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Salient. Victoria University Student Newspaper. Volume 39, Number 18, July 26, 1976.

Course Content

Course Content

The "body of knowledge" is more complicated. Again, there are very real constraints. We all know of lecturers who mark down essays not toeing their 'line this is more a problem of the structure than of individuals. The subjects we are taught are shot through with ideology.

But one cannot talk of a body of knowledge in the abstract. One must ask "knowledge for what", "knowledge for whom ?" Most theorists of schooling see knowledge as a end in itself. I suggest that unless people see knowledge as being useful or important to them it passes quickly. How long do we remember the rubbish we cram for exams?

Lasting knowledge comes then down to social practice - and that may be of various types, but it ultimately is a question of either helping people take greater control of their own lives or of denying them.

The major contradiction in this section on knowledge is between the generally repressive system it is part of and the ideology of "freedom of criticism". As the availability of radical ideas develops, so the contradiction becomes more acute.

Marxist critique of liberal schooling stems from a different analysis of the problems which are, rightfully, being tackled. This sees the problems as rooted in the productive system of capitalism. However as noted above, there are many developments from the liberal approach which are in contradiction to the designs of capitalism. The question is really whether these developments are seen in this light, or more in 'reformist' terms.

Once again, this summary has done scant justice to a very fruitful field. Please get into it.

References:

Louis Althusser "Ideology and Ideological Stale Apparatuses" in Lenin and Philosophy'.

Graeme Clarke: Assessment (NZUSA available from Studass).

Trevor Pateman (ed) 'Counter course'.