The Rise of Mass Education: Teaching us to Obey | Agustina Paglayan with Javier Mejia
Nov 17, 2024
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Agustina Paglayan, an Assistant Professor at UC San Diego and author of 'Raised to Obey', discusses the unsettling origins of mass education. She reveals that the push for universal primary education was less about literacy and more about controlling the 'savage' lower classes. Alongside Javier Mejia, an economist from Stanford, they explore the historical roots of compulsory education in Prussia and the dual nature of educational policies intended to instill obedience. The conversation critiques modern education systems for fostering conformity over creativity.
The rise of mass education was primarily driven by elites' fears of social unrest, aiming to create obedient citizens rather than fostering skills.
Despite progress in access to education, many systems still prioritize obedience over critical thinking, reflecting outdated motivations from historical reforms.
Deep dives
Agustina Bagladian's Academic Journey
Agustina Bagladian's academic background showcases her deep roots in economics, starting with her undergraduate studies in Argentina before moving to practical applications in macroeconomics and international development. She gained valuable experience working alongside the current president of Argentina, Javier Milei, at a prominent consulting firm, where they produced reports and economic forecasts. This blend of theoretical knowledge and practical experience laid the groundwork for her subsequent move to Stanford University, where she completed her PhD in political science. Bagladian's diverse career trajectory provides her with unique insights into the political and educational reforms discussed in her work.
The Evolution of Mass Education
The rise of mass education is traced back to the late 18th century, beginning primarily in Prussia, which implemented a compulsory education system that highly regulated both the curriculum and teacher training. This movement towards universal primary education was not uniform; different countries adopted these reforms at varying paces, influenced by their unique political and social contexts. For example, France pioneered its educational changes in the 1830s, while Argentina made significant strides in the 1880s, achieving universal primary education by the mid-20th century. The rapid expansion of education systems in the aftermath of World War II marked a turning point for many developing nations, ultimately leading to near-complete global access to primary education by 2010.
The Underlying Motivations for Education Reforms
Traditional explanations for the expansion of primary education often cite democratization, industrialization, and interstate wars as primary drivers; however, these arguments fail to adequately account for the timing and context of educational reforms. Bagladian argues instead that the push for mass education was significantly motivated by political elites’ concerns about internal threats like civil unrest and rebellion. These episodes of social disorder prompted ruling authorities to utilize education as a means of instilling obedience and maintaining social order rather than merely promoting skills for economic development. By examining historical instances where states implemented educational reforms to quell discontent, the author emphasizes the use of education as a tool for social control.
Contemporary Challenges in Education Systems
Today, the disconnect between access to education and actual learning outcomes poses significant challenges for global education systems, as evidenced by the alarming number of children unable to read despite years of schooling. In many developing nations, educational policies still prioritize producing dutiful citizens over fostering critical thinking or skill development, reflecting lingering historical motivations. Countries that attempt to adapt their education systems to modern demands often do so within the constraints of outdated institutional designs, limiting their effectiveness. Additionally, the persistence of indoctrination practices over critical thinking in contemporary curricula highlights the need for systemic change to enhance educational outcomes.
Interview with Agustina Paglayan, author of 'Raised to Obey: The Rise and Spread of Mass Education'
Nearly every country today has universal primary education. But why did governments in the West decide to provide education to all children in the first place? In Raised to Obey, Agustina Paglayan offers an unsettling answer. The introduction of broadly accessible primary education was not mainly a response to industrialization, or fueled by democratic ideals, or even aimed at eradicating illiteracy or improving skills. It was motivated instead by elites’ fear of the masses—and the desire to turn the “savage,” “unruly,” and “morally flawed” children of the lower classes into well-behaved future citizens who would obey the state and its laws.
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Javier Mejia is an economist at Stanford University who specializes in the intersection of social networks and economic history. His research interests also include entrepreneurship and political economy, with a particular focus on Latin America and the Middle East. He holds a Ph.D. in Economics from Los Andes University. Mejia has previously been a Postdoctoral Associate and Lecturer at New York University-Abu Dhabi and a Visiting Scholar at the University of Bordeaux. He is also a frequent contributor to various news outlets, currently serving as an op-ed columnist for Forbes Magazine.
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