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This book is an introduction to Karl Marx (1818-1883) as a radical educational thinker. Marxs own schooling and education are examined and we see how his interest in educational issues was informed by his own experience. Educational themes in Marxs thinking are identified: the role of education within capitalist society, the contribution of education to human development and the character of education in a future society. These are placed in a historical setting by the author and related to public debates over educational policy. Throughout his career, Marx identified education as key to the prospects of the working class. The story of this engagement adds a new dimension to the picture of his work as a philosopher, political economist and socialist revolutionary. The aspects of education that concerned Marx matched prominent features of his theoretical and political activity, and educational themes provided him with a critical application for many of his most important ideas. The author explores Marxs work on the British factory school system, his use of evidence from the reports of school inspectors, and the contemporary movement that led to the establishment of modern systems of public schooling. The final chapter relates Marxs thinking to questions about the place of education in todays society, showing how relevant it is for the twenty-first century. These discussions contain new scholarship, draw on original sources and are written in a clear and readable style. Students in education courses at universities and colleges, educational researchers and teachers will find this examination of Karl Marxs ideas concerning education both engaging and enlightening--Provided by publisher. Read more...
Abstract: This book is an introduction to Karl Marx (1818-1883) as a radical educational thinker. Marxs own schooling and education are examined and we see how his interest in educational issues was informed by his own experience. Educational themes in Marxs thinking are identified: the role of education within capitalist society, the contribution of education to human development and the character of education in a future society. These are placed in a historical setting by the author and related to public debates over educational policy. Throughout his career, Marx identified education as key to the prospects of the working class. The story of this engagement adds a new dimension to the picture of his work as a philosopher, political economist and socialist revolutionary. The aspects of education that concerned Marx matched prominent features of his theoretical and political activity, and educational themes provided him with a critical application for many of his most important ideas. The author explores Marxs work on the British factory school system, his use of evidence from the reports of school inspectors, and the contemporary movement that led to the establishment of modern systems of public schooling. The final chapter relates Marxs thinking to questions about the place of education in todays society, showing how relevant it is for the twenty-first century. These discussions contain new scholarship, draw on original sources and are written in a clear and readable style. Students in education courses at universities and colleges, educational researchers and teachers will find this examination of Karl Marxs ideas concerning education both engaging and enlightening--Provided by publisher
Abstract: This book is an introduction to Karl Marx (1818-1883) as a radical educational thinker. Marxs own schooling and education are examined and we see how his interest in educational issues was informed by his own experience. Educational themes in Marxs thinking are identified: the role of education within capitalist society, the contribution of education to human development and the character of education in a future society. These are placed in a historical setting by the author and related to public debates over educational policy. Throughout his career, Marx identified education as key to the prospects of the working class. The story of this engagement adds a new dimension to the picture of his work as a philosopher, political economist and socialist revolutionary. The aspects of education that concerned Marx matched prominent features of his theoretical and political activity, and educational themes provided him with a critical application for many of his most important ideas. The author explores Marxs work on the British factory school system, his use of evidence from the reports of school inspectors, and the contemporary movement that led to the establishment of modern systems of public schooling. The final chapter relates Marxs thinking to questions about the place of education in todays society, showing how relevant it is for the twenty-first century. These discussions contain new scholarship, draw on original sources and are written in a clear and readable style. Students in education courses at universities and colleges, educational researchers and teachers will find this examination of Karl Marxs ideas concerning education both engaging and enlightening--Provided by publisher
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Robin Small SpringerBriefs in Education Karl Marx 2014 The Revolutionary as Educator 10.1007/978-94-007-7657-9_1
The Author(s) 2014
1. The Education of an Educator
Robin Small 1
(1)
The University of Auckland, Auckland, New Zealand
Robin Small
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Abstract
Marx received an academic schooling in his native Rhineland, based on classical studies and strongly influenced by Enlightenment thinkers such as Immanuel Kant. At Berlin University, he mixed with the radically minded younger Hegelians who followed Ludwig Feuerbachs call to engage with the world of experience and feeling. Even so, the dominating influence of Hegelian idealism is evident in Marxs 1841 doctoral dissertation, a study of ancient materialism. His first career as a newspaper editor is marked by outspoken opposition to censorship and government paternalism. Following his teachers, he champions individual freedom of thought and speech. But Marx grows disillusioned with liberalism as he comes to see the reforms needed for realising its goals as impossible within the present social system. In debate with his former mentor Bruno Bauer over Jewish emancipation, he argues that theological criticism must be replaced by social criticism, since the real problems are those of an economic system that runs on self-interest.
Keywords
Karl Marx Education Enlightenment Bildung Liberalism1.1 Introduction
Karl Marx is an important educational thinker. This may come as a surprise to anyone who looks at standard surveys of philosophy of education. Well-known figures in the Western tradition appear there, starting with Plato and Aristotle, and including modern figures such as Locke, Rousseau and Dewey. Marx is usually left out. Yet amongst thinkers on education, Marx is especially relevant to the twenty-first century. He is the greatest theorist of the society that gave rise to schools as we know themand this is the society we still live in. So what Marx has to say about the place of education in the modern world should be worth attention.
