| Although Marx had little to say specifically on the topic of education a Marxist theory of education can be extrapolated from his general philosophy. His concept of "alienation" as well as his opposition between the universal and the particular are especially fruitful concepts for constructing a Marxist pedagogy.;Educators who have described themselves as "Marxist" have attempted to deal with the problem of alienation, either explicitly or implicitly. While such thinkers as Freire, Sarup, Gramsci, Gintis and Bowles have made significant contributions to the formulation of a Marxist theory of education, each omits something vitally important.;Part One of this thesis is the theoretical section. It includes the articulation of a formal method and the stipulation of criteria for curricula that are consistent with Marxist philosophy.;Part Two is the practical section. It contains a report and description of my experience at Malcolm-King: Harlem College Extension, where I have implemented the model for Marxist pedagogy articulated in Part One. (UNFORMATTED TABLE FOLLOWS).;"Alienation" is the general or universal term that is particularized in history as the division of labor. In the field of education this means dealing with the division of labor as seen in the school curriculum, particularly with the insidious division between intellectual and vocational instruction. The implications for the school curriculum are these: the imperative to adopt a broad liberal arts and polytechnical content, and the requirement of non-alienating methods of instruction.;Outline.;Part One.;Chapter One - Introduction.;Chapter Two - Foundations.;Chapter Three - Method and Content.;Chapter Four - Values.;Chapter Five - A Self-Critique in the Context of a Review of the.;Literature.;Part Two.;Chapter Six - The Practice.;Chapter Seven - The Method in Action.;Chapter Eight - Praxis.;Bibliography(TABLE ENDS). |
