Marxist education

 

Marxist education? Senator Hughes might be right

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The NSW Liberal Senator Hollie Hughes gave a speech to the Sydney Institute identifying why the Scott Morrison government was defeated in the recent election. In doing so, she suggested that many young voters have been influenced by ‘an education system basically run by Marxists’.
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There’s no doubt the popularity of the Greens Party and the so-called Teal independents was especially strong among voters under the age of 24 and with higher levels of education. There’s also no doubt since the late 60s and early 70s Australia’s education system has been infiltrated and dominated by the neo-Marxist inspired cultural-Left.
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Despite the ALP’s education minister Jason Clare describing Senator Hughes’ comment as ‘just crazy’, the reality is those in control of Australia’s schools and universities have given up any pretence of being impartial, balanced, and objective.
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As detailed in the chapters on school and tertiary education published in Cancel Culture and the Left’s Long March, Australia’s education system has long been captured by neo-Marxist inspired Critical Theory and cultural-Left ideology dedicated to overthrowing the status quo.

 
A commitment to a liberal education dealing with what TS Eliot describes as ‘the preservation of learning, for the pursuit of Truth, and in so far as men are capable of it, the attainment of wisdom’ has long been jettisoned in favour of using education to overthrow capitalism and undermine Western societies denounced as Eurocentric, racist, and misogynistic.
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The school curriculum, in areas like Climate Change, gender and sexuality, multiculturalism, and Indigenous studies, is dominated by the cultural-Left. Generations of students have left school convinced about the impending apocalypse caused by man-made global warming, that gender and sexuality are social constructs and Western Civilisation is riven with structural sexism, racism, and xenophobia.
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In her 1983 speech to the Fabian Society Joan Kirner, one-time Education Minister and Premier of Victoria, argues education must be reshaped as ‘part of the socialist struggle for equality, participation and social change, rather than an instrument of the capitalist system’.
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University faculties preach a rainbow alliance of liberating ideologies ranging from deconstructionism and postmodernism to radical gender, feminist, queer, and post-colonial theories. Trigger warnings, safe spaces, and diversity guidelines based on identity politics and victimhood abound.
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Such is the destructive impact of cultural-Left ideology on universities, the ANU’s Pierre Ryckmans in his 1996 Boyer Lectures argues universities have long since been deprived of their ‘spiritual means of operation’. Ryckmans concludes the ‘main problem is not so much that the University as Western civilisation knew it, is now virtually dead, but that its death has hardly registered’.
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For those who have read the Manifesto of the Communist Party by Karl Marx and Frederick Engels, it should not surprise the cultural-Left has long since targeted education as a key institution in its long march to overthrow capitalism.
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Central to the Manifesto is the conviction, ‘The history of all hitherto existing society is the history of class struggles.’ Capitalist society subjugates and exploits workers and the aim of the communist party is to overthrow capitalism and achieve a socialist utopia where conflict disappears and all are free.
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Marxists argue that instead of education and culture being inherently beneficial or worthwhile, capitalist society and the bourgeoisie use both as instruments to enforce their domination and control. Given its impact on workers, culture is condemned as ‘a mere training to act as a machine’.
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Marx and Engels argue concepts like culture, freedom and the law are ‘but the outgrowth of the conditions of your bourgeois production and your bourgeois property’ and communism’s goal is ‘to rescue education from the influence of the ruling class’.
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While published in 1848, the Manifesto continues to have a profound impact on schools and universities in Western societies like Australia. Drawing on Louis Althusser’s concept of the ideological state apparatus, where education is employed to impose capitalist hegemony, the argument is curriculum must be radically reshaped.
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Instead of being objective and impartial and dealing with wisdom and truth, knowledge is seen as a social construct employed by the elites to indoctrinate students and future citizens to accept as normal what is inherently unjust and inequitable.
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Since the late 70s, the Australian Education Union has argued students must be taught Australian society is characterised by inequality and injustice and teachers must decide whose side they are on in the battle against oppression.
The Australian Association for the Teaching of English, instead of formal grammar and syntax and enduring literary works, champions critical literacy based on the works of the Brazilian Marxist Paulo Freire. An approach where literary works are deconstructed and critiqued in terms of power relationships and students are conditioned to be new-age, cultural warriors.
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Dr Kevin Donnelly is a senior fellow at the ACU’s PM Glynn Institute and he edited Cancel Culture and the Left’s Long March.
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One thought on “Marxist education”

  1. Re: “A commitment to a liberal education dealing with what TS Eliot describes as ‘the preservation of learning, for the pursuit of Truth, and in so far as men are capable of it, the attainment of wisdom’ has long been jettisoned in favour of using education to overthrow capitalism and undermine Western societies denounced as Eurocentric, racist, and misogynistic.”

    Yes, that’s just literally “psychotic” (“thought-killing”) pattern-nullifying, jealousy against the naturally more bred for competitive success Straight (“misogynistic”) White (“Eurocentric”) Males (again, both “misogynistic” and naturally acquisitive, aka “capitalistic”) as opposed to and supposedly bothering to oppose non-straight and non-successful beta-male “gays,” non-White “People Of Colour,” and non-male women, who, being naturally smaller weaker slower and dumber than the former, get to blame their failures not on being naturally small weal slow and dumb, but on those who are naturally larger stronger faster and smarter than they are.

    More on destructive Marxist jealousy, from W. Cleon SKOUSEN:

    “The most significant Communist fallacy of them all, is their doctrine which proclaims that problems can be solved by eliminating the institutions from which the problems emanate.

    “Even Marx and Engels may have been unaware that this was what they were doing, but the student will note how completely this approach dominates every problem they undertook to solve.

    Take, for example, the problems of government. Marx and Engels would solve these problems by working for the day when they could eliminate government. Problems of morals would be solved by doing away with morals. Problems growing out of religion would be solved by doing away with religion. Problems of marriage, home, and family would be eliminated by doing away with by marriage, home, and family.

    The problems arising out of property rights would be resolved by not allowing anyone to have any property rights. The problem of equalizing wages would be solved by abolishing wages. Problems connected with money, markets and prices would be solved by doing away with money, markets and prices. Problems of competition in production and distribution would be solved by forcibly preventing competition.

    Finally, they would solve all the problems of modern society by using revolution to destroy society. It seems the phantom of Communist hope can only arise from the bowels of the earth through the ashes of all that now is. Communism must be built for one purpose – to destroy. Only after the great destruction did the Communist leaders dare to hope that they might offer their disciples the possibility of freedom, equality, and justice.

    It is this dismal and nebulous promise for the future which Communism offers the world today. Until such a day comes, the Communist leaders ask humanity to endure the conflagration of revolutionary violence, the suppression and liquidation of resistance groups, the expropriation of property, the Dictatorship of the Proletariat which they themselves describe as “based on force, and unrestricted by any laws,” the suspension of all civil liberties – suppression of free press, free speech and assembly, the existence of slave labor camps, the constant observation of all citizens by secret police, the long periods of service in the military, the poverty of collective farming, the risk of being liquidated if discovered associating with deviationists, and finally, the tolerance of an economic order which promises little more than a life of bare subsistence for generations to come.”

    Skousen wrote that, in his seminal book THE NAKED COMMUNIST, in 1958.

    😉

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