Education For Slavery or Liberation?
By Jo Williams
Resistance Books, 1999
22pp, $2.95

Review by Kim Collins

Jo Williams explains that the education system is one of the capitalist system's central means of disseminating capitalist ideology. It indoctrinates students in bourgeois morals, ethics and values and social behaviour that future wage workers are expected to conform to. Students are consistently repressed, and non-compliance with school rules results in punishment.

Teachers follow a structured curriculum, with little room for flexibility or creativity. Learning material is within a narrow scope, and is often heavily biased or presented subjectively. Most material is taught as “black” or “white”: there are no grey areas, and no alternatives offered. The material is typically boring.

“The bulk of what is learnt from `education' under capitalism is irrelevant and pointless to us for the rest of our productive lives. This is because theory is separated from practice”, Williams states, arguing that bourgeois education is an alienating experience.

While not mentioned in the book, it is worth noting that from my experience, while most schools and universities are far from progressive, many are nowhere near as conservative as education institutions once were.

Williams mentions briefly the lack of institutionalised public education systems in pre-capitalist society. In “primitive” society, institutionalised education was unnecessary, and in feudal society, education was accessible only for the rich (which leaves you wondering whether much has really changed).

The latter half of the book demonstrates the success of socialist Cuba. It is inspiring to read of the many gains Cubans have made in the field of education, such as eliminating illiteracy in a single year.

Williams also discusses what education would be like in a socialist society. The theories of radical educator Paulo Freire are referred to, in particular his concepts of bourgeois “banking education” -- students are “filled” up with knowledge in order to be incorporated into the capitalist system -- and “problem posing education” under socialism, which creates “critical thinkers”.

It is hinted that “to teach people to fight discrimination and oppression and to fight for justice and liberty” would be part of a socialist education. While socialist theory and propaganda are important, I believe that any education system under socialism should not be wholly based upon this.

Perhaps the basis of the book could be summed up with the saying: “Education is very important. School, however, is another matter.” In a socialist society, education would be a key priority which would, rather than alienate people, involve them in the system. It would be of practical use, a learning process instead of the dictatorial “banking education” that exists under capitalism.

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