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Social Class In Communist Manifesto By Karl Marx

1362 Words6 Pages

Marx outlined the origins of class and social inequality in relations of production. The commodification of labour power in production and schooling in a capitalist society has been seen as the root of alienation. Historical materialism assigns primacy to forces of production in the social structure in a sense that social relations are considered by Marx as the major criterion for the social superstructure to transform. The social system is said to consist of a material base and a superstructure which is based on social consciousness and ideology based on dialectics. The education system that is a part of this superstructure has been transformed into a selection and training mechanism for a highly alienated and bureaucratized work. The dominant …show more content…

In the Manifesto, expanded public education for the working class was one of the major demands, and henceforth both Marx and Engels saw themselves as providing education and theoretical guidance to the working class and socialist movement. Their historical materialist theory of history has been used to theorise and critique educational institutions within bourgeois society and to develop alternative conceptions of education that are in accord with Marxian socialist principles. Likewise, transforming capitalist societies and creating socialist ones requires new modes of education and …show more content…

Freire sought, in the spirit of Marxist revolutionary praxis, to develop a pedagogy of the oppressed that would produce revolutionary subjects and critical thinking based on a consciousness, empowered to overthrow oppression and to create a more democratic and just social order. Freire suggests that classical Marxism had not adequately developed the subjective and pedagogical dimension . According to him, there was a need for democratic reconstruction/ restructuring of Marxism for the present age, in the spirit of progressive dialectic which would involve engaging the problematics of gender, race, and class in constructing pedagogies that promote agency, solidarity, respect for difference, and ultimately create a more just and democratic society. Additionally, education is propagated for liberation.This liberation is a praxis, that is, reflection and action, and action of men upon their world in order to transform it. Therefore education has to be not deposit-making but problem posing, and must therefore be co-intentional through

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