Multiculturalism is a lie. It is a lie not because it says we should tolerate minorities (we should), but because it says every culture presents an equally valid way of looking at the world (they don't). This lie has consequences. The most significant being that educators in America and Canada have abandoned teaching Western culture for fear of offending minority cultures. Policy makers in the West take our culture for granted. They don't recognize that rational thinking is not natural, and it took a 1500 year battle with the Catholic Church, culminating in the Reformation and the Enlightenment, before rational thinking became a fixture in Western culture. In the Arab world today, that battle is still waiting to be fought.
Consider the following thought pattern
1. a terrorist attack kills scores of people
2. muslims would never kill innocent people
3. therefore, the killers could not have been muslim
4. since they were not muslim, they must have been CIA or Mossad.
A person schooled in Western culture - the language of Aristotle and Socrates - will recognize the fallacies in this thought pattern: the false premise (#2), circular reasoning and logical quadruped (#2->#3), and non sequitur (#3->#4). And even Westerners without a classical education will almost instinctively recognize those fallacies, even though they don't know the technical terms of logic. Yet to a person in the Arab world, the above thought pattern seems eminently reasonable. (See http://news.bbc.co.uk, search for "Iraq shrine blast: Your reaction"). Rational thinking, then, is an important difference between Western culture and Arab culture. Not because Westerners are inherently smarter than Arabs, but because Western education has taught European history and philosophy (Aristotle, Socrates, Kant, and Mill, among others) and in doing so given students the tools of logic.
There is currently a movement among "multiculturalist" educators to take the European classics out of North American education. Their motive is good - exposing a multiethnic student body to a multiethnic curriculum - but the result would be disastrous. A whole generation of students will come up using the same flawed thinking patterns so common in the Arab world today, and the society those students build will likely come to resemble the violent, repressive theocracies of the Middle East. Indeed, by denying Western culture to our students, we are doing a grave disservice to immigrants who come here precisely because they want a better life for their children. That better life includes a Western education.
This book is therefore quite right to say culture matters. If we want to preserve our way of life, then we have to preserve our way of thinking, and the way we think is a direct product of our education in European history and philosophy.