2. BACKGROUND
• Marxism is a movement founded by Karl Marx
and Fredrick Engels which fights for self
emancipation of working class, against all forms
that are subjecting to the domination of
Bourgeoisie (means ruling class called
capitalistic class, having too much concern about
wealth , property and careless about moral
values )and its institution and ideology.
• It stood for the destruction of capitalist state by
the organised working class.
3. SOCIAL INEQUALITY
Karl Marx sees society as an arena of social conflict.
• 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
because they own means of production and buy the
labor power at cheaper rate.
• Education acts as a force of oppression for the
children of the working classes because they sell
their labor power and do not own production means.
4. ONTOLOGY
Marx proposed a materialistic ontology
• He developed a version of dialectic materialism
different from Hegel’s realistic materialism who
saw change and development as expression of
world’s idea while Marx sees reality as struggle
between opposing forces and people's thoughts,
characters and actions are shaped by the
conditions in the world around them, the
material world based on class distinction.
5. EPISTEMOLOGY
Marx adopts materialistic epistemology
For Marx, scientific knowledge is only valid form of
knowledge. He believes in empirically grounded
production of scientific knowledge and argues
that people's thoughts, characters and actions are
shaped by the conditions in the world around them,
the material world. The ruling class has influenced
over what counts s knowledge and this is exercised
through institutions such as education and media.
They rule as thinker and producers of knowledge as
only rational and universally valid ones. The ideas
change according to the interests of dominant class
in society.
6. AXIOLOGY
A Marxist is dedicated to the welfare of the state and the people.
He is guided by certain values which may be briefly stated:
• To develop a respect for public property;
• To develop a respect for authority;
• Patriotism is not an important Marxist value;
• To develop respect for parents, elderly people and all classes
of laborers;
• Common good occupies an important position in Marxism;
• In Marxist state there is no existence of private property;
• Discipline in public life is another important value in Marxist
philosophy;
• Marxism attaches highest importance to the value of labor.
10. MARXISM AND EDUCATON
Marx educational ideas promote communism which aims restoring
balance in society ,demands a classless social system with one form
of public ownership of the means of production and with full social
equality of all members of society.
The education system is reflection of economic base and serves to
reproduce it. The views of students should be given a voice. Marxist
education will lay stress on indoctrination of ideas and practices. In
Marxist state, education aims at creating Marxist attitude and
values. The state is to be strengthened through the creation of a
classless society. The proletariat will, no doubt, dominate in the
Marxist state. Education will not be limited to a handful of people.
Marxism lays stress on providing equal opportunities of education
to all sections of the society.
11. AIMS OF EDUCATION
• No discrimination will be made in respect of educational
opportunities. Education is to be given to all sections of the society
irrespective of caste, creed, social and economic status.
• Common education is to be provided to both men and women.
Coeducation is an accepted principle in Marxism.
• No discrimination is to be made among schools. Establishment of
common school system is the cherished goal of Marxism.
• Marxism advocates secular education in schools.
• In Marxist system of education there will be only one agency — the
state. Private agency is banned in Marxist educational
administration.
12. CURRICULUM
• Marxist philosophy and doctrines will be taught at all levels of education on
compulsory basis. The students should be made conscious about class
division, unequal distribution of wealth, exploitation of the working class by
the capitalist class, etc. Those subjects are included in the curriculums
which tend to develop skill instead of abstract knowledge.
• The curriculum includes the socially useful subjects such as science,
mathematics, geography, life science, geology, astronomy etc. The history of
communist movement and political economy should also be included in the
curriculum.
• At the primary level, only the mother-tongue should be taught. But at the
secondary level the curriculum should include foreign language.
• Creative work and co-curricular activities have been given an important
place in Marxist curriculum. These include physical exercise, music,
painting, games and sports etc.
13. TEACHING METHODOLOGY
• Emphasis is laid on practical aspect of education instead of
theoretical aspect.
• Marxist education is based on the principle of learning by
doing. Students should work both in the agricultural farms
and factories.
• Education should not be confined within the four walls of the
school. The natural environment and the community at large
will also serve as great books and teachers.
• Marxist education emphasizes learning through personal
experience of the child.
• It emphasizes group activity instead of individual activity.
Marxist education intends to promote cooperative spirit
instead of competitive spirit among students.
14. ROLE OF TEACHER
• The role of the teacher is significant and crucial in Marxist
education. He must be fully equipped not only with the
content of education but also the Marxist methodology of
teaching as well as Marxist aims of education.
• A Marxist teacher must entirely be different in attitude and
temperament from a bourgeois teacher. His philosophy of
teaching will be the Marxist philosophy. He must be an active
member of the Marxist social order.
• A best Marxist worker can only be a best Marxist teacher.
Both in thought and action he must be a true Marxist. He
should not have only mastery on the content of education but
also have consciousness about life, social environment and
communist ideology. He should possess sound health, respect
for cultural heritage, deep practical sense, socialistic bent of
mind and true patriotism.
15. REFERENCES• Ashley, D., 1982, 'Historical materialism and social evolutionism', Theory, Culture and Society, 1(2), pp. 89–92.
• BBC, 2014, History: Karl Marx (1818–1883), available
at https://www.bbc.co.uk/history/historic_figures/marx_karl.shtml, accessed 9 June 2019.
• Bogdanovic, M., 1986, 'Empirical Basis in Marx's Study of Society', Sociologija, Special Issue on 11th World Congress
of Sociology, New Delhi, 18th–23rd August 1986.
• Korac, V., 1962, Kultura. Beograd.
• Giddens, A., 1981, A Contemporary Critique of Historical Materialism, volume 1, University of California Press.
• Kolakowski, L., 1978, Main Currents of Marxism: Its rise growth and dissolution.Volume 1, The Founders.
translated by P.S. Falla,
• Oxford, Oxford University Press, pp. 177–81, available at http://www.revalvaatio.org/wp/wp-
content/uploads/Kolakowski-Main-Currents-Marxism-Its-Rise-Growth-and-Dissolution-Volume-I-Founders.pdf,
accessed 4 June 2013, page not available 22 December 2016.
• Kreiss, S., 2000, 2008 Karl Marx, 1818–1883, in The History Guide, Lectures on Modern European Intellectual
History, available at http://www.historyguide.org/intellect/marx.HTML, accessed 9 June 2019.
• Marx, K., [1887] Capital. Moscow, Progress Publishers.
• Schmidt, A., 1981, History and Structure: An Essay on Hegelian Marxist and Structuralist Theories of History.
Cambridge, Mass., Boston, MIT.
• Shaw, W.H., 1978, Marx's Theory of History. Stanford University Press.
• Thomas, P., 1976, 'Marx and science', Political Studies, 24 (March).
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Editor's Notes
He tries to establish relationship between cause and effect
