Debate and Discourse: The Department of Defense's New Course on Western Civilization and Christianity
The Department of Defense is implementing a new course focused on Western civilization and Christianity in its schools for military families. Defense Secretary Pete Hegseth aims to shift the education system towards patriotic values and classical learning. The course will be offered in about 160 schools across 11 countries, educating approximately 70,000 students. The curriculum will use a textbook from Encounter Books, titled “The Golden Thread: A History of the Western Tradition, Volume I: The Ancient World and Christendom,” with lesson plans developed in collaboration with Hillsdale College.
The course has sparked debate among historians and educators, with concerns raised about the representation of Western civilization and Christianity as synonymous and the portrayal of Islam as a threat. Critics question whether the emphasis on Western civilization is a guise for promoting classical Christian education. The Defense Department has been hiring teachers with classical learning backgrounds and appointing academic leaders with ties to classical learning charter schools and patriotic education initiatives.
Classical education emphasizes critical thinking and citizenship through the study of liberal arts. While some advocate for a more inclusive approach, others argue that the focus on Western texts neglects contributions from other regions. Conservative politicians have supported classical learning as part of efforts to promote patriotism and traditional values in education. Hegseth, in his book “Battle for the American Mind,” advocates for classical Christian education as a means to preserve Western civilization.
The new course, Western Civilization to 1500, is designed to fulfill a world history graduation requirement for high school students in the Pentagon’s school system. The textbook used in the course, “The Golden Thread,” highlights the importance of understanding Western history to combat cultural hostility towards tradition. The authors credit early Christianity with promoting humane treatment of all people and argue that Islam is inherently more violent than Christianity.
Critics of the textbook argue that it selectively portrays historical events to advance a political agenda. The book’s publisher and co-authors defend its content, emphasizing its peer-reviewed nature and scholarly rigor. The push for classical learning in the Defense Department’s schools aligns with broader efforts to promote patriotic values and classical education. The leadership changes within the education system reflect a shift towards emphasizing classical learning and patriotic values under Hegseth’s direction.
In conclusion, the introduction of a course on Western civilization and Christianity in the Department of Defense’s schools reflects a broader trend towards promoting classical learning and patriotic values in education. The curriculum has sparked debate over its portrayal of Western civilization, Christianity, and Islam. The Defense Department’s efforts to reshape its education system highlight the ongoing discussion around the role of classical education in contemporary schooling.