Author: Glen

We are promised at school that a degree will grant us the highest paid jobs. The guardian recently conducted a survey in which they asked 81 students whether they would be willing to pay more in tuition fees at university if it meant that they would be guaranteed the highest paid jobs.

The majority of them agreed to this idea.

I do not attempt to criticise the state of our educational system itself in terms of what it produces. Instead, I simply suggest that something is wrong, in a system where wealth seems to determine your place within the educational ladder long before you get to secondary school.

There seems to be a cycle: Wealth governs Education which governs Wealth.

Higher education is a luxury that most cannot afford, during which career progress comes to a standstill. Is the maxim ‘speculate to accumulate’ only available to the wealthier spectre of society? The lack of income during this period is intolerable, let alone the massive debt that is incurred, yet we remain steadfast and resolute in the opinion that it will all be worth it in the end, safe in the knowledge that, if it all comes to nothing, there will be financial aid to compensate for our arrears in the form of our wealthy benefactors. This is a reality that some are unfamiliar with, and is potentially why they do not opt for a university education. They would much rather be out in the world, working, earning money.

This leads me on to talk about Marx and his ideas of the Commodification of Education. It has become something that can be bought and sold. I also use his writings on exploitation and social conflict and the tension between the bourgeoisies and the proletariat, offering an idea that ‘intelligence’ is an illusory idea that can hold people at bay.

I also look to the works of Hans-Georg Gadamer, who investigates the nature of education using the framework of medicine and healing, highlighting the difference between objective and subjective knowledge, as well as the importance of ‘practice’, within the context of Hermeneutics.

Adorno’s thought features also, using his idea of the ‘Culture Industry’ to evaluate the differing mindsets towards education; exploring the possibility that a reluctance to pursue education after the state minimum might be an issue of culture, in terms of the Marxist nature of his thought.

In terms of offering a conclusion, I feel the most important thing is that I justify and fulfil my aims in this potentially controversial territory. I choose not to offer an alternative; that is for the labour of politics. Instead I offer a critique of education’s role in society. I don’t criticise schools in terms of what they produce. Again, that would be delving into the jurisdiction of politics. Instead I argue that our relationship to academia has changed. What once was a pursuit aimed at self-improvement and development – academia for academia’s sake – has been corrupted and is now a simple vehicle for financial gain.