Education and Capitalism
“It is easier to imagine the end of the world than to imagine the end of Capitalism.” A quote I dare not recall who said so.
We have a three-fold understanding here drawn from sociology: (1) Marx, Engels; (2) Bowles, Gintis; and (3) Waller.
Taking from sociological points of view, Marx and Engels (1992) saw education as a system that perpetuates the existing class structure. To Bowles and Gintis (1976), schools are instruments used by the dominant class to maintain the status quo, including its position of authority over the underprivileged. Meanwhile, Waller (1932) conceptualized schools as unstable social systems in which the competing interests of administrators, teachers, parents, students, and community groups vie for power and authority.
Beginning from Marx and Engels, in Guerrero’s biography of the Philippine National Hero Dr. Jose P. Rizal, Rizal was an excellent example. He was part of the Principalia, that is, the epicenter of society. Rizal’s family was propertied because of the Dominicans. The young Jose was tutored at home, and then sent to Manila to study under the Jesuits and later to Europe. This was the typical way to sire a middle class child or those who belong to the Principalia. Rizal, in a nutshell, was a highly educated person whose interests are vast and linguistic ability so great that he spoke no less than 20 languages. Point being, Rizal qualified himself in the existing class structure that is perpetuated by the West through education.
More recently, the issue of track record in Philippine politics surfaced on the internet, let alone on social media. Arguments come forth saying any political aspirant must have nurtured a good record for himself or herself. Here now comes the subtle element of Capitalism. Often, political candidates in the Philippines rise from families who have properties. (This was also outlined in the biography of Rizal that only the propertied are entitled to have affairs in politics and governance.) People admire or look up to individuals whose education is of excellent quality. Those who studied in Manila where friars-run universities are primarily instituted are more likely to enjoy uplifted status in the society. Politicians therefore invest in their heirs of office, especially in education as they perceive universities in the provinces as less informed of the recent ideas, advancements, and sciences that those in the highly active cities offer.
Politics therefore is nothing but an investment of identity, and the perfect pathway for this is education where a potential politician must nurture his or her identity as a capital for politics.
Schools, taking from this, are instruments to maintain the status quo that favors the dominant or the middle or upper class people. Those who studied in mere colleges in the provinces are more likely to be viewed as less educated compared to anyone who finished studies in Manila, or in Europe. Moreover, schools breed dominating people that the latter take the position of authority over the underprivileged — those who graduated from the provinces.
Education is extremely Western.
Finally, to Waller, schools are unstable systems. Since schools are structured, most individuals inside the system vie for power, position, and authority. A contractual employee may pursue further studies to secure a permanent position in the institution. Other factors need to be looked at as well. Students have concerns, desires, wants, or wishes that must be heard. Parents have sentiments. Authorities in the university do this and that under the sun. Tuition hikes, for one, is a case where all actors voice out their concerns.
Education and Capitalism are intertwined. Jobs are products of Capitalism. Inside an educational institution, jobs must be secured. One ought to rise over the other if need be.
