Saturday, January 03, 2009
ECR: analysis of a multiculturalist and pluralist normative, by Francis Chartrand
Some excerpts from a program analysis of ethics and religious culture by Charles-Philippe Courtois, Ph.D. in history (UQAM) and Political Science (Paris), published in the book against the educational reform, VLB publisher. Mr. Courtois takes a critical and secular nationalist (or closed Republican seeking to reject the transmission of religion outside of school). We do not agree with all his analysis, but we believe they are worth running. The intertitles added.
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Program evaluated by the ability to "open up to the other"
Because this is where the shoe pinches. The "religious culture" proposed can not be taught a course in which students will be evaluated on the basis of their knowledge. No, we will not measure in the evaluation of the course, it can briefly explain the main features of each of the major religions and their history. It will be evaluated according to their skills. " In this case, the course combines "ethics" and "religious" aspect of the religious culture will be assessed according to a single jurisdiction, "the practice dialogue." And that, throughout the curriculum, for eleven years! Basically, we form rather whether the student has learned the history of Muhammad or Buddha. What we seek is to assess its ability to "openness to others, acceptance of religious diversity, because that is what measures the competence" to practice the dialogue. "
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Moreover, the combination of religious culture to the moral teaching has an effect amalgam: morality and religion are related [that is a layman who writes], and morality and what some call the "hyper-tolerance" are confused.
The competency evaluation can be especially insidious, not only because it provides secondary access to knowledge, but also because it can easily give first place to ideological conditioning in the evaluation process . Finding no shortage of spicy, when considering that the supporters of the new pedagogy endless distance over traditional models of school, either Catholic or Republican, criticizing not only the ideologies conveyed by those body but, allegedly, the fact is promoting Catholicism, or patriotism.
The cramming will be particularly intense
As this course will be compulsory for the first year of primary education in the last year of high school, the cramming will be particularly intense.
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George Leroux divert secularism in favor of pluralism
Thus, Leroux argues that secularism in Quebec can (read: should) be open to the diversity according to "new rules of respect for pluralism," as they are anywhere else (p. 11. [Of book by George Leroux, genuine apology course ECR: Ethical Culture religious dialogue, Fides, 2007])
Already, we know that secularism [republican French] as we know it is not in the program. A new definition of equality, he has asserted since the 1960s. Indeed, this statement appears to be sufficient, in the small test Leroux, to justify the establishment of an ECR.
The multicultural high respect fundamental democratic Well
Leroux goes even further in the following passage: "[c] ow cultivate this respect, which is the fundamental virtue of democracy, without supporting the knowledge of others and value difference?" (Emphasis mine , p. 12)
Why is the fundamental virtue of democracy, which is, after all, first a system where the people are sovereign, it is defined by a multiculturalist interpretation of equality and human rights? In this, the argument is not far from an argument based on authority: the good is defined, it is now to enforce. Opponents of the coup defending evil, there is no need to take into account their views or their arguments. In sum, pluralism appears as a new command, entered at the top of the table of new laws that would impose clerics of religion politically correct.
A new first commandment plurality is a richness
The following quotes illustrate that it is a commandment, the student, Leroux says, "must be led to infer that plurality is not an obstacle to overcome [hence the need then paradoxical to impose this course], but a treasure to know and incorporate in its world view. " Not only it is a command, but it takes precedence over all others, including the training school. Because "[t] through [school] is to integrate the knowledge of others in all aspects of its culture, and at the forefront of its values and beliefs, whether religious or not (p . 17)
Will tendentious ideological control
Georges Leroux even adds that "every young person to move from the recognition of pluralism in the enhancement of normative pluralism" (pp. 13-14) simply becomes the "mission" of the school. Asserting that quite bluntly expressed a desire to control ideological bias. The pluralism becomes the principle of educating the youth in Quebec (p. 40).
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Strange definition of integration: integrate multiculturalism in Quebec
Let's end as [George Leroux] defines integration: "Everyone will enter the school as in a society where identities are both common and multiple joint first, since the school [d ' State] shall assume the collective mandate of public education and its mission is to convey the core values of democracy, but also different, because everyone belongs to a world which varies according to its origins, beliefs, culture "(p. 15 ).
