Politeia has been publishing policy pamphlets since 1995. Visit out Archive Page to view the full list of publications and download previous pamphlets
By Jacob Rees-Mogg MP, Martin Vickers MP, Zac Goldsmith MP, James Morris MP, Jason McCartney MP, John Stevenson MP, Craig Whittaker MP, Fiona Bruce MP, Simon Reevell MP, David Mowat MP.
If the UK is to recover and flourish, then the state must do less and individuals must have the freedom and responsibility to do more. That’s the message from a group of ten new MPs who explain how this can be done for Politeia in Freedom, Responsibility and the State: Curbing Over-Mighty Government.
From the very system of government to whether the UK will have enough energy to keep the lights on, this country suffers from too much of the wrong government. Its failings have led to malaise which inspires contempt for those who govern; damages our justice system, leaves young people unemployed and untrained to pay their way through life, and hinders our businesses. The authors* show how by trusting people more and government less, by allowing greater freedom under law, change for the better can occur.
The Scottish question is now a matter of the highest politics north and south of the Border. But, says Politeia’s next pamphlet, Divided We Stand: Scotland a Nation Once Again?, current policy raises more questions than it answers. While the referendum on independence promised by Scotland’s ruling Scottish National Party is due in 2014, Westminster, meanwhile, puts its faith in a new Scotland Bill giving greater powers to Scotland, but within the UK.
In Lessons from History: Freedom, Aspiration and the New Curriculum Robert Tombs argues that the school history curriculum as it currently stands fails pupils. In his pamphlet, he analyses the problems and proposes a new approach.
In the online appendices, three historian, Professor Tombs, Professor David Abulafia and Professor Jonathan Clark, each offer examplary curricular for history, to demonstrate how the principles in Lessons from History could be put into practice.
England’s school history is in a sorry state. Not only has it become a ‘minority’ subject at GCSE; but even among those who do choose it, too many leave school without a grasp of the sweep of their country’s past. So argue Robert Tombs and his co-authors in Lessons from History: Freedom, Aspiration and the New Curriculum.
The system fails to teach a broad range of British, or for that matter, European, history. The same few topics tend to be repeated over and over again. GCSE history demands too much specialization, with little attention paid to chronology or the context of change over time.
Pupils know little, and understand less, of the background to fundamental concepts. The exam system fails pupils by placing too much emphasis on ‘skills’ over knowledge, and a convoluted and erratic mark scheme often leaves candidates and teachers demoralised.