Traversing the fields of pedagogy, philosophy, and political theory, this book develops a marxist theory of education that will be useful for academics and activists alike. The second edition includes two additional chapters as well as a new preface and revisions throughout.

The thesis examines the thought of Thomas More and Gerrard Winstanley, emphasizing the concern of both theorists with the prevailing moral depravity of human nature attributable to the Fall of Man, and their proposals for the amendment of men's conduct by institutional means, especially by the establishment of a communist society. The thesis opens with a conceptual exploration of 'utopianism' and 'millenarianism' before discussing the particular forms of these concepts employed by More and Winstanley. The introductory section also includes an (...) investigation of the context which constituted the background to the ideas of More and Winstanley. More's theology, his conception of human nature, and his view of contemporary civil society are examined in detail. It is argued that the conclusions More derived from this aspect of his thought formed his basic conception of the situation to which the institutional amendments outlined in Utopia were directed. These proposals, regarding communism, the state, family and community life, education, religion, and ethics, are discussed. It is argued that Utopia constitutes More's model of a society designed to facilitate the salvation of man. Winstanley's appreciation of man's nature, prevailing condition, and potential for spiritual regeneration, are outlined. The development of Winstanley's thought, and the impression his active involvement with the Diggers made upon him, is described. It is argued that Winstanley renounced millenarianism and ultimately assumed utopian social theory as a medium for the articulation of his proposals for the restoration of man to spiritual regeneracy on earth. The institutional aspects of this scheme, regarding communism, the state, patriarchalism, labour, and education, which he outlined in The Law of Freedom, are evaluated. The thesis concludes, with a brief comparative analysis before setting the ideas of More and Winstanley'in the context of the changing worldview, appreciation of man's potential and progress, and the emphasis upon aspiration, which evolved in the early modern period. (shrink)

At present, an increase has been observed in aggressive behaviour and actions in students in as well as outside schools in Slovakia and other post-communist countries. This is often considered a manifestation of moral crises in the family and society. Socio-cultural changes also bring about negative phenomena, which are often present in the mentality and actions of children and the young. Moral problems in the teaching profession are a reflection of problems in society as such. It is the task of (...) teachers to minimise the negative behaviour and actions of students, especially those which might have a harmful, or, possibly, tragic impact on the health and lives of all those who participate in the educational process. (shrink)

In an effort to theorize educational logics that are oppositional to capitalism, this article explores what it means to study like a communist. I begin by drawing out the tight connection between learning and capitalism, demonstrating that education is not a subset but a motor of political-economic relations. Next, I turn to the concept of study, which is being developed as an educational alternative to learning. While studying represents an educational challenge to capitalism, I argue that there are political limitations (...) to studying for which we need to account. Specifically, studying is not in itself political, but only represents the possibility of politics. To make this claim and to address these limitations, I turn to Jodi Dean’s work on the communist Party. Dean posits the Party not as a master, director, or prophet, but as an infrastructure of affective intensity that maintains a gap in the order of things. I show that the Party is one way to organize and to defend study. Throughout the article, I illuminate the ways in which educational philosophers can contribute to political movement building by showing, developing, and refining the educational components of politics that many organizers and theorists neglect. (shrink)

Dewey’s philosophy of education was heavily criticized by the Chinese Communist Party in the 1950s, which led many to believe that Dewey’s education was in complete opposition to that of the CCP. However, this study intends to prove that Dewey had a tremendous influence on the early CCP members of the 1920s. Dewey’s Chinese visit closely coincided highly with the time of the reception of Marxism in China and the eventual establishment of the CCP. Both founders of the CCP had (...) close personal relationships with Dewey, and Chen even tried to practice Dewey’s educational ideas in Southern China. As a graduate of a normal school, Mao Zedong also read and practiced Dewey’s educational philosophy. Many other CCP members read Dewey in the 1920s and then became left-wing revolutionaries. Though Dewey himself did not stand with Marxism, his idea that education is an agent of social reform paved the way for Marxism in China in theoretical and practical aspects. When an educational theory is spread abroad, it is often not accepted in a fundamentalist way, but rather in a process of collision and integration with the local tradition. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own (...) aims and methodology. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. (...) Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

This paper looks at the state of research on churchstate relations in post-communist Romania in order to provide an outline of the most important questions which need to be addressed in the coming years. The article consists of two parts. First, a survey of academic studies published over the past two decades on the relationship between the country’s churches and state after 1990. Secondly, a breakdown of pressing churchstate issues today, accompanied by short discussions of existing studies and suggestions as (...) to what future research should probe into. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates (and reform pressures) and public sector debates (and reform pressures), stressing the importance of communist-era legacies in both areas. It refers to existing typologies of both higher education governance and welfare state regimes and concludes that the lack of the inclusion of Central Europe in any of them is a serious theoretical drawback in comparative social research. The region should (...) still, after more than two decades of transition and heavy international policy advising, be viewed as a “laboratory of social experimentation”. It is still too risky to suggest generalizations about how Central European higher education and welfare systems fit existing typologies. Consequently, the “transition” period is by no means over: it is over in terms of politics and economics but not in terms of social arrangements. Both higher education and welfare states should be viewed as “work in progress”: permanently under reform pressures, and with unclear future. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

