.

However, this ideal presented a paradox to Jefferson and other Revolutionary leaders in their view of the role schools should play in the new nation. On one hand, they recognized the importance of intellectual freedom and the need to cultivate independent thinking among the citizens. On the other hand, they also saw the need for education to instill a sense of civic virtue and promote the values necessary for the functioning of a democratic society.

This paradox led to a tension in their approach to education. While they championed the idea of intellectual freedom, they also sought to establish a system of public education that would promote the values they deemed essential for the success of the new nation. This tension is evident in Jefferson's establishment of the University of Virginia, which aimed to provide a liberal education while also emphasizing the importance of civic responsibility.

In essence, the classical liberal ideal of intellectual freedom presented a challenge for Revolutionary leaders in reconciling the need for independent thinking with the desire to shape the values and virtues of the citizens through education. This tension continues to be relevant in discussions about the role of schools in promoting intellectual freedom and civic education in modern societies.

Question 4

Benjamin Rush not only emphasized the importance of the religious character of education, but went so far as to suggest that the virtues of patriotism and Christianity were identical. Currently, there are segments of our society that argue a similar position, insisting that infusing Christian ethics into the public school classroom would benefit all students. Discuss your position on this idea, as well as the implications you see arising from the actualization of such an idea.

Question 5

One of Jefferson's key points was that an important purpose of education is "to prepare students to be able to participate as democratic citizens in our society." What did he mean by this? Thinking about contemporary society and our system of education, what does this mean today? What does this mean to you as an individual and teacher?

Question 6

Which of these best describes the most influential institution for the transmission of values during the early nineteenth century?

A) family
B) peers
C) schooling
D) All these answers are correct.

Question 7

"Patriarchy" refers to cultural traditions in which

A) women's legal status is not equal to that of men.
B) women's perceived "worth" is not equal to that of men.
C) citizens are educated for loyalty to their country.
D) women's perceived "worth" is not equal to that of men, and women's legal status is not equal to that of men.

Question 8

Revolutionary-era Americans valued self-sufficiency and at the same time accepted some community or court involvement in family matters. The combination of these two concepts can be

A) consistent with classical liberalism.
B) consistent with an agrarian society.
C) consistent with patriarchy.
D) All these answers are correct.

Question 9

Jefferson's belief in democratic localism was greatly impacted by

A) the physical distance between cities and other centers of social activity.
B) his belief in the feudal system.
C) the nature of communication and transportation at the time.
D) the physical distance between cities and other centers of social activity, and the nature of communication and transportation at the time.

Question 10

Community monitoring of family matters such as child-rearing

A) was considered an inappropriate intrusion into the private sphere.
B) was a legitimate vehicle for reinforcing shared community values.
C) did not exist.
D) None of these answers is correct.

Question 11

The Revolution resulted in

A) a close connection between Church and State.
B) special rights associated with elite social status.
C) a political environment of self-government.
D) All these answers are correct.

Question 12

As part of the dominant ideology of the early republic, the concept "representative government" was

A) similarly defined and described by everyone.
B) variously defined and debated.
C) identical to that developed in Great Britain.
D) identical to that developed in Great Britain, and similarly defined and described by everyone.

Question 13

The fundamental tenets of classical liberalism included

A) social hierarchy.
B) capitalism.
C) separation of church and state.
D) capitalism, and separation of church and state.

Question 14

Which of these would be least likely to provide an educational system with different educational experiences for children from different economic classes?

A) Jefferson's Virginia plan
B) a participatory democracy in which differences in race, gender, and economic status were minimized
C) contemporary United States
D) both Jefferson's Virginia plan, and a participatory democracy in which differences in race, gender, and economic status were minimized.

Question 15

According to classical liberalism, human reason

A) was mortally incapacitated by the taint of original sin.
B) was the best and most desirable guide to human action in the world.
C) was frail and incapable of guiding human action.
D) both was frail and incapable of guiding human action, and was mortally incapacitated by the taint of original sin.

Question 16

The rise of science as a guide to action seemed logical to the liberals of the young republic because

A) science was perceived as yielding truths, while religion did not.
B) most citizens attended schools and were taught science there.
C) the capacity for scientific thought seemed to be a God-given ability that allowed humans to understand the God-created regularity of the natural world around them.
D) science was perceived as yielding truths, while religion did not; and at the same time, the capacity for scientific thought seemed to be a God-given ability that allowed humans to understand the God-created regularity of the natural world around them.

Question 17

According to classical liberal ideology,

A) money was the root of all evil.
B) humans could progress toward perfectibility.
C) women's responsibilities included hearth, home, and social service.
D) All these answers are correct.

Question 18

Which of these is not consistent with Jefferson's advocacy of education?

A) a free marketplace of ideas
B) separation of church and state
C) a state-approved textbook list for all districts
D) All these answers are correct.

Question 19

Thomas Jefferson valued education in part because he believed

A) the truth could be discovered by inquiry.
B) it would prevent differences of political opinion.
C) it contributed to happiness.
D) it contributed to happiness, and because the truth could be discovered by inquiry.

Question 20

Benjamin Rush advocated the view that every citizen has a duty to "subdue and forget his own heart." This best reflects

A) nationalism.
B) laissez-faire.
C) individualism.
D) All these answers are correct.

Question 21

According to Jefferson, innate or "moral sense"

A) could be enhanced or debased by environmental circumstance.
B) could be strengthened by exercise.
C) was not sufficient to sustain a democracy.
D) All these answers are correct.

Question 22

Rush wanted teachers to be the absolute authority in the classroom, thus preparing youth for their subordination to laws. This reflects his belief that education should, in part, focus on

A) individual ability.
B) citizenship.
C) intellectual freedom.
D) All these answers are correct.

Question 23

Jefferson's desire to provide agrarian education to Native Americans reflects

A) the economic priorities of the times.
B) the belief that an agrarian life instilled the best values.
C) ethnocentrism.
D) All these answers are correct.

Question 24

Voting against Jefferson's educational proposal, his contemporaries cited it as unnecessarily egalitarian. This term best reflects a commitment to

A) economic freedom.
B) feudalism.
C) dualism.
D) All these answers are correct.

Question 25

Rush believed that "one general and uniform system of education" would provide

A) a more uniform and peaceable government.
B) a less uniform and peaceable government.
C) an insufficient school system.
D) an adequate school system, but one that would not provide a strong enough religious background.

Question 26

Rush claimed that teaching people to "embrace, with equal affection, the whole family of mankind" was repugnant to human nature. This best reflects

A) nationalism.
B) laissez-faire.
C) individualism.
D) All these answers are correct.

Question 27

Meritocracy

A) is equivalent to democracy.
B) values social position over talent.
C) is a natural manifestation of the social order.
D) All these answers are correct.