Marxism and

Education
Group 4:

RINA BINTI ADNAN

NURUL ‘ADILAH ABDUL HALIM
RAHANAH BINTI ABDUL RAHMAN
NORNAIMAH AKMAL SUKRI
who is karl?
 Marxism is a method of socioeconomic analysis that
views class relations and social conflict using a materialist
interpretation of historical development and takes a
dialectical view of social transformation. It originates from
the works of 19th-century German philosophers Karl
Marx and Friedrich Engels.
The bourgeoisie have the wealth and the power to rule. The proletariat are
exploited because they are not treated fairly. Marxists argue that the education
system plays a key role in disseminating the ideology of the ruling class.
Education acts as a force of oppression for the children of the working classes.

What does Marxism say about education?

Values in Marxism
A Marxist is dedicated to the welfare of the state and the people.

He is guided by certain values which may be briefly stated

(a) To develop a respect for public property;

(b) To develop a respect for authority;

(c) Patriotism is not an important Marxist value;

(d) To develop respect for parents, elderly people and all classes of laborers;
(e) Common good occupies an important position in Marxism;

(f) In Marxist state there is no existence of private property;

(g) Discipline in public life is another important value in Marxist philosophy;

(h) Marxism attaches highest importance to the value of labor.

Curriculum in Marxism:

Marxist curriculum is based on Marxist educational

aims, objectives and values set forth earlier.
Aim of Education
 Creating
Marxist
attitude &
values
 Education is
considered as the
greatest instrument
of social change
 Equalization of
educational opportunity
is the Marxist education

The students must learn the

goals

fundamental principles of
Social advancement to
be ensured through
education

science.
Physical education
is considered as an
important aim in
Marxist education
 Marxist education aims at
creating creative, productive
and faithful citizenship.
 (c) Polytechnised
Marx says : Education which
will give knowledge
‘Education (b) Physical relative to the
(a) Intellectual
means to us Development, General Sciences
Development, and principles of all
three things: productive
processes’.
Educational Objectives in Marxism
Marxism advocates Common education
No discrimination will be made
secular education is to be provided to
in respect of educational
in schools. both men and opportunities. Education is to be
women. Coeducation given to all sections of the
is an accepted society irrespective of caste,
principle in Marxism. creed, sex social and economic
status.

In Marxist system of education

3. Education will 4. No discrimination is to
there will be only one agency —
be made among schools.
be universal and Establishment of common
the state. Private agency is
banned in Marxist educational
compulsory school system is the
administration
cherished goal of Marxism.
METHODS AND CURRICULUM
● Marx did not like public education provided by the bourgeois (middle-class)
capitalist nation-state
● He opposed to any curriculum based on class distinctions
● He believed only subjects such as grammar and physical science were fit for
school because the rules of grammar and the laws of physical science would
be the same regardless of who taught them
METHODS AND CURRICULUM
● Marx advocated technical and industrial education
● He approved a three part curricular organisation:
❖ mental education
❖ physical education
❖ technological education (not only practical training in trades but also
general principles of production processes)
Marxist-leninist systems of education
● Lenin was sympathetic to the plight of the ploteriat. He did not think that
workers could launch and maintain revolution without proper guidance.
● “Democratic centralism” : authoritarian view of knowledge and curriculum
for schools
● To ensure that political ideology was the central consideration
Marxist-leninist systems of education
● Example : the case of theories of Trofim Lysenko, an agronomist during
Stalinist era.

Trofim Lysenko, an agronomist during the Stalinist era. Contrary to Mendelian

genetics, Lysenko argued that acquired characteristics could be genetically
transferred. Because Stalin liked this theory, it was given official sanction and
was taught in biology courses in Soviet schools for many years. This idea had
disastrous results on Soviet agriculture during this period, yet the top-down
authoritarian nature of deciding agricultural issues and educational policy
overcome all objections.
METHODS AND CURRICULUM
● The knowledge conveyed by schools reflects the principles of dominant
group, particularly with regard to political principles and the technical
knowledge needed to legitimate its power and to enhance its capital
accumulation
METHOD0LOGY OF TEACHING IN MARXISM
● Emphasis on practical education instead of theoretical aspect
● Based on principle of learning by doing. Students should work both in the
agricultural farms and factories
● Education should not be confined within four walls of school.
● Emphasize learning through personal experience of the child
● Emphasize group activity instead of individual activity.
CURRICULUM
● Marxist philosophy and doctrines will be taught at all levels of education.
● Those subjects are included in the curriculum tend to develop skills instead
of abstract knowledge
● Socially useful subjects (science, mathematics, geography, geology,
astronomy)
● The history of communist movement and political economy should be
included in the curriculum
CURRICULUM
● At primary level, only mother tongue should be taught but at secondary
level, the curriculum should include foreign language
● Creative works and co-curricular activities has been given an important
place. These include physical exercise, music, painting, games and sports
etc.
ROLE OF THE TEACHER
★ Would be accomplished in their areas of study and understand clearly the
aspects of their disciplines.
★ Dealt primarily with factual knowledge.
★ Standardized and approved by party officials.
★ Not allowed to introduce others materials or ideas into a classroom setting
unless previously approved.
★ Not encourage or allowed to innovate or to change educational policy.
LET’S DISCUSS…..

According to the Marxist system, teachers should master in their areas

of study, but today, when teachers posting at school, they need to teach

others subject that assume are new because lack of teacher in certain

subject. What is your opinion?

Karl Marx never wrote extended treatments of education,
but his works are sprinkled with references to the
important of education.
Karl Marx never wrote anything directly on education – yet
his influence on writers, academics, intellectuals and
educators who came after him has been profound. The
power of his ideas has changed the way we look at the
world.
Karl Marx never wrote extended treatments of education, but his works are
sprinkled with references to the important of education.

Education for indoctrination of ideas and practices : Marxism

Education for social change - socialism and communism

CRITIQUE OF MARXISM IN EDUCATION
Merits of Marxist Education :

➔ In Marxist system of education all people — irrespective of caste, creed, sex,

social and economic status — have been provided with equal educational
privileges.
➔ Education at all levels (from elementary to higher) is free
➔ Marxist education is primarily socialistic but it helps to develop individuality
also
CRITIQUE OF MARXISM IN EDUCATION
Demerits / Shortcomings of Marxist Education :

➔ Marxist education is absolutely state-controlled education. It attaches too

much importance to the role of the state in education
➔ Freedom in education is absolutely neglected in Marxist system of education
➔ The role of the teacher in Marxist education is immaterial
➔ In Marxist educational philosophy too much importance is attached to class-
division and class-struggle
CONCLUSION
Index to the works of Marxists and others on education, cognitive psychology and child
development.

Because Marxists have tended to approach the whole range of psychological issues —
development, feeling, neurosis, pathology, personality and character — from the point of view
of cognitive and linguistic development. Likewise, for Marxists, there has never been a sharp
line between social and individual development, so social theory penetrates deeply into both
psychology and educational theory.

The Marxist approach to education is broadly constructivist, and emphasises activity,

collaboration and critique, rather than passive absorption of knowledge, emulation of elders
and conformism; it is student-centred rather than teacher centred, but recognises that
education cannot transcend the problems and capabilities of the society in which it is located.
References:
1. Ozmon, H., Craver, S (2007). Philosophical Foundations of Education, N,J:
Prentice-Hall

2. https://journals.sagepub.com/doi/pdf/10.2304/pfie.2004.2.3.10

3. http://www.yourarticlelibrary.com/philosophy/marxism/marxism-1818-1883-concept-aims-of-education-and-
curriculum/69157