Karl Marx, in full Karl Heinrich Marx was a Germany born from Trier, Rhine province, Prussia

in 5, 1818. He was a revolutionary, sociologist, historian, and economist. His work are related as
Marxism and the Marxist approach to education is broadly constructivist, and emphasizes
activity, collaboration and critique, rather than passive absorption of knowledge, emulation of
elders and conformism; it is student-centered rather than teacher centered, but recognizes that
education cannot transcend the problems and capabilities of the society in which it is located.

Thus this work begins defining key terms that include; education and Marxism. It will go on to
give a synopsis on Marxism, before discussing how education enhances economic and socio
welfare of individuals, in trying to explaining how education can enhance the economic and
socio welfare of individuals with reference to Marxism. Based on the notion that Karl Marx
believed and argued that education was essential for structural socio-economic transformation
which would enhance the economic well-being

Education is the act or process of imparting or acquiring general knowledge, developing the
powers of reasoning and judgment, and generally of preparing oneself or others intellectually for
mature life.

Marxism is an economic and social system based upon the political and economic theories of
Karl Marx and Friedrich Engels. Marxist ideas about man and matter are generally known as
Marxism. Marxism constitutes a general view about the world and the human society and
Marxism developed as a protest against the idealist conception of man and the world as
represented by Hegel (Aurthur, 1988).

So then, in the synopsis of Marxism, Marxism is the antithesis of capitalism which is yet again
defined by Encarta as “an economic system based on the private ownership of the means of
production and distribution of goods, characterized by a free competitive market and motivation
by profit.” Marxism is the system of socialism of which the dominant feature is public ownership
of the means of production, distribution, and exchange (Bliss, 1975).

Traditional Marxists see the education system as working in the interests of ruling class elites.
According to the Marxist perspective on education, the system performs three functions for these
elites: Reproduces class inequality, Legitimates class inequality, and It works in the interests of
capitalist employers. It is said that in school, the middle classes use their material and cultural

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capital to ensure that their children get into the best schools and the top sets (Arthur, 1988). This
means that the wealthier pupils tend to get the best education and then go onto to get middle
class jobs. Meanwhile working class children are more likely to get a poorer standard of
education and end up in working class jobs. In this way class inequality was reproduced, this
Marx was against in his view or Marxism approach.

Based on the legitimate of class inequality argued that Marxists argue that in reality money
determines how good an education you get, but people do not realize this because schools spread
the ‘myth of meritocracy’ – in school we learn that we all have an equal chance to succeed and
that our grades depend on our effort and ability. Thus if we fail, we believe it is our own fault.
This legitimates or justifies the system because we think it is fair when in reality it is not. Despite
he did believe education was key to the transformation of social-economic status of the people
by teaching them skills that can make them become future capitalist in the future (Bliss, 1975).

Thus, Marx did not see this as fair to the oppressed class, and there was need to change how
workers were seen and used in factories and industry, just as there was need to change the upper
class or ruling class on the lower class or workers. However, this was to be done or was or is as
advocated by Marx the individuals in the oppressed class as Freire would put it. Education or
consciousness of the human individual mind was key then in fight for demand equal justice,
good working conditions, appreciated ruling by the upper class and so on (Marx, 1970).

But the question then still remains, how can then education enhance the economic and socio-
welfare of individual from the Marxism point of view? Marx gave an economic interpretation of
history, and from it he draws the conclusions that all history is but a record of class struggles. In
his view the fundamental impulse of human life is economic and he holds that the course of
history has always been determined by economic factors. Those who control the means of
production dominate the society, and it is in their interest to fashion the laws and institutions as
to perpetuate their social and political prominence (Marx, 1970). Thus arises the division of the
society into those who control and those who are controlled, the haves and the have-nots. It is
from this division of society into two antagonistic sections that class struggle arises. And
education thus comes in to bridge the gap between the two classes, between the people who own
the means of production and the workers, between the educated and none educated, thus was the

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emphasis of proper acquisition of education by the les class so as to help understand rule which
governed society and stand against oppression.

Hence, in Marxism, emphasis is laid on vocational and technological education. That all
educands must know clearly the true character of social development. History and economics
should be taught in proper perspective. The students must learn the fundamental principles of
science which then they might use to help develop themselves and survive. In Marxist education
‘labor and work’ are considered as integral parts. A workman, cannot work properly unless he
possesses a sound health, hence physical education is considered as an important aim in Marxist
education. It also aims at cultural and aesthetic development, and further aims at indoctrination
in communist and socialist values. Marxist education aims at creating creative, productive and
faithful citizenship (Aurthur, 1988).

Marxist education laid stress on indoctrination of ideas and practices. In Marxist state, education
aims at creating Marxist attitude and values. The state is to be strengthened through the creation
of a classless society. The proletariat will dominate in the Marxist state. But education will not
be limited to a handful of people. Marxism lays stress on providing education to all sections of
the society, i.e., universal education. Further the equalization of educational opportunity is the
Marxist educational goal. Marxist education aims at maximum good to the maximum number.
Social advancement is to be ensured through education. Education is considered as the greatest
instrument of social change. Only intellectual education cannot achieve this goal (Anderson,
1976).

In conclusion, Marx’s position about the ruling class was they have the power to control the
working classes not with force but with ideas. These ideas justify their dominant position and
conceal the true source of their power along with their exploitation of the subject class. Marxism
is a belief that capitalism allows the owners of capital, the ruling-class or bosses to exploit the
workers or employees and this causes conflict between the two classes known as social-class
conflict but educating the individuals of the lower class would bring about equal social relations
and improve the quality or rather economic and social-well-being of individuals.

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 BIBLIOGRAPHY

Anderson, P. (1976), Considerations on Western Marxism. NLB, London.

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Arthur, C. (1988), 'Hegel's Theory of Value' in Value, Social Form and The State, (ed. Williams,
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Binns, D.& Dixon, W. (1990) 'The Decay of Capitalism, the Prevention of Communism and the
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Bernstein, E. (1961), Evolutionary Socialism: A Criticism and Affirmation. New York:

Schocken Books

Bliss, C. (1975), Capital Theory and Income Distribution. North-Holland, London.

Marx (1956a). The Holy Family: or Critique of Critical Critique. London: Lawrence & Wishart,

Marx (1970). The German Ideology. London: Lawrence & Wishart,

Marx (1956b). The Poverty of Philosophy. London: Lawrence & Wishart,

Marx (1983): The Communist Manifesto. Penguin, London.

MECW. (1975). Collected Works. London: Lawrence & Wishart.

MESW. (1968). Selected Works. London: Lawrence & Wishart.

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