Hello Chris,
 CL> "the transmission of what
 CL> is worthwhile" is not just a transmission of whatever those
 CL> in power might like to think worthwhile, it is  the
 CL> transmission of a commitment to the pursuit of truth, and to
 CL> the quest for  the best standards of reason for seeking the
 CL> truth. This, in turn, is to be  interpreted in terms of
 CL> traditional ways in which the truth has been pursued,
 CL> which comes out as something like the traditional academic
 CL> disciplines. Truth is of value for its own sake. It needs no
 CL> further justification than that it is a good in itself. For
 CL> Peters, this is what gives education its intrinsic
 CL> value.  
I'm a product of the 60's (HS grad in '69) and I distinctly
remember the first history teacher that I had who actually
attempted to teach "the truth".  We studied the Civil War by
reading letters from soldiers to their loved ones and read the
New york Times for the days that we were studying.  That light
in me went on for the first time that I could question the
homogenized, processed history that had been taught to me up
to that point.  Schools had shown me distortions of the truth
until my fortunate crossing with this man, but ultimately,
school provided the window to peer through and create my own
clarity and interpretations...  This fellow was not extreme or
a "flake", but I remember him being ostracized by other staff
and knowing he wasn't accepted as "one of them".  He
ultimately left teaching and developed curriculum materials
for a publishing company.  I'm sure his vigilance there has
had a positive effect on historical accuracy!
Regards,
-=Craig=-
craigclu@bigfoot.com  
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 þ wsOMR 1.20b þ Atilde~The~Hun...He left his diacritical mark on history
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