The cornerstone of educationThe decision to eliminate the chronological study of the subject of History in the LOMLOE has been truly shocking and has raised criticism from historians and writers. How can one study History without taking into account the thread of events?
Criticism has not taken long to appear and has been heard in different media. Precisely, a group of writers has promoted a manifesto in which they clearly position themselves against this model of teaching History.
"They respond to an ideological approach that turns History into a magma, into a series of disconnected frames where historical time lacks meaning and, consequently, the facts are not integrated into a specific period, but are taught out of context.
This formula makes students fall into presentism and judge the past with present criteria, which means fertilizing the ground for 'the culture of cancellation': the impugnation of any historical fact, cultural work or personage considered contrary to certain current identity values".
However, in addition to this paradigm shift in the study of history, the subject of history is diminished in many other aspects.
First of all, the number of hours to teach it is seriously reduced. In addition, the study of historical periods prior to the nineteenth century is minimized, leaving aside essential historical events. And part of the syllabus focuses more on sociological analysis, not free of ideological approaches, than historical.
Not to mention that some of the historical facts are tinged with a degree of subjectivity that is actually a partisan position, as is the case, for example, when analyzing the Second Spanish Republic.
All this reminded me, by association of ideas, of something that has passed as anecdotal in the educational reform: the fact that the study of Roman numerals has been suppressed.
The excuse that there is too much knowledge in the curriculum and that the load needs to be lightened sounds too much like an excuse.
The new generations will no longer be able to interpret most of the inscriptions. For them it will be like looking at an Egyptian hieroglyphic, a bunch of meaningless letters. But the damage is much greater and worrying if we add it to the general loss of the historical concept we are talking about.
Common history shapes us as a people, gives us identity, anchors us in a community. It makes us understand who we are as a society and as people. It analyzes the past to understand the present and project ourselves into a better future. We have always heard that those who do not know history are condemned to repeat it.
Today there is a revolutionary mentality in the air and in the political and social elites. The revolution is always proposed with the adamic pretension that everything begins today, with a radical break with the past.
On some occasions, such as during the French Revolution, the calendar was changed. It was no longer possible to measure the years or months with the Christian calendar. The birth of Christ could not be the center of history.
This revolutionary feeling can be glimpsed today in a special way, albeit in a slower, more subtle, less noisy way. We are in a change of epoch, certainly. But it is a change that some people want to make a break with the past, to propose a new ethical and moral, political and economic paradigm. And breaking with the past, leaving the new generations without roots, blurring community ties, is part of the path that leads to the great reboot that they seek. Within this revolutionary scheme, of paradigm change, education is a key element, it is the tool that drives this change.
The elimination of history is essential for this purpose of creating a new social order. They need a new generation of young people without history, without a past, without anchors. Only in this way, without the ties to the land that having roots implies, can they travel certain personal and collective paths that would clash with moral and social principles that constituted them as peoples and as persons.
But we all know what happens to a tree without roots. It doesn't hold on. It sways in the slightest wind. And ultimately, it dies. This is the crucial moment we live in.
Thinking about all this, I cannot but recall some words of the Polish pope-saint. Karol Wojtyla and his generation of compatriots also had to live at a time when a revolutionary regime wanted to change their identity and establish a new social order. But it was precisely in this rootedness in history and tradition that they found the keys to face that enormous challenge. It is worthwhile to reread these words and draw conclusions for our present time.
"I think that in these multiple forms of popular piety hides the answer to a question that is sometimes raised about the meaning of tradition, even in its local manifestations.
Basically, the answer is simple: the attunement of hearts is a great strength. Rooting oneself in what is ancient, strong, deep and endearing at the same time, gives an extraordinary inner energy.
If this rootedness is also linked to a vigorous force of ideas, there can no longer be any reason to fear for the future of faith and human relations within the nation.
In the rich humus of tradition, culture is nurtured, which cements the coexistence of citizens, gives them the sense of being one big family and lends support and strength to their convictions.
Our great task, especially today, in this time of so-called globalization, is to cultivate healthy traditions, to foster a bold harmony of imagination and thought, a vision open to the future and, at the same time, an affectionate respect for the past.
It is a past that lingers in human hearts under the expression of ancient words, ancient gestures, memories and customs inherited from past generations."
St. John Paul II, 'Get up! Let's go!'
