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Whether a map is drawn broad or narrow has little bearing on tomorrow's weather, the cost of food, or how we plan our lives, though that is not what makes this issue unsettling. The real problem is deeper.
 The better position is to become intellectually awake, to instead ask
Whether a map is drawn broad or narrow has little bearing on tomorrow's weather, the cost of food, or how we plan our lives, though that is not what makes this issue unsettling. The real problem is deeper. The better position is to become intellectually awake, to instead ask "who decided this?" how did they come by it, what evidence was there, what was omitted, who benefits from this interpretation, and what evidence would it take for me to change my mind? These are the questions that apply to maps but are increasingly relevant to education, history, economics and politics. Perhaps the uncomfortable truth is that, in many cases, what we originally believed may actually end up being correct. But there is a difference between being right and understanding why you are right. Sometimes we have right answers but with incomplete information, assumptions and convenient omissions. Knowing that should not make us abandon the whole idea but instead question things more intelligently. Perhaps the greatest danger is not being told a lie, but being taught something so confidently and unquestionably that we never think to ask if there was another way of looking at it. It involves questioning how the accepted knowledge is formed, chosen, packaged and subsequently given to millions of people as an unquestionable truth. If something as seemingly simple as the actual size and proportions of a given landmass can be distorted, taught for generations and eventually be accepted as unquestionable fact, then the real question that arises is not simply "what other lies have they told me?" My question is far greater: "What else have I been taught, maybe by good intentions, but without me ever having a chance to question, that I may find was actually incomplete, distorted or erroneous?" That, to my mind, is a far greater revelation. It is not the map that is the issue. It is the realization that "this is how things have always been" and "this is how it has decided to be" can be so similar if you stand within the system. Sometimes you have to get outside of it to see what is really happening. And that is why I begin asking the same questions about education. Education is based on choices: what we include and exclude, what we emphasize, de-emphasize and how we define the context. The curriculum does not just give us the information but influences the prism through which that information is viewed. It is especially evident with history. Different countries can teach completely different interpretations of the same history, often using the same confident, authoritative tone as though that is not even a possibility. The heroes can be the villains and the villains the heroes, depending on the country, the same with rebellions, economic systems, and so forth. That does not necessarily mean that any of them are actually lying. Sometimes the problem is in the presentation of a given version, as the sole possible version, when there isn't really any reason for believing it is the sole version, other than the fact of it being presented as such and not allowing room to question why. And that is the question that interests me far more. Who decided? Why did they decide? What was left out? What evidence would be sufficient to change my mind? Religion deserves a similar scrutiny though I believe that we have to be very careful to not conflate faith with a map, a scientific measurement or a historical textbook. A map can be compared to the real terrain, but faith is an internally consistent belief that has to do with scripture, tradition, and a culture. The people who wrote the texts were writing in a specific context and their views are not necessarily universal, they are human and as such are a part of history. We can study them as such, investigate who wrote it, when, when it was written in history, why, what circumstances led to its writing, what other interpretations existed at the time.

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