Educational machinery

I’m working on a question I can’t possibly answer, not here, in this post, but I’m reading and thinking and making notes on the turn to Marx in the late 60s early 70s in communication theory. The question is: why the turn to Marx and not Nietzsche as in the 80s? Like I said, I don’t think I can answer it, but I don’t think an answer is the point of the exercise. The question interests me on a number of levels. It’s a question I’ll be working on for the rest of my days.

If you are thinking to change the world, you’ve got a friend in both Marx and Nietzsche. I’m writing this post to situate myself in the edublogger space. I’m sure I’ll be writing posts like this one with regularity. Situating myself in space will help articulate my position, but also speak to others with similar positions. At this point I can only state vaguely my desire to change education in Canada, to first articulate and then create a difference between what’s on offer (given) and what is possible. I know there are other writers/educators who want to experiment with educational possibilities and eventually I’ll find my way into that section of the edublogger community. As well, maybe at some point, I’ll get into the idea of pushing educational technology/machinery but for now a critique is needed.

And this is the purpose of this post: to initiate the critique and to situate this critique within the edublogger sphere. The critique’s object is not education, it is society and the process of socialization. This situating post, as vague as it is, is necessary to hold in mind the idea of education in the critique of society and socialization.

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