By Zak Mudie
In order to protect our culture and ensure the proper education of our young, the Conservative Party needs to structure the education curriculum to be smaller, broader and promoting British values.
The devastation of the Covid-19 pandemic has made it clear to Britain that this Conservative Party is far from conservative. The inability to act, unprepared health services, inefficient government bureaucrats and finally complete and under disaster on private contracting has gave cause to demand for a new direction in the Conservative Party. There must be a reformed Conservative Party with new goals, new traditions, and a new image. There needs to be a new commitment to small business, anti-monopoly policy, patriotic education, and the establishment of a British identity based on the core traditions of freedom, patriotism and optimism. The 'New Conservative' collection is a short collection of articles exploring these ideas.
A recent survey conducted by Lego, found that for young children the “dream” or “ideal” job in the US and the UK was “YouTuber” or “Vlogger”; in China it was astronaut. There is something profoundly disturbing by this revelation. As a nation, ensuring the successful education of the next generation is key to ensuring prosperity in the future. The twenty-first century is going to be the defining century of human history; it will be the century where humanity takes to the stars or destroys itself and our planet. To meet these challenges, wherever they come from, it is essential that our children are not living in a land of vlogging and “YouTubers” and instead are dreaming of far greater goals such as astronaut, scientist, entrepreneur etc. More importantly, it is essential that the next generations of Britain are not brainwashed into the “woke hivemind” that is the modern progressive left. Therefore, the Conservative Party should seek to drastically analyse the current education system which is failing our children and promote patriotic British values to ensure the next generation of Britons can be proud of their country, seek to change it for the better, and believe in hard work over handouts.
The survey conducted by Lego didn’t just give us the most desired job, but some of the most sought-after ones. In the case of the US, UK and China, the second most desired job was the same, and this was teaching. It doesn’t take Sherlock Holmes to put together that this might have something to do with their environment. Every day children go to school and interact with teachers, it is common knowledge that in their development children imitate and can compartmentalise certain desires, traits or aspirations at a young age. We all love stories of people who dreamed of doing something big when they were young and then achieving it. We should take advantage of this reality, and present to children not the YouTube lifestyle, but the real world instead. By this I mean provide grant systems or dedicated funding for schools or school groups to bring successful hardworking people from the public and private world into the educational one, with the goal of inspiring the children to look beyond the luxury life they see in their iPads. Imagine the effect on children to see a hardworking entrepreneur telling them that through hard-work you can work for yourself, build, design and create things that you are passionate about. Bring together public services as well such as the Fire and Rescue Service, Police or members of our NHS. In effect I think it should be vital that our curriculum for the youngest shouldn’t be dominantly grammar and maths, instead it should be the promotion of social skills, learning about the key values of Britain, and of course learning about the real world, from real life experiences.
The trend in the UK has been similar in the US, that harder subjects are being chosen less and less by students in favour of easier subjects for higher grades. In the fantastic book Britannia Unchained by five Conservative MPs (Priti Patel, Dominic Raab, Elizabeth Truss, Kwasi Kwarteng and Chris Skidmore) the educational problems of the UK are explored. The author writes “In the modern culture of instant gratification, students go for the easier option. Higher grades in other subjects combined with the grind of long hours in the lab or sweating over irrational numbers provide students with the incentive to switch.” The author also states: “A failure of market information, and a preference for subjects they view as being easier, leads to students opting to not take maths beyond 16.” While the author is focussing on the issues of not taking maths at A-Level which they state means losing out on an extra £138,000 in their lives, the key point that a lack of market information deters students. Through opening up children to the wider world at a younger age and fostering hard work as a virtue from the beginning, we could see a change in this trend. Carrying this through onto secondary education, presenting the reality of a lifestyle with a “media” or “business” qualifications or one with “mathematics” qualifications should be the final nail in the coffin for lazy student attitudes which are plaguing the West.
Not only could we see a reduction in poverty, an increase in average income and an increase in technological output, but we could also see a serious reduction in crime. Children who are taught discipline and hard work as values from the beginning of their lives would be less likely to commit crimes or turn to anti-social behaviour. One of the main aims of patriotic education would be to enshrine a sense of satisfaction in educational success and a sense of content when achieving in school. Hopefully this would spur on children to seek to improve themselves and hopefully push them to seek more challenging subjects which leads to better paid jobs. The final and more important part of the patriotic education is instilling generation of Britons with an appreciation of objective truth, in history and in science. Through the combination of all these benefits a patriotic education would guarantee a better Britain for generations to come, not to mention it would effectively end the war on British culture.
A reformed Conservative party should seek to actively implement this patriotic education, and openly promote British values at all levels of government, and the civil service. Not only would this improve Britain but for the Conservative Party it would radically shift their image, although this would take time. When the generations of Britons who first undertook the patriotic education begin to succeed drastically, and the reforms mentioned in previous articles take hold, the snowball of positive effects such as better wages, more jobs, higher standards of living, fulfilment in work, better technology, less crime and improved health, would be impossible to ignore. For the Conservative Party, implementing patriotic education alongside the other reforms is the next step to Britain, and the Conservative Party’s success.