An Introspective Study: Elitist Views of Political Socialisation in Education Essay Example

through full-time ministry after completing his scholarship bond. Nicholas, 19, comes from a well-to-do Christian family with a British father in a leadership position at an MNC and a Chinese mother who teaches English at an elite school. Like Daniel, Nicholas is an ex-RI student who excelled in history and scored high in General Paper.

Nicholas is currently serving NS but plans to study law afterwards. The creation of my questions posed a challenge since the quality of answers depended on them. After careful consideration, I opted for one open-ended question for my interview. Despite multiple potential questions, I realized they all led to the same answer due to the specific topical scope of my research.

By using a single question approach for interviews that were both flexible and standardized, participants were unaware of the questions beforehand. This helped to simplify representative data by reducing the impact of external influences that participants may have consciously or unconsciously gathered prior to the interview. Each interview lasted approximately one hour.

III. The Interviews: According to all three interviewees, the attitude towards political socialization through education was focused on compliance. National Education was viewed as a positive initiative and necessary for students to have knowledge beyond their personal experiences. The teaching of social studies in primary school was not perceived as having any political bias.

Instead, the knowledge of Singapore's political history was considered a good foundation, commonly referred to as "NE of sorts". The attitude of passivity towards learning this information was attributed to Singapore's pragmatic society, who prioritize self-benefit. This passive approach was also justified as it aligns with the government's push for students to understand their country's political

history.

The government deserves credit for our economic, political, and social stability and prosperity. This belief is widely shared. Daniel concurs and emphasizes that peace and stability are crucial for evangelism. Our abundance is viewed as a divine blessing, supported by a passage from the Holy Bible exhorting gratitude to be expressed for kings and all in authority so that we may live peacefully and honestly.

- According to 1Timothy 2:2, criticism of the way political socialization is taught in schools was mostly constructive rather than malicious. Even when expressing opinions about perceived inadequacies, it was done in a forgiving manner. Nicholas acknowledged that the social engineering being practiced was for a good purpose. Andrea was brutally honest, stating that we are probably all brainwashed without realizing it.

As long as we are mostly happy in our own lives, it is okay with me. However, there have been multiple revisions to the NE and Social Study syllabus in recent years.

Secondary school students are required to study social studies and mini-speakers corners have been established. Despite this, Andrea believes that the entire arrangement is contrived. As a relief teacher during her A-level break, she witnessed firsthand the way political socialization was taking place in schools. According to her, the discussions held at Speakers Corner were scripted and did not involve spontaneous debates on Singapore's current issues.

According to a speaker, schools are compelled to conduct Speaker's Corner lessons because of an order from MOE. The speaker expressed a dismal observation that it has become a politically correct move to appear open to political matters. Daniel shared a similar sentiment, noting the inclusion of certain things in the teaching of

Singapore's history.

According to Nicholas, the NE syllabus is excessively objective and lacks critical insight, preventing students from being exposed to less desirable aspects such as the role of the ISA. However, he also believes that the government is transitioning towards promoting openness in schools and showing a willingness to listen to people. Despite multiple revisions, Nicholas observes that the rigidity of the NE syllabus reflects the government's reluctance to relinquish too much control and engage in more serious discussions with students. He deems this a failure of the education system.

According to Nicholas, the political system of a state that is trying to mature in the Arts, economy, and social sense should also mature. He believes that keeping the political sphere restricted is not sensible. However, he clarified that he does not advocate for the political system to be opened up for mass two-party fights because the Singaporean economy is too small and dependent on foreign investment.

The analysis reveals that there is a political awareness at the individual level, as Daniel expressed the importance of promoting the greater good without jeopardizing social unity.

Despite personal complaints, those who were interviewed complied with local politics and socialization. Nicholas noted that this compliance was interestingly attributed to the government's engendering of a sense of trust among citizens. As a result, individuals do not feel compelled to be politically active and take political stability and accountability for granted. However, I believe this compliance is a consequence of individual choice that has been heavily influenced to regard strict particulars as acceptable and knowledgeable.

Immanuel Kant's definition of immaturity is the inability to use one's own understanding without external guidance. To achieve

maturity, governments must accept potential challenges that may arise from promoting critical thinking skills. Teaching individuals how to think critically gives them the courage to utilize their intellect without relying on external influences or control, allowing them to criticize the education system and evaluate the government.

It is possible that the government is hesitant to promote critical thinking because of the potential backlash it could cause. This mindset could be considered extreme and totalitarian, comparing it to the high-risk strategy of Burnout 3 on X-Box. In the game, taking risks during racing results in more points rewarded, and similarly, if the government is willing to take risks in teaching critical thinking to their youth, they may reap rewards in acclimating citizens to a knowledge-based, new economy.

The government is gradually taking measures towards increased political openness in schools, which indicates that they understand the repercussions of maintaining the current system. Their political continuity hinges on economic growth, and they believe that change is essential for achieving this. Prime Minister Lee acknowledges that people tend to stick to what they know and are cautious about trying new things even if they're capable and efficient. However, the government seems apprehensive about political openness as it could jeopardize economic stability, which is closely linked to political stability.

Among those I interviewed from the group of "elite students," it was thought-provoking to discover their capacity for critical thinking with regards to the governing techniques in Singapore. Attending an elite school, if anything, has made them more discerning yet accepting of political governance in Singapore. As an afterthought, although I found conducting this case-study research essay to be thoroughly enjoyable, it

is not exhaustive nor completely representative. The methodological constraints of this research are evident due to the brief time frame of the assignment.

Due to restrictions on resources and available interviewees, such as time and energy, my study on this phenomenon was not as comprehensive as desired. Therefore, this essay can only offer a fresh and potentially thought-provoking perspective on the success of the government in instilling nationalistic patriotism in the brightest young individuals.