ABSTRACT
This chapter by Martin Simons explores what he argues is defeatism in radical educational theory that references Marx as its primary source. As the author contends, radical critics of education emphasize the political and ideological nature of education, suggesting that most of their contemporaries, liberal and conservative, live with a false consciousness. As a result, the radicals (according to Simons) suggest that all visions to reform education and society result in minor modifications that only help institutions continue to function as capitalist and oppressive. In response, Simons argues that radicals use a limited reading of Marx to defend their views. He elaborates that Marx has a far more sophisticated view of education and the nature of ideology and consciousness. While the radicals promote a view of Marx as implying that revolutionary overthrow of the current system and a return to wilderness are the only solutions, Marx inspires more hope in systems that progressively change, according to Simons. Simons also suggests a certain Socratic method to some of Marx’s writing, which encourages understanding that all, even the radical critics, live in an ideological space. In its focus on the debates at that time over the use of Marx in educational philosophy and the nature of economic inequality in education, the chapter is a fascinating read.
