Totalitarian Regimes and the Inescapable Formation of ‘Discipline’ in Educational Philosophy: An Examination of the Zhdanov System’s Impact on Educational Philosophy Development
DOI:
https://doi.org/10.61173/p3y9er86Keywords:
Totalitarianism, Discipline Education, Zh-danov System, Philosophical Education, Ideological Con-trolAbstract
In the crucible of totalitarian regimes, the educational system often emerges as a critical instrument for ideological control and dissemination. This paper delves into the historical and philosophical underpinnings of the Zhdanov system, exploring its formation within the context of Soviet Russia. The mechanization of materialism in the 20th century, seen as an inevitable consequence of historical forces, is scrutinized for its role in shaping philosophical education under authoritarian rule. Comparative analysis reveals significant disparities between the Zhdanov system’s philosophical education and those of Germany and France during the modern and postmodern eras. These contrasts highlight the unique ideological imprint of the Soviet system on its educational approach. The paper argues that the educational model under authoritarianism and dictatorship inevitably mirrors the Zhdanov system, necessitating specific socio-political conditions for its cultivation. A critique of vulgar dialectics and Stalinism is presented, advocating for a reevaluation of educational systems in socialist countries. The paper calls for the reconstruction of an ideal educational framework that transcends the limitations of past dogmatism. By examining the historical trajectory and theoretical foundations of the Zhdanov system, this work contributes to the ongoing discourse on the intersection of politics, ideology, and education in totalitarian contexts. It underscores the importance of understanding the nuances of philosophical education as a reflection of broader political ideologies and their impact on society.
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