Polytechnicalism – MarxConflict Theory – WeberSocial Reconstructionism- Freire

Ümit Ünsal KAYA

Karl Marx 1818–1883

The core of Marxist is the concept of class struggle.

In Marx’s time the oppressors were the wealth owners of the means of production (the bourgeoisie) and the oppressed were the working class (the proletariat).

The ruling class always develops ideologies to justify and legitimize their exploitation.

Marx called the workers’ acceptance of ideologies that ran counter to their interests false consciousness.

In time, false consciousness would be replaced by class consciousness; that is, the recognition of a common class condition and the development of a common unity in opposition to capitalist exploitation.

This would set the stage for revolution. According to him, ECONOMICS is the

source of social change. Do you believe there are other

factors or motivators that cause socialchange? What are they?

Karl Marx & Revolution

• Karl Marx:“the engine of human history is class conflict.”“Eventually socialism would emerge and then communism.”

• He didn’t anticipate the large middle class.• Marx was the first sociologist to highlight the

conflicts within society rather than focus on how all is “working together”.

• What would be examples of conflicts, where the parts may NOT be working together?

Alienation? What is it?

from the act of production itself from the productfrom his or her ‘species essence’ as a human

beingBetween workers Marx also put emphasis on the role of

religion in the alienation process, independently from his famous quote on the opium of the masses.

What is Polytechnicalism?According to Marx,• polytechnical education provides

familiarity with the general scientific principles of all the production processes and,

• at the same time, it teaches children and adolescents practical skills which makes it possible for them to operate basic tools used in all industries.

• Polytechnical education is different from vocational education, it precedes vocational education. First polytechnical education, then job selection.

Polytechnical-Vocational Education in Turkey now?• (Anadolu) Meslek Liseleri (Öğretmen,

İmam-Hatip..)• (Anadolu) Teknik Liseler• Çıraklık Eğitim Merkezleri• Meslek Yüksekokulları• Teknik Eğitim Fakülteleri• Mühendislik Fakülteleri

Educational expansion precedes labor market!

What is your ideal structure of vocational education?

Religion and WEBER

• Weber believed that religion was a major force of social change not just economics.

• Religious beliefs and practices allowed for capitalism to emerge.

– Protestants believed that workinghard, saving, and investing would bringfinancial success—a sign that one was

favored by God.

Conflict Theory: Max Weber, Power & Conflict

Max Weber had an interest in the social change brought by the industrial revolution and in social conflict.

Weber viewed the various class divisions in society as normal, inevitable, and acceptable.

Conflict theory assumes that life rarely runs smoothly and conflict is a natural part of social relationships.

Conflict is a way of assuring social change, a way of generating group solidarity, and a way of assuring social stability.

Conflict Theory: Max Weber

• Focuses upon explaining the mechanisms for social change.

• Views conflict as inherent in society as groups compete for scarce resources, power, and authority.

• Gives attention to inequalities in society.

Power Elite

• The country is ruled by the power elite, a groups of individuals who because they occupy certain institutional positions make decisions that have national consequences. They are the most powerful

people in commerce, politics, and the military.

• Conflict arises over power and authority rather than just as a struggle between two classes.

Weber and Bureaucracy?

• Less nepotism (hired for skill)• Based on efficiency• “Position” held the authority

not the individual!

Weber’s concept of bureaucratic organization has yielded an understanding of the school as a formal organization.

Weber versus Marx

• Marx offered cure for society’s ills but Weber provided only a diagnosis and thought that socialism would not be a cure!

• Weber is especially concerned with the historical processes of secularisation, formalisation and bureaucratisation, collectively defined as “rationalisation”.

Schooling and Educational OpportunitiesWeber and his followers believed: • that inequality of resources in

society is the source of conflict and,

• that schools are ultimately linked to the kinds of economic opportunities individuals have.Is there equality of educational opportunity in Turkey?Why and how it can be implemented?

Conflict Theory and Education• Schools play a vital role in

legitimizing the inequalities and transmitting knowledge in accordance with the power elite’s interests.

• Social class awareness, ethnical superiority and gender difference are transmitted via hidden curriculum.

• Language and culture is embedded within the formal curriculum.

• Power Elite controls the schools, religious communities and the media in order to maintain the social order.

Table 6.1 Comparing Marxist and Conflict Theory on Major Concepts

Concept Marxist Conflict

Origin of conflict

The powerful oppressing the powerless (e.g., the bourgeoisie oppressing the proletariat under capitalism).

It is generated by many factors regardless of the political and economic system.

Nature of conflict

It is socially bad and must and will be eliminated in a socialist system.

It is socially useful and necessary and cannot be eliminated.

Major participants in conflict

The owners of the means of production and the workers are engaged in the only conflict that matters.

Conflict takes place everywhere between all sorts of interest groups.

Social class Only two classes defined by their relationship to the means of production, the bourgeoisie and proletariat. The aristocracy and the lumpenproletariat are parasite classes that will be eliminated.

There are number of different classes in society defined by their relative wealth, status, and power.

SOCIAL RECONSTRUCTIONISM

• Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy.

• Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction against the realities of World War II. He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order.

• Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education.

Paulo Freire (1921-1997)

Freire was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change.

In his view, humans must learn to resist oppression and not become its victims, nor oppress others.

To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression.

Rather than "teaching as banking," in which the educator deposits information into students' heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

SOCIAL RECONSTRUCTIONISM

• Ideology: Liberal• Purpose of education: Create a better society and worldwide

democracy through a new social order and reform of existing structures.Provide empowerment to the underclass or oppressed in a society so theycan overthrow their oppressors. Education is power.

• Curricular emphasis: Curriculum should be designed aroundcontemporary social life rather than academic disciplines and should bewhatever is going to help a culture to evolve, change and problem solve.• Pedagogy: Strategies include: group research, reports, analysis of currentissues, reading, guest speakers, small group discussion, field trips and essay writing.• Role of teacher: Facilitator, guide. The teacher must convince hispupils of the validity and urgency of the reconstructionist solution.• Character development: Making group decisions in light ofconsequences. Character is ultimately a social construction.

• Thanks…