The paper investigates how formal/informal networks of scientists, while facilitating the scientific West-East transfer in the Cold War context, shaped the scientific field of sexology by imposing personal scientific credos, in a particular national context. The paper shows that in the Cold War context, sexual science was present in Communist Romania, but neither as imitation of the regional scholarship, nor as a simple reproduction of western advancements in the field. The post-war Romanian scholarship in the field of sexology was the (...) result of scientific interests of Stefan Milcu – long time party protégée and respected member of the international scientific community – and of its personal circle that included remarkable personalities such as Victor Săhleanu or Tudor Stoica. Presenting the public with information about sexual and re­productive functions, and sometimes even elaborated descriptions of sexual techniques, certainly was never meant to enhance the individual gratification or provoke any form of sexual revolution. The Romanian production of sex/educational manuals and of sexology works was part of a state policy towards a better, stable, family life, aiming for collective and social happiness. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

This grounded study investigated the negotiation of authorship by faculty members, graduate student mentors, and their undergraduate protégés in undergraduate research experiences at a private research university in the northeastern United States. Semi-structured interviews using complementary scripts were conducted separately with 42 participants over a 3 year period to probe their knowledge and understanding of responsible authorship and publication practices and learn how faculty and students entered into authorship decision-making intended to lead to the publication of peer-reviewed technical papers. Herein (...) the theoretical model for the negotiation of authorship developed through the analysis of these interviews is reported. The model identifies critical causal and intervening conditions responsible for the coping strategies faculty and students employ, which, in our study, appear to often produce unfortunate consequences for all involved. The undergraduate student researchers and their graduate student mentors interviewed in this study exhibited a limited understanding of authorship and the requirements for authorship in their research groups. The power differential between faculty and students, the students’ limited epistemic development, the busy-ness of the faculty, and the faculty’s failure to prioritize authorship have been identified as key factors inhibiting both undergraduate and graduate students from developing a deeper understanding of responsible authorship and publication practices. Implications for graduate education and undergraduate research are discussed, and strategies for helping all students to develop a deeper understanding of authorship are identified. (shrink)

Introduction: Western Marxism in Educational Philosophy and Theory -- Ideology and Schooling -- Marxism and Education: Will the Doctrine Bear the Weight? -- Education and Cultural Disadvantage -- Illich and Anarchism -- Knowledge and Ideology in the Marxist Philosophy of Education -- Liberal Education and Social Change -- The Continuing Conflicts Between Capitalism and Democracy: Ramifications for Schooling -- Luce Irigaray: Women becoming subjects for a divine economy -- The Nature and Limits of Critical Theory in Education -- Class Dismissed? (...) Historical materialism and the politics of 'difference' -- A Brief Commentary on the Hegelian-Marxist Origins of Gramsci's 'Philosophy of Praxis' -- Hope, political imagination, and agency in Marxism and beyond: Explicating the transformative worldview and ethico-ontoepistemology -- Knowledge socialism: the rise of peer production - collegiality, collaboration, and collective intelligence. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

In this paper we theorize that cognitive ethical orientations play an influential role in the beliefs of consumers when faced with different ranges of moral dilemmas. We examine this proposition in transitional Eastern Europe and results from a sample of 210 Romanian consumers suggest that Romanians are faced with a moral situation where low levels of Machiavellianism and high levels of idealism appear to relate to a higher ethical concern about passively benefiting at the expense of others.

The history of computing usually focuses on achievements in Western universities and research centers and is mostly about what happened in the United States and Great Britain. However, in Eastern Europe, particularly in war-torn Poland, where there was very little state funding, many highly original hardware and software projects were initiated. The small number of publications available to us, especially those in English, led to the belief that technological progress was the result of research carried out in Western countries alone. (...) This article aims to fill this knowledge gap by focusing on the numerous research projects initiated in Polish universities and computer industries that unfortunately turned into dead ends as the result of socialist policies. These are references that cannot be ignored, not only for a historical reconstruction of the evolution of technology but also with regard to the social effects recorded in Poland immediately after the Second World War. The communist ideology, which pursued gender equality policies after the end of the war, encouraged women to pursue education, enabling the many female students enrolled in mathematics degree courses to specialize in “ Maszyny Matematyczne” (mathematical machines) and become, like men, experts in computer programming and design. As well as highlighting the role that Poland played in the nascent “computer science” and providing detailed information on what women contributed, this article will explain why the success of the Polish computer industry was limited due to the nonexistent coordination between the communist states (Comecon). (shrink)

