ABSTRACT
One of the characteristics of modern society is the substitution of deliberate, programmed behavior for that which in nonmodern societies occurs naturally and spontaneously. In modern forms of authoritarianism— in totalitarian regimes— this substitution becomes one of the most significant instruments, placed at the service of aims that deny the very values at the origins of modern society. In the authoritarian case, although mobilization was not a basic requirement for the maintenance of the regime— at least after consolidation— a similar internal contradiction could be observed with regard to the political socialization of students. Sociological analyses of fascism are very scarce, and the same is true with regard to political science. The failure of totalitarian education could not be seen at the open behavior level, but only at a deeper level, and in relation to the purpose of obtaining not only conformity or even some enthusiasm but also active participation involving initiative, spontaneity, and sincerity.
