From Moaz Nair
In multiracial Malaysia, authentic patriotism requires an objective, rigorous engagement with historical truths. To achieve this, secondary school curricula must prioritise critical inquiry over passive, uncritical acceptance.
For generations, history classrooms have functioned as secular chapels where students are expected to passively consume, memorise and venerate state-sanctioned narratives. While educators frequently assert that the primary goal of history education is to instil patriotism, a fundamental question remains unaddressed: what paradigm of patriotism is being cultivated?
A superficial patriotism built upon sanitised, heavily curated myths leaves a citizenry intellectually fragile. Conversely, a robust allegiance to the nation demands cognitive rigor – specifically, the academic courage to evaluate the past objectively through a critical lens.