The ministerial recruitment strategies in Communist Romania are a symmetric replica of the elite selection patterns in parliamentary democracies. Starting with the mid-60s, all the major traditional pathways to power formally mirror mechanisms of the elite selection and differentiation, which are commonly encountered in Western democracies. During the Communist regime, “atypical” credentials such as education, academia, and the economic experiences also increased the likelihood of a promotion in public office. Starting from the notable differences between the Romanian elites and those (...) in other Communist countries in the region, the paper argues that intertwined patterns of “Westernisation” and patrimonial-type credentials contributed to the consolidation of the Romanian Communist Party and hindered, in the aftermath of the regime change, the first attempts at elite renewal and democratisation. (shrink)

El perfeccionamiento de la disciplina Filosofía y Sociedad en la Educación Superior es una de la exigencias en los Lineamientos al VI Congreso del Partido Comunista de Cuba lo cual contribuye a la preparación de un profesional a la altura de los cambios científico tecnológicos que actualmente despliega la Educación Médica Superior cubana. Para el logro de este propósito se aplicó la simulación educativa como herramienta didáctica avanzada en temas de Ciencia Tecnología y Sociedad en la disciplina Filosofía y Sociedad, (...) la que permitió a los educandos desarrollar habilidades investigativas, un pensamiento científico, político, económico y social así como elevar su nivel creativo y productivo. Development of the discipline of Philosophy and Society in Higher Education is one of the requirements in the guidelines to the 6th Congress of the Communist Party of Cuba which contributes to the preparation of a professional at the height of the scientific-technological changes that Cuban Higher Medical Education currently deploys. For the achievement of this purpose the educational simulation was applied as a teaching tool advanced in terms of science, technology and society in the discipline of Philosophy and Society, which helped the students to develop research skills, scientific, political, economic and social thinking as well as raise their creative and productive level. (shrink)

In this book Joel Spring explores three major international educational ideologies that are shaping global society: neo-liberal educational ideology, human rights education, and environmentalism. _Neo-liberal ideology_ reflects a rethinking of nationalist forms of education as the nation-state slowly erodes under the power of a growing global civil society. Traditional nationalist education attempts to mold loyal and patriotic citizens who are emotionally attached to symbols of the state, whereas the goal of neo-liberal educational ideology is to change nationalist education to serve (...) the needs of the global economy. These changes are fueling a clash between the ideas of free-market and consumer-based neo-liberals and those of human rights and environmental educators. _Human rights education_ is concerned with creating activist global citizens. It is rooted in the idea that inherent in human rights doctrines is a collective responsibility to ensure the rights of all people. _Environmentalism_ is the most radical of the ideologies because it rejects the industrial and consumerist paradigm that has dominated most economic thought, including capitalism and communism. Spring synthesizes and analyzes the effect of these educational ideologies on shaping the future of the global society. In the concluding section, he compares the effect of these ideologies on global society with the possibility of a world divided between conflicting civilizations. _How Educational Ideologies Are Shaping Global Society: Intergovernmental Organizations, NGOs, and the Decline of the Nation-State_ features: *a critical exploration of the transition of schooling from a function of the nation-state to a globalized economic and political system; *a discussion of the major organizations and trading blocs shaping the future globalization of educational policies; *an analysis of the major competing global ideologies of education--including national and corporate models that emphasize training workers for a competitive global free market; the worldwide network of human rights and peace educators who are teaching a global set of ethics; and the environmental movement's efforts to create a common set of educational standards for sustainable development and sustainable consumption; and *an exploration of the possible future of global educational policy and school organizations. By integrating a wide range of previously scattered information within a bold new framework for understanding educational ideologies and their impact on the global society, Spring raises important questions for researchers, professionals, and students in history and philosophy of education, educational policy, educational studies, comparative education, multicultural education, curriculum studies, critical media studies, global studies, human rights education, and related areas. (shrink)

The text presents an analysis of the situation with women philosophers in Croatia during the communist socialist period (1945 – 1989). The analysis is concentrated on two aspects: receiving doctorate degrees in philosophy and publications. Our analysis shows that during that period, women philosophers were proportionally approximately on the level of today’s women philosophers in western countries, including present-day Republic of Croatia by both criteria, i.e. the number of doctors of philosophy and the number of publications. Communist socialism was beneficial (...) for women philosophers in two ways. First, administratively, it removed obstacles from women’s employment at universities and scientific institutes. Second, communism and socialism, being themselves philosophical and socio-philosophical doctrines, offered a set of new topics, investigations, and elaborations for further development. These factors made it possible that in Croatia, which at the time was economically and educationally much less developed than most of today’s western countries, proportionally the same number of women philosophers had an academic post as today in the western world (including today’s Croatia). We also analysed seven major philosophical journals published at the time and found that between 1945 and 1989, in percentage, 15,4% of the texts were authored by women. The proportion of women authorship is 0,2. This is an impressive number if we think that at that time the proportion of women authorships was higher than in today’s JSTOR, bearing in mind the differences in publication procedures then and now. (shrink)