But Marx is not just a theorist. He is a revolutionary, committed to transforming the world. In his words, The philosophers have only interpreted the world in various ways; the point, however, is to change it (Marx and Engels , vol. 35, p. 507). He is saying that the point of interpreting the world is to change it. In other words, he wants both understanding and engagement. But how do we make the link between theory and practice? Marxs idea of praxis provides a clue, but his full answer depends on developing an approach which exposes ideological modes of thought as both false and acting to maintain an unjust social reality. Marxs main writings are not just analyses but critiques, designed to undermine conventional wisdom and point the way to something better.
This means that Marx is himself an educator. He writes for people who need to find out what is wrong with the society they live in and how it can be changed for the better. Given that aim, it would be surprising if he had nothing to say about an important aspect of modern society: its arrangements for its own new members. It is true that Marx was never an academic teacher or researcher, but this goes for other important figures in education. It is also true that he did not write any works solely on education. Yet he wrote more on the subject than most people think (Small ). His concern was society as a whole, and whatever he says about education tends to be part of some wider discussion. Still, these texts contain enough to provide not just an understanding of the schooling of his time but also a surprisingly detailed plan for the schooling of the future.
Most importantly, Marx is an educator for us. He challenges us to develop our capacity to think critically about our own society and, in particular, to look beneath the surface of schooling and find out what is really happening in this area of social life. This book approaches Marxs contributions by following the course of his intellectual career within its historical context. It deals in turn with his early thought as an expression of the turbulent 1840s, the politically static period during which he set out on a full analysis of the capitalist mode of production, and his later re-emergence on the political stage. As we shall see, Marxs thinking about education is present throughout his career, varying in its focus according to the tasks of the time but broadly consistent in its direction. A closer look will reveal some unfamiliar ideasand even some surprises.
To understand Karl Marx, it helps to know about the Rhineland, his place of origin. Marx was born in Trier, an ancient city just within the border of the Roman Empire. Visitors can still see evidence of its past: an amphitheatre and public baths, as well as the Porta Nigra, one of the most impressive city gates still standing. In the fifth century Trier was the birthplace of St Ambrose, later bishop of Milan and mentor of St Augustine. After the Reformation Trier remained a mainly Catholic town, but its location near the French border allowed liberalising influences. During the Napoleonic period, for example, laws preventing practicing Jews from entering public life were not enforced. One person who benefited was Baruch Marx, a talented young man who had qualified in law and aimed at a career in local administration. There were rabbis further back in the Marx family, but Baruch was an Enlightenment thinker, committed to a generalised belief in God as a support for moral ideals. Even so, his Jewish origins would have prevented advancement within the Prussian state.
After the final fall of Napoleon, the Rhineland again became part of Prussia, with some reluctance. The Rhinelanders were compulsory Prussians, as Frederick Engels put it (Marx and Engels , vol. 20, p. 224). When civil liberties for Jews were withdrawn, Baruch Marx became a Christian, like others in his position, and was christened Heinrich. Two years later, on 4 May 1818, his son Karl Heinrich Marx was born, the second of five children. Heinrich Marx had a successful career in the Court of Appeal. He tended to mix with friends who shared his liberal values, such as Johann Hugo Wyttenbach, principal of the local Gymnasium. The family lived in a comfortable part of the city. Their neighbours were the Westphalen family, rewarded for public service by ennoblement, whose daughter Jenny was to marry Karl Marx. Her more conventional older brother later became a Prussian government minister, as Marxs detractors sometimes pointed out.
Marxs social background, then, was the professional middle class. He was close to his father but not to the rest of the family, apart from one sister who later emigrated to Cape Town. Relations with his mother Henriette, daughter of a cantor in the Nijmegen synagogue in the Netherlands, were never easy. He got on better with her uncle Lion Philips, a wealthy banker who provided advances on his future inheritance. Where Marxs Trier childhood does have relevance to his later life and work is in another area: his school education.
1.2 Marxs Schooling
The young Marx attended the Trier Gymnasium. Originally a Jesuit institution, the school had been secularised but retained former Jesuit properties including extensive vineyards which supported its upkeep. Students received the education available to boys from middle-class backgrounds at the time, including a sound grounding in Greek and Latin that shows up throughout Marxs career. This humanistic model was the result of reforms introduced by Wilhelm von Humboldt, Prussian minister of education, at the beginning of the nineteenth century. Humboldts guiding principle is expressed in the German word Bildung. There is no exact English equivalent, but one translation is self-cultivation. The term stands for a process of growth extending across personality as a whole, as distinct from particular skills or bodies of knowledge. The ideal of Bildung is intended to apply both to individuals and to society, and its application to schooling is designed to bring together both of these aspects.
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