Ireland's OWN: History
January 2002
Mental Enslavement is a Terrible Reality
—from The World Socialist Movement
Socialists tend to emphasize the humanitarian aspects of Socialism. Given that the problems people face are gross and immediate and that they are an endemic part of capitalism, this is not unreasonable. We quote the millions of deaths every year from hunger and its diseases; we spell out the facts of poverty and unemployment, slums, and homelessness and the rape of the environment and we try to put into words the horror of unending war and violence that is an ever-present feature of capitalism.
Like other workers, socialists live within the system; we experience these problems but, of course, we are not in a position to quantify them. Ironically, the measures of these appalling miseries that we do use to support our contention that capitalism is a blight on humanity are almost always drawn from the agencies of capitalism itself.
What is not quantified, and cannot be measured (except, perhaps, in terms of crime and other forms of socially-alienated behaviour) is the complex conception of isolation, of not belonging, of being of little or no consequence within society; of not achieving, accepting society’s definition of failure, being socially, physically or financially inadequate. These are among the problems and inevitable uncertainties that, in a competitive world, feed anger, frustration and despair and, against the heightened profile of the “success” culture, increasingly transmute these emotions into forms of depravity that the great majority of people find confusing and frightening.
You do not have to be a psychologist to appreciate that it is these capitalist inputs that cause the myriad conflicts and divisions that categorize people, minimize expectation and induce loneliness and fear. What passes for education, rather than being concerned with the development of knowledge and personality in the individual, to allow him or her a meaningful role in society, is, certainly for the working class, a fear-ridden process of training designed to equip the recipient to sell a major portion of his or her life to an employer (another human being or group of human beings) simply in order to live. The price of failure can be grim and permanent.
Two facts stand out in relation to this usurpation of young lives into the relentless, pressurized process of training that presently masquerades as education. The first is that many of the alleged “educational” facets peculiar to most of capitalism’s specialized functions have little or no value outside the marketing needs of the present system. Most of the training that underpins the legal profession, accounting, financial management and many other of capitalism’s much-vaunted professions has no educational value in the true sense of the term; their value is solely in the functions they perform within capitalism and, if that system ended tomorrow, the acquired skills of practitioners in these areas would be redundant.
The second point is that because education is budgeted largely against taxation and taxation is ultimately a charge on capital, it has to be cost-efficient. It is this that dictates most of the practices in the schools and it is this that to a large extent determines success or failure because these qualities are determined by time. For working-class children the school programme is scheduled to take place within a given period of years. Wisdom gained after term, after exams or assessments or following the end of schooling doesn’t earn a diploma.
The whole process, rather than being one that integrates the young as caring members of society, is an intensive survival course that engenders the primacy of self. This concept is, of course, in line with the flawed notions of “individualism” that capitalism promotes as an alibi for the ghastly social plunder of the many by the few — within which framework the great majority of individuals have their lives demeaned and circumscribed by the alien interests of those who live on the fruits of their labour. The idea of self is an essential prerequisite of a world of property values. While these values are unlikely to achieve any great measure of realization or satisfaction for the great mass of people who have no stake in ownership outside that of a few personal effects and, perhaps, a mortgage, they are of use to capitalism because they are the foundation stone of working-class acceptance of that system. The whole structure of capitalism is based on the belief, inculcated from childhood and reinforced in the school system, that every man and woman has the right to accumulate individual wealth even though such wealth is the product of the labour of others. The numerous religions accept this, the educational system generally embodies it in academic studies and, of course, the achievement of wealth, however unscrupulously gained, is a passport to influence, power and esteem.
Such is the credit side, for capitalists. For capitalism, on the other hand, this ruthless conception of self is a basic cause of many problems, not simply among those scrambling for profit but among the masses of frustrated individuals who are wholly or partially denied the realization of even their modest hopes or who are alienated by the denial of hope itself. This frustration, this denial, and the anger, fear and lack of concern it breeds for other individuals is the source of most anti-social behaviour, of crime, aggression and jealousy as well as much of the neurosis affecting society today.
Socialists see the individual truly liberated when human personal attainment is fully separated from the task of procuring the material means of living. In Socialism individuals would act in voluntary co-operation to produce all the goods and services required to provide each individual with the material means of a full life. The cost-factor that plays such an essential part in determining “education”, training, working and planning in capitalist society would disappear, along with the old social relations.
Certainly Socialism will solve the economic problems of society but, in order to appreciate how it will radically change the role of the individual in society, we would contrast the role of the individual in a Socialist society with the cost-efficient wage-slave that is an essential requirement of capitalism. Socialism will measure efficiency in terms of human happiness. Every single person will have a claim on society for the provision of his or her material needs. Education, in whatever form it takes, will be a process aimed at developing skills and abilities in line with the individual preferences of each person — and, for those who require it, it would be an ongoing process rather than a crammed apprenticeship for work. Primarily, the emphasis will be on the individual but rather than the competitive selfishness which capitalism must inculcate in the individual as survival training for a world that pits student against student, worker against worker and human against human, the student in Socialism will live and study in an ambience of social co-operation. The logic of that co-operation will be evident in every facet of life and it would be no exaggeration to say that many of the anti-social products of our cost-effective grading and assessment system of today would be regarded, in Socialism, as abnormalities that required help.
Of course, our current systems of education have evolved with the present economic system and just as they would be immediately abolished in a socialist world because of their anti-social, even anti-human, nature, so, too, would the values and concerns of socialist education be alien and harmful to capitalism.
Imagine an educational establishment turning out individuals today who see their role as actively co-operating with their fellows in the pursuit of the interests of society as a whole. They would quickly be chewed up in the competition and conflict of capitalism; the educational system would have failed them by failing to make them selfish, contending fighters for survival. Imagine the more general application of such a system: capitalism’s workforce would refuse to compete with one another; refuse to partake in the exploitation of their fellows; there would be few police and the judiciary would become socially inquisitive! And, of course, who would make munitions and do capitalism’s killing?
As we said at the outset, Socialists usually emphasize the material problems of capitalism and, perhaps, one of the reasons for this is that we feel poverty, world hunger, slums, unemployment etc, are more visual than the mental enslavement of our class. But that mental enslavement is a terrible reality, a reality designed by the political pundits of capitalism and serviced by its system of “education” and conditioning.
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