The Marxification of Education: Paulo Freire's Critical Marxism and the Theft of Education by Lindsay James

Author:Lindsay, James [Lindsay, James]
Language: eng
Format: epub
ISBN: 9798355360269
Publisher: New Discourses
Published: 2022-12-06T00:00:00+00:00

Freire’s development attempts to bridge the gap, first by drawing on the half century of Critical Marxist thought (critical consciousness) and then introducing an intermediate stage of pure destruction and blind hope, what I’ve termed “utopian consciousness.” His solution, which he designed by taking cues from what he imagined was going on under Mao in the Chinese Cultural Revolution (which he praised) and that he romanticized in Che Guevara, isn’t much of a solution. It’s to re-conscientize over and over again and have permanent, perpetual cultural revolution… until it works.

In Freirean pedagogy, walking people through this process of conscientization at least to critical consciousness, if not utopian consciousness, is what replaces learning—it gives the “political literacy” that replaces literacy (which is, in turn, viewed as a bourgeois and colonialist perversion of education). What this means, though, is ultimately that the education isn’t just teaching Marxism but is also engaging in Marxist thought reform , which is another way of putting cult programming or grooming .

The goal of Freirean (that is, ultimately, Woke) Marxism is to create and retain cultists who have been groomed to think like cultists in Freire’s Woke Marxist cult. Its “hope” exists in believing that no society actually functions at all until the Utopia finally emerges out of perpetual ashes, but this is possible through relentless criticism of any society that attempts to establish itself. The method is Freire’s perversion of education into this type of thought reform, which is described in the subsequent sections. The ability to do this is greatly enhanced by the Freirean Marxification of education itself, and this is much of why Paulo Freire proves such a pivotal figure in the theory and practice of education.

There’s a great deal going on here all at once. First, since it’s based on a Marxist Theory of Knowing, genuine knowledge isn’t worth much in a Freirean world. Excluded knowledge is to be privileged because it has been excluded, even if it’s wrong, especially if it’s useful as an activist wrecking ball to the existing society or even the new one activism produces. Second, unlike other Marxist States, which need engineers, doctors, scientists, lots of bureaucrats, and other professionals to make them work until they achieve success and global dominance, Freire’s program has no use for such things. It only needs educators and guerrillas because its objective is not to build or establish a functioning society but instead to free men from any such thing.

Of note, a Marxist Theory of Knowing replicates and scales in a way that no other strain of Marxist thought can. Any field or domain of thought, from education to physics, from medicine to rock climbing, from economics to environmental science, from food science to theology, can be immediately flung into a Marxist conflict model by claiming that domain of thought unjustly recognizes certain privileged knowledges, knowers, and ways of knowing while excluding and marginalizing others to its own benefit. This is its great strength. Its great weakness is that it necessarily must

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