National Identity: Knowing Where We Come From, Knowing Where We Are Going
"If you do not know where you have come from, you will not know where you are going."
(Sheikh Mohammed bin Rashid Al Maktoum)
In an age of globalisation, artificial intelligence, and accelerating change, this principle speaks to a deep and universal truth. Across every culture and nation, identity shapes how individuals and societies navigate the future.
Yet in education and leadership, national identity is often misunderstood. It is sometimes reduced to patriotism, or dismissed as an obstacle to global citizenship. In reality, it is neither. National identity, when approached wisely, is an anchor and a compass. It roots us in history, values, and culture, even as we engage with an interconnected world.
The Role of National Identity in Education
Why does national identity matter in a global context? The answer lies in human development itself. As educational philosopher Nel Noddings writes, identity is not something learners simply possess, it is something they construct through interaction with community, history, and place (Happiness and Education, 2003). In other words: to know oneself in the world, one must first understand the story of one’s people, land, and culture.
This is true whether a child is growing up in Finland, Ghana, Japan, Brazil, or the United Arab Emirates. Each nation carries a distinct cultural heritage, a shared memory of triumphs and struggles, and a unique set of values. If these are not passed on through education, young people risk becoming culturally adrift, superficially global but deeply disconnected.
As Anthony D. Smith (National Identity, 1991) observed, strong national identities can coexist with global openness. In fact, they often strengthen it. Learners with a grounded sense of their own identity are better equipped to engage with other cultures from a place of respect and understanding.
Risks of Shallow Globalisation
One risk in today’s education landscape is a form of “thin” globalisation, where curricula prioritise global trends, international benchmarks, and cosmopolitan ideals, but neglect local languages, histories, and cultural narratives. This is seen in international schools, but also in national systems eager to climb global rankings. In such contexts, learners may graduate with extensive global knowledge, but little understanding of their own cultural inheritance.
As Sheikh Mohammed’s statement reminds us: without knowing where we have come from, we lack the orientation to chart a meaningful path forward.
A Balanced Approach
A richer approach to national identity in education would not promote nationalism or cultural superiority. Rather, it would:
foster pride in cultural heritage
encourage critical reflection on history and values
promote intergenerational dialogue and cultural literacy
equip learners to contribute to their nation’s evolving story, while engaging ethically with the wider world.
This vision aligns with frameworks such as UNESCO’s Reimagining Our Futures Together report (2021), which calls for education to nurture rooted and responsible global citizens, individuals who know where they come from, and who can contribute thoughtfully to a shared global future.
Conclusion
At Seeds of Knowledge, we believe that cultivating a thoughtful, inclusive sense of national identity is one of education’s deepest responsibilities, in every country, for every learner.
It is not about isolation, but about orientation. It is not about the past alone, but about preparing for the future with integrity.
In a world that can feel increasingly fast, fluid, and uncertain, national identity, rightly understood, helps learners know who they are, where they stand, and how they might contribute to the common good, because as Sheikh Mohammed reminds us …. if we do not know where we have come from, we will not truly know where we are going.
