SOCIAL-RECONSTRUCTIONAL EDUCATION MOVEMENTOF THE 20TH CENTURY

Social-reconstructionist education is based on the theory that society can be reconstructed through the complete control of education. The objective is to change society to conform to the basic ideals of the political party or government in power or to create a utopian society through education.

Communism education is probably the most pervasive version of operational social-reconstructionism in the world today. Originally based on the philosophy of Karl Marx and institutionalized in the Soviet Union, it now reaches a large proportion of the world's youth. From the 1950s onward, much attention has been paid to the ideal of “polytechnization.” Man, so the argument runs, is not simply Homo sapiens but rather Homo faber, the constructor and builder. He attains full mental, moral, and spiritual development through entering into social relations with others, particularly in cooperative efforts to produce material, artistic, and spiritual goods and achievements. The school should prepare pupils for such productive activities—for instance, by studying and, if possible, sharing in the work done in field, farm, or factory.

A different social-reconstructionist movement is that of the kibbutzim (collective farms) of Israel. The most striking feature of kibbutz education is that the parents forgo rearing and educating their offspring themselves and instead hand the children over to professional educators, sometimes immediately after birth. The kibbutzim type of education developed for both practical and economic reasons, but gradually educational considerations gained prominence. These were: (1) that the kibbutz way of life makes for complete equality of the sexes, (2) that the education of children in special children's houses is the best way of perpetuating the kibbutz way of life, (3) that collective education is more “scientific” than education within the family, inasmuch as children are reared and trained by experts (i.e., qualified nurses, kindergarten teachers, and other educators), in an atmosphere free of the tensions engendered by family relationships, and (4) that collective education is more democratic than traditional education and more in keeping with the spirit of cooperative living.

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