“Education is a monstrosity when it is unequal, when it is the exclusive patrimony of one class of the society; because education then becomes the controlling hand of this class, a mass of mechanisms, a provision of weapons of all kinds, by which the ruling class combats the other class, which is disarmed.”

— François-Noël Babeuf

L'éducation est une monstruosité lorsqu'elle est inégale, lorsqu'elle est le patrimoine exclusif d'une portion de l'association; puisqu'alors elle devient la main de cette portion, un amas de machines, une provisions d'armes de toutes sortes, à l'aide desquelles cette première portion combat l'autre qui est désarmé.
[in Gracchus Babeuf avec les Egaux, Jean-Marc Shiappa, Les éditions ouvrières, 1991, 49, 27082 2892-7, Manifeste des Plébéien]
On education

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François-Noël Babeuf23

French political agitator and journalist of the French Revo… 1760–1797

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“For each new class which puts itself in the place of one ruling before it, is compelled, merely in order to carry through its aim, to represent its interests the common interest of all the members of society, that is, sality, and represent them as the only rational, universally valid ones. The class making a revolution appears from the very start, if only because it is opposed to a class, not as a class but as the representative of the whole of society; it appears as the whole mass of society confronting the one ruling class.”

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“We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forego the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.”

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“[A class category is] a collection of classes, some of which are visible to other class categories, and others of which are hidden.”

Grady Booch (1955) American software engineer

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“After all, if there is no class stratification in a society, it follows that there is no state, because the state arose as an instrument to be used by a particular class to control the rest of society in its own interests.”

Walter Rodney book How Europe Underdeveloped Africa

Source: How Europe Underdeveloped Africa (1972), p. 76.

“And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.”

Karl Marx (1818–1883) German philosopher, economist, sociologist, journalist and revolutionary socialist

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“In the upper, rich, more educated classes of European society doubt arose as to the truth of that understanding of life which was expressed by Church Christianity.”

Leo Tolstoy (1828–1910) Russian writer

What is Art? (1897)
Context: In the upper, rich, more educated classes of European society doubt arose as to the truth of that understanding of life which was expressed by Church Christianity. When, after the Crusades and the maximum development of papal power and its abuses, people of the rich classes became acquainted with the wisdom of the classics and saw, on the one hand, the reasonable lucidity of the teachings of the ancient sages, and on the other hand, the incompatibility of the Church doctrine with the teaching of Christ, they found it impossible to continue to believe the Church teaching.

“The organization of education on lines of class”

R. H. Tawney (1880–1962) English philosopher

Secondary Education For All (1922)
Context: The organization of education on lines of class, which, though qualified in the last twenty years, has characterized the English system of public education since its very inception, has been at once a symptom, an effect, and a cause of the control of the lives of the mass of men and women by a privileged minority. The very assumption on which it is based, that all that the child of the workers needs is "elementary education" — as though the mass of the people, like anthropoid apes, had fewer convolutions in their brains than the rich — is in itself a piece of insolence.

“Education will enable young people quickly to familiarize themselves with the whole system of production and to pass from one branch of production to another in response to the needs of society or their own inclinations. It will, therefore, free them from the one-sided character which the present-day division of labor impresses upon every individual. Communist society will, in this way, make it possible for its members to put their comprehensively developed faculties to full use. But, when this happens, classes will necessarily disappear. It follows that society organized on a communist basis is incompatible with the existence of classes on the one hand, and that the very building of such a society provides the means of abolishing class differences on the other.”

Friedrich Engels (1820–1895) German social scientist, author, political theorist, and philosopher

(1847)

“Undoubtedly there are bourgeois who from a feeling of justice and humanity place themselves upon the side of the laborers and socialists, but these are only the exceptions; the mass of the bourgeoisie has class consciousness, a consciousness of being the ruling and exploiting class. Indeed, the mass of the bourgeoisie, just because they are a ruling class, have a much sharper and stronger class consciousness than the proletariat.”

Wilhelm Liebknecht (1826–1900) German socialist politician

No Compromise – No Political Trading (1899)

“Class instinct is subjective and spontaneous. … To arrive at proletarian class positions, the class instinct of proletarians only needs to be educated; the class instinct of the petty bourgeoisie, and hence of intellectuals, has, on the contrary, to be revolutionized.”

Louis Althusser book Lenin and Philosophy and Other Essays

Source: Lenin and Philosophy and Other Essays (1968), "Philosophy as a Revolutionary Weapon", p. 2

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François-Noël Babeuf23

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