Karl Marx was a German philosopher who developed the socio-political theory of Marxism. He was educated in Germany and studied Hegelian philosophy. Marx was influenced by thinkers like Feuerbach, Hess, and Saint-Simon, and formulated his own dialectical materialism. He believed that class struggle and conflict between the proletariat and bourgeoisie would lead to social change and revolution. Marx spent many years in Paris and London writing about communism and capitalism. He predicted that the working class would revolt against the exploiting capitalist class to control the means of production. Marx's theories focused on social and economic forces rather than education, but they had implications for establishing schools to educate the proletariat and implement socialist policies.

1. DEM 730 – Philosophical and Psycho-Social Perspectives in
Education
Luccelle Rose F. Bruces
Dr. Catherine Q. Catañeda

2.  Born on May 5, 1818 in
Trier, Germany
 Son of a prominent lawyer
 Educated at home
 Also influenced by Baron
von Westphalen

3.  Formal schooling in Trier,
where he attended
Gymnasium
 Entered University at Bonn
in 1853 and transferred to
University of Berlin

4.  He studied Hegelian
Idealism and retained
dialectic process
 Dialectic materialism

5.  He studied
Hegelian Idealism
and retained dialectic
process
 Dialectic
materialism

7.  Ludwig Feuerbach
 July 28, 1804
 author of “Theses on Hegelian
Philosophy”
 asserted that human history
was a product of the totality of
material conditions

8.  Marx formulated his
own dialectic
materialism, an
analytical tool that
pointed to the
eventual conflict of
the proletariat and
bourgeoise.

9.  He completed his doctorate
in philosophy in 1841 at the
University of Jena
 became an editor of a liberal
Rhineland newspaper, the
Rheinische Zeitung

10. Moses Hess, original name Moritz
Hess, (born January 21,
1812, Bonn [Germany]—died April
6, 1875, Paris, France),
German journalist and socialist who
influenced Karl Marx and Friedrich
Engels and who was an important
early proponent of Zionism.

11. In 1843, the
government suppressed
the journal’s
publication.

12. He emigrated in France
together with his wife,
Jenny von Westphalen
in 1843.
 As an exile in France
from 1843-1845, Marx
completed his ideology
logical transformation
and became convinced
socialist.

14. He agreed on Saint-Simon that economic
relationships determined the course of history,
which was largely the record of the conflict of
competing economic classes. However, he rejected
what he regarded as naive view of the Utopians
that social and political change could be attained
without revolutionary violence.

15. Marx emphasize that the
coming revolutions should
be led by an elite that was
to be the vanguard of the
proletariat

20.  While in Paris, Marx
became the lifelong
colleague and
collaborator of the
wealthy German
radical Friedrich
Engels

21.  When the uprising of the
1848 failed to overthrow
the reactionary Prussian
Government, Marx spend
the rest of his life in
London, searching and
writing his monumental
work, Das Kapital.

22. MARXIST
IDEOLOGY

24.  Marx predicted that
the final struggle to
control the means of
production would
result in a class war

25.  For Marx, political
and social change
occurred when the
exploited class
revolted against
their exploiters.

26. MARXIST
EDUCATIONAL
THEORY

27. Karl Marx was primarily a social, economic, and political theorist
rather than educational theorist.
In Marxist countries, education, particularly schooling, is a
pedagogical response designed to implement policies of the Communist
Party.
Marx believed that the task of a genuine education, based on the
principle of scientific socialism that he developed, required exposure and
eradication of false consciousness from the minds of the proletariat.

28. Education, for Marx, was to put revolutionary theory into
practice.
 Marx envisioned schooling, or formal instruction, as consisting
of both intellectual and physical or bodily development, as well
as logical, or polytechnical, training, which was to introduce the
young to productive process.

29. NEO-MARXISM’S
EDUCATIONAL
IMPLICATIONS

30. Neo-Marxist are conflict theories in that they see society
and its institutions as the scene of struggle between
contending groups for prestige, power, and social dominance.
 The interests and values of the dominant class will be
framed in a context of the common good.
Neo-Marxist interpreters of education often refer to the
hidden curriculum, or the learning that goes on in a school.