In other words [for Leroux], Quebec schools should integrate more children to the culture [...] It has to incorporate the Quebec cultural diversity of multiculturalism and pluralism, in the words Preferred ...
Consequences of mixing current Quebec unpredictable, you just open
Because nobody can predict which will mix in Quebec "in terms of beliefs, practices, the mix of identities and cultures. » (p. 17), but the school must work to ensure that the mixture is made as smoothly as possible by opening to the values and beliefs of the other, allowing for full secularism and secularization. No other goal of integration is the program that the famous opening to another ", a common chorus qu'ânonnent new clerks orthodoxy well thought out.
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Pluralism, the new opium of intellectuals
In this sense, we can indeed say that pluralism is now unchallenged as the new opium of intellectuals.
But why? Here Leroux presented his "advocacy". He argues that both arguments demonstrate the need for this course: a historical argument and an argument of political philosophy. The argument is convoluted. First there is the process of secularization initiated since the Quiet Revolution. But it does not necessarily [if history has a meaning!] To this kind of pluralism, but rather to secularism. But we will see how Leroux wants to secede from the republican model, caricatured, demonized again in the manner of the Bouchard-Taylor report [.]
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Georges Leroux against secularism in the French
In summary, there are three arguments against the Republican according Leroux: he joined a French national culture as it should be open to Europe and pluralism (argument for the dissolution of national identity and nations) and did not open to Islam (curious argument because secularism involves a principle of neutrality and equality that could, instead, require better enforcement), and finally, the classical culture is elitist and does not so young (argument of cultural and educational demagoguery).
The anger of French Muslims is explained by the lack of attention given to their roots - that argument is perhaps a bit simplistic.
The argument of political philosophy in favor of an ECR weak and childish
As to the argument of political philosophy, it seems to be the lowest, for the work of Leroux not, ultimately, to argue in earnest. It does not take seriously the criticism and, therefore, did not bother to explain in detail the reason for the choice it represents.
This would "bring them into line with school policy modernity" (p. 36). In itself, this does not mean much. Who defines modernity? Was it once and for all determined that multiculturalism embodied modernity, the only way a people and a state can choose to be "modern"? This argument is childish.
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[Insensitivity as George Leroux Bouchard-Taylor in the popular will]
Leroux relativise the principle of majority said that "nostalgic"
Leroux goes very far. It puts the principle of majority, it may be imaginary, in any case "nostalgic".
[... The principle of equality], "the only principle capable of resolving our relationship to diversity" (p. 37). Again, note it, diversity is based itself in the argument. On behalf of the imperative of multiculturalism as it is justified, but this requirement is not argued by the author. Therefore, in total, this argument is very poor.
Disturbing trends among experts usual monopoly Education
Instead, it teaches us about disturbing trends in some of the intelligentsia, and more out of their weight on the Ministry of Education. We are talking about the ambition of ideological re-education in political correctness, which aims to standardize the minds of Quebecers tomorrow according to the Canadian Multiculturalism.
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Make the bed of the chimera multiculturalist and cosmopolitan culture very anglicised
The price of ECR is flawed because it does not focus on the investigation of major religions, or citizenship, which would be laudable goals, but will flood rehabilitation in favor of ideological Canadian Multiculturalism renamed the "pluralism".
However, addressing the world with a Quebec does nothing to open on the world, while Quebec qu'abolir perspective on the world is only a means to weaken drastically the Quebec identity and threaten , ultimately, the perpetuation of our national identity and local real one of these cultural differences that claims to cherish.
In sum, it is intended to promote a multiculturalist chimeric diversity, which is just another form of integration in a cosmopolitan culture and very anglicised, ther than perpetuating the framework of a concrete cultural difference, that defines a people duly formed and a distinct society.
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Labels: Francis Chartrand, Québec
# posted by Francis Chartrand @ 11:13 PM 
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