The document discusses different political philosophies of education including fascism, communism, and democracy. Under fascism, education aimed to build character and obedience over intellectual growth. Communism viewed education as strategic for achieving revolution and producing revolutionaries. Democracy sees education as educating citizens to participate freely in shared decision making and problem solving for the common good.

1. Political
Philosophies of
Education
Presented by: Maria Myrna G.
Imperial

2. Fascism Communism Democracy

3. Fascism
"Everything in the
State, nothing outside
the State, nothing
against the State".

4. Founder of Fascism
Benito Mussolini

5. Characteristics of
FASCIST Philosophy
• Glorification of the state and the total
subordination of the individual to it
• Doctrine of survival of the fittest and
the necessity of struggle for life
• Elitism

6. Education as a Character Building
• emphasized character building
over intellectual growth,
• devalued the transmission of
information,
• inculcated blind obedience to
authority, and
• discouraged critical and
independent thinking that
challenged fascist ideology.

7. Ultimate Aim of Fascist/Nazi
Education
• To make
students WAR
more vigorously

8. • “The teacher is not just an
instructor and transmitter of
knowledge…He is a soldier ,
serving on the cultural and
political front of National
Socialism. For intellectuals belong
to the people or they are nothing.”
- Herman Klaus, Nazi writer

9. • Teachers who did not practice
these principles or who appeared
skeptical of Fascist/Nazi
“idealism” were subject to
dismissal, often as a result of
reports by student informers.

10. Materials the Learners and
Teachers MUST USE
• A book published by the official Fascist
press that discusses the educational
system for the lower grades in the public
schools. It is very critical of earlier
educational systems, and prescribes both
content and general methods of teaching,
as part of Mussolini's pedagogical
"reforms."

11. • The official journal, in
the first year of its
publication, of the
University of Bari; the
university was
named after the
dictator. Much
attention is devoted
to the fight against
malaria.

12. Children were required to use these notebooks with
colored Fascist cartoons and quotations from
Mussolini on the front and back. Two are for
instruction in French; the third seems concerned with
penmanship or simple composition.

13. An anthology
of readings for
the fifth grade.
It is interesting
to note that
nearly every
story glorifies
the Fascist
regime and its
activities.

14. The yearbook for
the schools in the
province of
Potenza,
discussing
instruction in a
wide variety of
practical skills, all
under the control
of the Fascist
government.

15. Assignment
book required
of every school
child in the
Veneto.

16. Communism
“From each according to his
ability, to each according to
his need.”

17. Founder of Communism
Karl Marx
17

18. Education under Communism
• Education was recognized as playing a
STRATEGIC ROLE IN ACHIEVING THE
REVOLUTION AND DEVELOPMENT.
• Specifically, it was called upon to
PRODUCE ZEALOUS REVOLUTIONARIES
ready to rebel against the old society and
fight to establish a new order.
18

19. Planning Education to Fit the
Economy
• a very low priority is given to satisfying
individual or family demand for
education at the upper secondary and
higher educational levels.
• public investment in the education of
the population would yield handsome
returns
03/16/13 19

20. MANPOWER-PLANNING
APPROACH -
• designed to conserve scarce
educational resources by equipping
young people with only what it is
thought they need to know, but no
more.
03/16/13 20

21. The Centrality of
Polytechnical Education
• an education is teaching about
production and providing labor training
and work experience to youngsters
while they are in secondary and higher
education
• teaching young people the leading role
of material conditions of production in
shaping social and political events.
03/16/13 21

22. • Young people should be given an
understanding and some experience of
the way production processes are
organized; the social consequences of
different ways of organizing
production; and the importance of
technological change.
03/16/13 22

23. The Ideological Role of
Education
• communism can accomplish the tasks of
capital formation, capital exploitation, and
elevation of standards of life for the mass of
the population markedly better.
• It teaches that men and women are
perfectible, given the appropriate
environment, especially in their youth.
• Schools are the chosen instrument to
counteract undesirable legacies of the past
carried over by families into the present.
03/16/13 23

24. Education System
• open to the masses; uniform through its first
eight years;
• weighted toward science, technology, and
labor experience;
• closely linked to youth organizations; and
• planned as tightly as possible in its upper
levels to conform to manpower requirements
rather than to individual choices
03/16/13 24

25. 03/16/13 25

26. Democracy
“Democratic
education begins
not only with
children who are to
be taught but also
with citizens who
are to be their
teachers."

27. Concept of Democracy
It derives from the Greek word
a.“ demos ” - the people
b.“ kratos ” - rule
It is a society in which the
“PEOPLE RULE.”

