for educational purposes only

1. MARXISM AND EDUCATION
CRITICAL THEORY
Christian A. Bautista

2. Prayer
Dear Heavenly Father, as we start this presentation, we
come to you today asking for your help, wisdom, and support.
Help us have fruitful discussions so that we can become more
intimate and strengthen our sense of community. Fill us with your
grace and keep reminding us that whatever we do today is for the
sake of pursuing the truth to Your greater glory and the service of
humanity. In Jesus Name Amen….

3. Learning Objectives
At the end of the presentation the participants must be able to:

4. Background of Marxism

5. Karl Marx • Born on May 5, 1818 inTrier, Germany
• Son of a prominent lawyer
• Educated at home
• Also influenced by Baron vonWestphalen
• Formal schooling inTrier, where he attended
gymnasium.
• Entered University at Bonn in 1853 and
transferred to University of Berlin
• He studied Hegelian Idealism and retained
dialectic process
• Dialectic materialism

6. Dialectic Materialism
• Marx formulated his
own dialectic
materialism, an
analytical tool that
pointed to the
eventual conflict of
the proletariat and
bourgeoise

7. Karl Marx
• He completed his doctorate in
philosophy in 1841 at the
University of Jena
• He became an editor of a liberal
Rhineland Newspaper, the
Rheinische Zeitung

8. • 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.

9. • 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 naïve view of the
Utopians that social and political
change could be attained without
revolutionary violence.

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

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

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

14. MARXIST
IDEOLOGY

16. • Marx predicted the final
struggle to control the
means of production would
result in a class war.
• For him, political and social
change occurred when the
exploited class revolted
against their exploiters.

17. Dimensions of Man
Man as existence. Man has
unconditional resolve to become
himself.
Existence is the sign that being, pure
consciousness and the mind cannot be
understood on their own and do not
have their own reason.
Man is not confined to immanence but
remains essentially dependent on the
transcendental.

18. Existenz
Jaspers used existenz to describe the state of
freedom and possibility for authentic being of
individuals who have become consciously
aware of the encompassing and confront
limiting situations in human life like guilt,
conflict, and even death.
While reason creates the boundaries for
contemplating the objects in life, Existenz
creates the boundaries for contemplating the
personal subject which does the
contemplating.

19. Existenz
TheTranscendent is pure personal
experience, something we can be aware
of, as we also become aware of our
finite natures.
Awareness of the transcendent
produces the radical freedom in each
person - the freedom to choose, the
freedom to decide, and most of all the
freedom to commit oneself to a
particular course of action that brings
meaning and purpose to life.

20. Existenz
Jaspers echoes the ideas of Kierkegaard.
He emphasized the importance of a ―leap of
faith which transcends rational, objective
considerations.
They shared the basic idea that a person is
ultimately faced with an either-or decision
without the aid of objective proof or
knowledge about what the right choice might
be.

21. Paradox of Making, Shaping and Ruling
Jaspers discovered the special nature of education as
distinct from making, shaping, tending and ruling.
• By the process of making, something usable is
manufactured from a material.
• By shaping, man creates a work whose form is
infinite and impossible to calculate in advance.
Tending or rearing have acquired resemblance
with making; nevertheless, education can only
succeed by listening.
• The process of ruling means subjecting the other,
be it nature or a human being, to an extraneous
will and purpose.

22. Education Process
The decisive dimension of education is
helping the individual come into his own by
way of the spirit of freedom and not like a
trained animal.
Education is accomplished when contents
are freely acquired; but it fails when it is
authoritarian.

23. Strokes of Education
Scholastic education.
Prevailed in the Middle Ages,
confined to the transmission
of a fixed subject matter,
compressed into formulae
and simply dictated with an
accompanying commentary.

24. Strokes of Education
Education by a master. A
different form of learning
where a dominant
personality is honored as
an unimpeachable
authority by students who
are totally submitted to
him.

25. Strokes of Education
Socratic education. It contains
deepest meaning. It involves no fixed
doctrine, but an infinity of questions
and absolute unknowing.The teacher
and his pupil are on the same level in
relation to ideas.
Education is maieutic, i.e. brings latent
ideas into clear consciousness.
Education is process where an
individual comes into his own self
through interpersonal contact -
revealing the truth that is latent in him.

26. Aims of Education
Education pursues the formation
of the total human being - the
whole man, the indivisible
human being. It concerns man as
a being, as consciousness,
intellect and as possible
existence.

27. Aims of Education
Education seeks to consolidate
physical strength and mental
health. It enhances vital energy
through competition, encourages
the individual to attain ever-higher
levels of performance, arouses
pleasure in aesthetics and secures
the frame for natural enjoyment of
life.

28. Role of Teachers
• 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.
• He must entirely be different in attitude and
temperament from a bourgeois teacher.
• 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.

29. Role of Schools
The school in training children has two tasks:
The first task is arousing the historical spirit
of the community through its symbols.
The second task is to learn and practice
what is necessary for work and a profession.
Jaspers also emphasizes the important role
of the primary school in laying moral,
intellectual and political foundations for the
entire population.

30. Education and Democracy
People become ripe for democracy by
becoming politically active and by
accepting responsibility for solving
concrete problems.
Democracy, freedom and reason all
depend on education. Education
preserves the historical content of our
existence and deploys it as a generative
force underpinning our life in the new
world situation.
It promotes patriotism and
responsibility in the hearts of citizens.

31. Education and Tradition
He who sees greatness, experiences
a desire to become great himself.
Education, through the study of
great men, has the purpose of
enabling students to become
genuine and original persons. It
facilitates the acquisition of
objectivity and responsibility in
decisions.

32. Education and Family
The family lays down the
groundwork for all education.
The family helps them to
master the difficulties of daily
life and gives them courage to
pursue a responsible life.The
family is the place where
students experience solidarity
and piety, faith and
dependability.

33. Epilogue
Education to achieve existence
can mean only one thing: not
hiding the possibilities of
becoming oneself, not missing the
path towards existence, not
overlooking the need to achieve
man‘s highest goal by falling
victim to cleverness and fitness. It
remains impossible to predict
whether and to what extent man
will gain mastery of himself in his
selfness.

34. CREATIVE HUMANISTIC
PHILOSOPHY
PART FIVE
Gabriel Archemedez Flores, PhD