Education Quote by Neal Boortz

Neal Boortz uses a series of rhetorical questions to highlight the nature of authority within certain institutions. By referencing Catholic schools, Christian schools, and military academies, he draws attention to environments where questioning top authority figures, the Pope, Jesus Christ, or commanding officers, is not only uncommon but often discouraged. These examples are carefully chosen; each institution places an unwavering emphasis on hierarchy, tradition, and obedience as core components of its identity and functioning.

In Catholic schools, the Pope represents spiritual and doctrinal authority. Teaching students to question that authority would directly undermine the institution’s mission to uphold Catholic doctrine. Similarly, Christian schools center their beliefs and teachings on the divinity and ultimate authority of Jesus Christ. The entire premise of Christian education relies on accepting, rather than challenging, this authority. In military settings, the chain of command is paramount for discipline, order, and function. If cadets were encouraged to question or challenge their superiors regularly, the structure necessary for operational effectiveness could break down, leading to confusion or chaos.

Through these comparisons, Boortz implicitly critiques institutions, especially perhaps in the context of public education or civic society, that encourage or expect students to challenge or critically examine certain authorities. He seems to suggest that it would be inconsistent, or even unreasonable, to require such questioning in domains where the very foundation depends on respect for established authority.

The underlying message revolves around the tension between upholding authority and fostering critical thinking. Boortz’s questions push readers to consider where challenging authority is appropriate or beneficial, and where it may be inherently disruptive. His pointed comparisons raise deeper questions about the purpose of different forms of education and training, whether they are designed to cultivate independent thinkers or loyal followers, and what expectations society should have of their graduates regarding authority and obedience.