1. R A P H A E L J O H N A . R I V E R A
M A I E - E T
2 0 1 2
Fascism, Communism, Democracy
& Education
rivera.raphael_john@yahoo.com

2. FASCISM

3. FASCISM
 Fasces – latin ; bundle of elm or birch rods
(usually containing an ax) used as a symbol
of penal authority in ancient Rome;
 1919-1945
 central, southern, eastern Europe

4. CHARACTERISTICS OF FASCISM
 extreme militaristic nationalism
 contempt for electoral democracy and
political and cultural liberalism
 a belief in natural social hierarchy and
the rule of elites

5. CHARACTERISTICS OF FASCISM
 desire to create
a Volksgemeinschaft (German:
“people’s community”)
 individual interests would be
subordinated to the good of the nation

6. LIBERTY < DUTY
 State – link between succeeding
generations; farseeing more unselfish;
 Elite – control of the state; capable of
subordinating their own immediate private
interests to those of the national ideal;
chosen from above; values validated by
power to enforce them; not installed by
interminable parliamentary debate

7. NOTABLE PEOPLE

8. BENITO MUSSOLINI
 Italy;
 Il
Duce (Italian: “Th
e Leader”)
 Europe’s first
fascist leader
Figure 1 (Benito Mussolini. ) H. Roger-Viollet

9. ADOLF HITLER
 Germany
 Der Führer
(German: “The
Leader”)
Figure 2 (Adolf Hitler, c. 1933) Photos.com/Jupiterimages

10. CHARACTERISTICS OF FASCIST EDUCATION
Value More Value less
Character building intellectual growth
transmission of
information
blind obedience to
authority
critical and independent
thinking that challenged
fascist ideology

11. EDUCATIONAL PRIORITY

12. AIM OF FASCIST EDUCATION

13. REALIZING MAXIMUM POTENTIAL
Liberal Maximally effective to realize
their own material advantage
Fascist Unselfish devotion to state
interest

14. FASCIST EDUCATION
 Principle – identification of the individual to
the state’s interest
 Volition – will of the state acts in the will of
the individual
 More significant selfhood – less selfish, more
far-reaching;

15. ROLE OF TEACHER IN FASCIST EDUCATION
unique superior personality
spiritual life of students and the
teacher is fused and organically
united
discipline and respect for authority

16. QUOTES
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)

17. QUOTES
“The National Socialist revolution has replaced
the image of the cultivated personality with the
reality of the true German man. It has
substituted for the humanistic conception of
culture a system of education which develops out
of the fellowship of actual battle.” (Nazi Minister
of Culture in Prusia)

19.  political and economic doctrine that
aims to replace private property and
a profit-based economy with public
ownership and communal control of
at least the major means of
production (e.g., mines, mills, and
factories) and the natural resources
of a society

20.  When: 19th Century
 Where: Germany, Russia, China

23.  Germany
 father of Communism
 Manifesto of the
Communist
Party (1848)
 The German
Ideology (written 1845–
46, published 1932);
 Das
Kapital (1867; Capital)
Figure 1 (Karl Marx.)Courtesy of the trustees of the British Museum;
photograph, J.R. Freeman & Co. Ltd.

24.  Russia
 Communist
worldview
Figure 2 (Vladimir Ilich Lenin, 1918.) Tass/Sovfoto

25.  China
 “creatively”
amended
Marxist theory
to fit Chinese
context
 “Little Red
Book”
Figure 3 (Mao Zedong in 1967.) © Bettmann/Corbis

26.  Scientific inevitability; presupposes a physical
reality independent of man’s mind;
 Materialistic; postulates for its theory of
learning: materialistic view of human nature
 if the child is not well in school, he is sent to a doctor
to know if he is well;
 extraordinary confidence in how physical
environment can alter physical nature;
 Nothing is immovable, intractable
 erase all trace of capitalism => new communist man

27.  Physical environment =>economy
 Mode of production of material things
determine the character of social and political
institutions
 NOT institution = product of purely rational
principles

28.  Creative process linked with
people’s active participation in the
construction of communism, with a
struggle for a new society
 Comprehensive harmonious
development of all the spiritual and
physical resources of every member
of the society

29.  Value of goods – measured by labor
expended on them; labor ->education
 Reject dualism between cultural and
vocational curriculum
 Useful labor – central pivot of entire
school
 Student - worker in a laboring society

30.  Liquidating the difference of status
and privilege between manual and
intellectual labor
 Polytechnical education – focus on
science, engineering, and technology
as well as other technical subjects

31. labor
economic
political
scientific
social
aesthetic

32.  Transitional stage - working class
would control the government and
economy yet still find it necessary to
pay people according to how long,
hard, or well they worked
 Fully realized communism - a
society without class divisions or
government

33.  Bourgeois hypocrisy – exalt education but
persist in material impoverishment of both
schools and teachers; denying teachers of role
in determination of educational policy
 Ineptness of educational leaders -> they are not
doctors, they are the disease themselves
 Replace society where owning class exploit
propertyless => classless society
 schools initiative for building new social order
 School can stand above politics and
disinterestedly serve society

