…educators for economic growth will not want a study of history that focuses on injustices of class, caste, gender, and ethnoreligious membership, because this will prompt critical thinking about the present. Nor will such educators want any serious consideration of the rise of nationalism, of the damages done by nationalist ideas, and of the way in which the moral imagination too often becomes numbed under the sway of technical mastery–all themes developed with scathing pessimism by Rabindranath Tagore in Nationalism, lectures delivered during the First World War, which are ignored in today’s India, despite the universal fame of Tagore as Nobel-Prize-winning author. So the version of history that will be presented will present national ambition, especially ambition for wealth, as a great good, and will downplay issues of poverty and of global accountability. Once again, real-life examples of this sort of education are easy to find.
Martha Nussbaum, Not for Profit: Why Democracy Needs the Humanities, 21.