Australia wins respect in the world when we display who we are and not what self-appointed cultural dieticians would want us to become. Multiculturalism is not our national cement. Rather it is the Australian achievement, which has many components.

Uniquely, Australia is a product of Western civilisation, closely allied to the United States, but located cheek by jowl with the nations of Asia. Both history and geography have given us a rare opportunity; why should we be so foolish as to think that we must choose between the two?

We spent too much time in the first half of the nineties pondering whether we had to become less European so we could become more Asian, whether we had to become less British so we could become more multicultural. We had this perpetual seminar on our national identity, contributed to overwhelmingly by the cultural dietitians. I never thought Australians had any doubt as to what their identity was. And I think we’ve moved on from all of that.

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I have never been persuaded by those who claim that the road to good government is via taking more and more decisions out of the hands of the people’s elected representatives. In our parliamentary democracy, politicians are elected to make decisions on behalf of the community. They are elected by the people and, ultimately, they are answerable to the people for the decisions they make. To draw these decisions away from the legislature and the executive and to invest them in the hands of the judiciary would irrevocably change our democracy. And it would hamper our ability to respond to changes in a way that reflects the realities we now face.

For many years, it’s been the case that fewer than one-in-four senior secondary students in Australia take a history subject. And only a fraction of this study relates to Australian history. Real concerns also surround the teaching of Australian history in lower secondary and primary schools. Too often, Australian history has fallen victim in an ever more crowded curriculum to subjects deemed more ‘relevant’ to today. Too often, it is taught without any sense of structured narrative, replaced by a fragmented stew of ‘themes’ and ‘issues’. And too often, history, along with other subjects in the humanities, has succumbed to a postmodern culture of relativism where any objective record of achievement is questioned or repudiated. Part of preparing young Australians to be informed and active citizens is to teach them the central currents of our nation’s development. The subject matter should include indigenous history as part of the whole national inheritance. It should also cover the great and enduring heritage of Western civilisation, those nations that became the major tributaries of European settlement and in turn a sense of the original ways in which Australians from diverse backgrounds have created our own distinct history.

There is much in American society which I admire, but I have long held the view that the absence of an effective safety net in that country means that too many needy citizens fall by the wayside. That is not the path that Australia will tread. Nor do we want the burdens of nanny state paternalism that now weigh down many economies in Europe.