Agustina Paglayan, a political scientist at UC San Diego and author of "Raised to Obey," delves into the dark origins of public education. She discusses how, over 200 years ago, governments prioritized social control over democratic ideals in shaping education systems. Paglayan critiques the traditional view of education's rise, revealing its ties to elite interests and responses to unrest. She also explores the inequalities intertwined with educational access and how modern reforms often reflect political ideologies rather than genuine progress.
Public education's origins are deeply rooted in political elites' desire for social control, rather than aspirations for egalitarianism.
The implementation of compulsory education laws often faced parental resistance, as families relied on children's labor for economic support.
Modern education systems still reflect historical motives of fostering compliance, often prioritizing social control over critical thinking skills development.
Deep dives
The Historical Roots of Public Education
Public education is often viewed as a progressive initiative designed to provide opportunities for those unable to afford an education. However, its origins can be traced back to the early 19th century, with Prussia establishing the first compulsory primary education system in 1763. This development came as a response to political elites' concerns about maintaining control amid social unrest. Countries observed Prussia's success and sought to replicate this model to consolidate their political authority, suggesting that modern education systems are rooted in a desire to produce obedient citizens rather than purely to promote equality.
Education as a Tool for Social Control
The argument posited by Augustina Paglion emphasizes that the expansion of primary education in the West was often driven by political elites' need for social control rather than democratization or industrialization. Her research indicates that state-regulated education systems were implemented during times of perceived threat to the status quo, particularly following instances of civil unrest. The primary aim was to instill obedience among children from a young age, thereby ensuring long-term political stability and continuation of existing power structures. This social control argument challenges conventional assumptions about the nature and purpose of education.
Parental Resistance and Compulsory Education
The introduction of compulsory education faced significant parental resistance, as families initially relied on children for labor in farms and factories. Politicians assumed that parents opposed public schooling because they believed the schools taught little of practical value for their children's future. To combat this resistance, governments implemented compulsory schooling laws, often accompanied by penalties for non-compliance, which reinforced the state's authority in children's education. Evidence suggests that punitive measures and educational oversight were essential in persuading parents to comply with the new educational mandates.
Rethinking Education Theories
Traditionally, the expansion of education has been linked to various factors such as democratization, industrialization, interstate conflicts, and assimilation of immigrants. However, Paglion's findings refute many of these theories, revealing that compulsory education expanded before many countries achieved democratic status and that industrialists often opposed an educated workforce. She argues that political unrest, rather than economic change or democratic pressures, was a crucial motivator for educational reforms. The research indicates a pattern wherein elites reacted to societal threats by investing in education aimed at fostering compliance rather than facilitating critical thinking.
Modern Implications of Education Systems
The beliefs that underpin contemporary education systems continue to reflect the historical motives for creating obedient citizens. While policymakers today may articulate their goals as promoting economic development and reducing inequality, underlying agendas can often prioritize social control. Research shows that, even in developing nations, many policymakers demonstrate a preference for creating dutiful citizens over fostering critical thinking skills. This suggests that the legacy of using education as a means of indoctrination persists, highlighting the need for a re-evaluation of educational practices and their broader societal implications.
Why do governments educate their citizens? More than 200 years ago, Western regimes shifted the responsibility of education from the family to the state. The political scientist Agustina Paglayan argues that this transition happened not in pursuit of democratic ideals, but in the interest of social control.
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