28. The Ideal of Greek Democracy
• Democracy was essentially
educative: it sought the education
of an entire people to the point where
their intellectual, emotional, and
moral capacities have reached their
full potential and they are joined
freely and actively in a genuine
community.

29. • Democratic education is a theory of
learning and school governance in
which students and staff participate
freely and equally in a school
democracy.
• In a democratic school, there is
typically shared decision-making
among students and staff on matters
concerning living, working, and learning
together.

30. The Democratic Conception
in Education
• TWO TRAITS which precisely characterizes the
democratically constituted society.
• Not only more numerous and more varied points of
shared common interest, but GREATER RELIANCE
UPON THE RECOGNITION OF MUTUAL INTERESTS as
a factor in social control.
• Not only freer interaction between social groups (once
isolated so far as intention could keep up a separation)
but CHANGE IN SOCIAL HABIT—its continuous
readjustment through meeting the new situations
produced by varied intercourse.

31. For Dewey:
1. The educational system of a democracy is
one in which schools are themselves
organized so as to promote the kind of
social intelligence which is the prerequisite
to individual freedom and growth.
2. Learners become members of a
community in which the problems of
communal life are resolved through
collective deliberation and a shared
concern for the common good.

32. Democratic School
• It is a common school
providing a broad social
community to which children
of different race, class,
gender and religion can
belong.

33. Primary Aim
: is to ensure that learners’
capacity to act intelligently in
changing situations and
circumstances can develop
and grow.

34. • A society which makes provision
for participation in its good of all
its members on equal terms and
which secures flexible
readjustment of its institutions
through interaction of the different
forms of associated life is in so far
democratic.

35. FIVE VALUES of a Democratic
Learning Environment
1. Each student has an equal opportunity to learn.
2. The welfare of each individual is maximized.
3. The system of rewards and penalties is
responsive to individual performance.
4. Each individual is held responsible for his/her
effect on the welfare of others.
5. Knowledge, skills, and attitudes are taught which
promote each individual’s welfare and the welfare
of the classroom group and the larger society in
such a way that they in turn are likely to enhance
each individual’s welfare.

36. The Teacher’s Leadership Style
a) Policies were determined by group discussion and group
decision, with the leader giving only general guidance and
some assistance.
b) He /she aided the group in defining overall goals and
suggested alternative procedures, but urged members of
the group to make their own decisions.
c) Group members divided the tasks and were generally free
to work with whomever they wished.
d) The leader attempted to be objective when praising or
criticizing the students and acted as a group member,
rather than a boss, by providing information and
suggestions, but leaving the responsibility for carrying out
cooperative projects to the students.

37. Effects to Students' Performance
1. Students were more efficient and successful in
accomplishing their goals.
2. They were more cohesive as a group, and they
expressed a sense of group accomplishment in the
use of “we” to refer to their actions.
3. They were less apathetic than the group in the
autocratic situation and more inclined to express
their individual views in meetings.
4. Overall, they demonstrated a greater sense of
fairness and less concern over status than the
other groups since the democratic climate also
stimulated more objective exchange of
criticism.

38. Important Points:
• Democratic classrooms are highly
structured classrooms.
• Democracy does not mean freedom to
do anything one wishes. Democracy
does mean FREEDOM TO
PARTICIPATE in and to INFLUENCE
THE DECISION – MAKING
PROCEDURES affecting one’s life.

40. References
• Fascism. (n.d.).In Yahoo Education
Encyclopedia online. Retrieved from
http://education.yahoo.com/reference/encyclo
pedia/entry/fascism
• Fascism. (n.d.).In Encyclopedia Britannica
online. Retrieved from
http://www.britannica.com/EBchecked/topic/2
02210/fascism/219378/Education-as-
character-building
03/16/13 40

41. • Communism. (n.d.).In Encyclopedia Britannica
online. Retrieved from
http://www.britannica.com/EBchecked/topic/1794
08/education/47697/Education-under-
communism
• Noah, H.J. (1986). Education, employment, and
development in communist societies. Retrieved
from http://www0.hku.hk/cerc/4c.htm
• Dewey, J. (2008). Democracy and Education.
Retrieved from
http://www.gutenberg.org/files/852/852-h/852-
h.htm
03/16/13 41

42. • Fry, W.J. (1998).Italian life under fascism.
Retrieved from
http://specialcollections.library.wisc.edu/exhibits/F
ascism/Education.html
• Hepburn,M.A. (1983). Democratic education in
schools and classrooms. Washington, DC:
National Council for the Social Studies.
• Carr, W., & Hartnett, A. (1996). Education and the
Struggle for Democracy: The politics of
educational ideas. Buckingham, Philadelphia:
Open University Press
03/16/13 Free Template from www.brainybetty.com 42

43. 03/16/13 43