34.  School – instrument of state policy; weapon in
the hands of the ruling class;
 Teachers- soldiers in battle for communism

35.  PRAGMATIC + PROGRESSIVE – because it is
useful at the moment

36. “From each according to his ability,
to each according to his needs.”
(Karl Marx)

37.  Aesthetic education – cultivate capability,
understanding and appreciation of what is
beautiful in life and art; spirituality
 Physical education – fortify health; increase
in labor potential of people = improve
moral + improve volitional qualities;
harmonious human development
 Educative work > self-education

38.  Allow students to work on their own
 Students must feel themselves as a
worker in a laboring society

39.  Freedom – born of regulation rather
than freedom to criticize
 Morals – from social-class thinking; let
the social class create their own morals
 rejects a moral education from divine
ordinance – cloud mind of the workers
and peasants to a sanctioning of the
exploiting class
 old fashioned virtues – bravery, loyalty,
steadfastness, discipline

41.  Dēmokratiā – Greek;
 dēmos - people
 kratos - rule
 “Popular” Government –
government of and by the
people

42. When: Since 400BC
Where: Greece

43.  What is the appropriate unit or association
within which a democratic government should
be established?
 Given an appropriate association—a city, for
example—who among its members should
enjoy full citizenship?
 Assuming a proper association and a
proper dēmos, how are citizens to govern?

44.  When citizens are divided on an issue, as they
often will be, whose views should prevail, and
in what circumstances?
 If a majority is ordinarily to prevail, what is to
constitute a proper majority?

45.  People – unsafe repository of political power;
if w/o knowledge and training
 Way of life – shouldering of power by the
people; and not merely a political formula
 Democracy – not only for the state but also
for family, school, other social institutions

46.  Intrinsic worth + unique worth as an
individual
 Individuality – very source of social progress

47.  If school ->regimented -> individuals to a
common mold -> status quo
 Democracy = freedom -> education
 Freedom -> ensure for the individual to have
 Opportunity to express his unique personality
 To be different from his neighbors
 Right to be free -> right to be different =>
principal expression = academic freedom &
civil liberty

49.  Republic
 Dialogues

50. None of the things they are to learn, should ever be made a
burthen to them, or impos'd on them as a task. Whatever is so
propos'd, presently becomes irksome; the mind takes an aversion
to it, though before it were a thing of delight or indifferency. Let a
child but be order'd to whip his top at a certain time every day,
whether he has or has not a mind to it; let this be but requir'd of
him as a duty, wherein he must spend so many hours morning
and afternoon, and see whether he will not soon be weary of any
play at this rate.
(John Locke)

51.  not licentious; compulsory education;
collective action must be taken => individual
-> realize -> intrinsic worth
 If money & trained personnel = unlimited,
everyone; unique talent -> developed to
maximum extent

52.  A just opportunity to education
 An equal opportunity to education

53.  Possess intrinsic worth -> government
(means) -> realize their worth
Means Ends
Individual State Denial of that
intrinsic worth
State Individual pluralistic state

54.  state is only one of the several societies w/c
provide educational opportunities and in w/c
an individual may have membership
 If state is the ONLY agency –> totalitarian ->
tyranny
 Free to turn to schools maintained by church
or other private agencies as alternative to
state or public education

55.  Democracy: ensure no barriers between
public and private schools arise
 Socioeconomic class, race, religious creed ->
not interrupt free flow of communication
 Democratic society: exist not only in and by
communication; also rated by increase in
communication
 GOOD SOCIETY: number and variety of
interests shared both in group and between
that group and other groups

56.  Engaging experiences – may be a
conventional school setting but students are
provided with a choice of their learning
 Self-direct learning, shared decision-making,
individualized project-based work, student-
chosen internship in the community

57.  Youth voice is part of educational
planning (student councils,
student-teacher-administration
committees)
 out of the box of standardized
one-size-fits-all education

58.  long term effect – help develop
well-informed citizens who work
in creating a democratic, vibrant
and just, society
 short term effect – nurtures self-
determined and caring individuals
who enjoy learning or the sake of
it.

59.  Unless democracy is founded on fixed
principles and inalienable rights, it will be
internally incoherent that it will succumb to
whatever group that is able to gain power.
Internal contradiction
Capability of
generating its
own ethics?
Depend on
religious norm?

60.  Communication can go on in spite of
metaphysical incompatibilities

61. Sources:
 http://www.slideshare.net/writemind/realism-and-its-role-in-
education
 http://www.authorstream.com/Presentation/drsushilksingh-191230-
realism-education-ppt-powerpoint/
 http://rationalwiki.org/wiki/Hu manism
 http://community.boredofstudies.org/showthread.php?t=132373
 http://www.religioustolerance.org/humanism1.htm
 http://www.scribd.com/doc/30064315/Scholastic-Realism
 http://www.infoplease.com/encyclopedia/history/fascism-
characteristics-fascist-philosophy.html
 http://www.authorstream.com/Presentation/margachan-1218332-
communism/
 http://www.marxists.org/archive/bukharin/works/1920/abc/10.htm
 http://www.authorstream.com/tag/democracy+and+education/2