"No one's ever shown us a long-term working alternative to capitalism"

On a discussion group GA just wrote:

"nobody has hitherto managed to show in practice an alternative to a society harnessing the forces of capitalism that works, works in the long run, and works without serious side effects like dictatorship or other disproportionate limitations in the freedom of people to lead their lives"

I replied:

Well, it's not surprising, really, cos the history of human society doesn't work this way. The place of experiment has to be taken by real life commitment, on a huge scale. Comparing results needs an appropriately huge perspective both as regards time and place. 

We have seen perfectly clearly however that capitalism - as a long-term mode of production - does not work smoothly or beneficially for the mass of humanity. It proceeds from crisis to crisis, and the trade-offs in terms of health and well-being versus riches and technical advances are not worth making - from the point of view of the massive majority of people who merely produce the wealth rather than get to own and enjoy it. If today, after all these centuries, capitalism can do no better for the less well-placed than it's doing in Greece and Spain, let alone Haiti or Honduras, or South Africa or Rwanda, then it's an obvious failure. It is also totally incapable of systematically making use of the benefits of planned cooperation to apply available knowledge and techniques for the betterment of the majority of humanity. It can't even do this in the US (South Bronx, East LA), or the EU, let alone West Sahara or Eritrea. 

We have seen that certain important aspects of social progress - infrastructure, literacy, education, general (if basic) provision of health and education are much better managed in non-capitalist states, like the USSR, Yugoslavia, or China. This is quite amazing, historically speaking, given that the advantages became apparent so very rapidly. And given that the disadvantages inherent in the genesis and life of these states (non-hegemonic economic status, undemocratic governance removing the vast mass of the working people from planning and decision-making) are so very destructive and make them so vulnerable to aggressively hostile policies from more powerful capitalist rivals.

The road to social and  economic change and improvement will be created not by a small group of technocrats in an editorial office or library but by ordinary people getting together to run their own affairs free of exploitation and slave-driving, using free open cooperation with anyone they want using any ideas and techniques they want regardless of profits or patents. To do this, people will need ideas regarding political and economic and social organization, and they will have to fight to get their hands on these, since one of the major preoccupations of capitalism today is the stifling and extermination of these ideas and the organizations bearing them.

So, if you want a pre-validated successful non-capitalist society, you can forget it. Which means you either sigh, sit back and drink a resigned toast to really existing capitalism - Here's to Bhopal, Marikana, the Vietnam War, Iraq and Afghanistan! - or you get stuck in to making better alternatives than the ones that have half-worked in really existing (but far from optimal) non-capitalist societies. Or get swirled about in the wind with the sands on the bank of the Styx - a fate Dante wished upon the congenitally indecisive trimmers who never made a choice and never took sides. These poor sods never even got let into Hell - Charon felt too much contempt for them. Blowing through cold, dark, empty streets for all eternity. 

Hidden curriculum and philosophical teaching

An article in the Guardian Teacher Network discusses the problem of bringing a philosophical approach to teaching, in contrast to "teaching to the test".

http://www.guardian.co.uk/teacher-network/2012/aug/14/philisophical-teaching-students

I commented:

Schools are an institution to socialize children and make them ready for the role allocated to them by society. This is a massive matter operating on a massive scale. The working class is huge, and schools are there to refresh it - not to make self-employed creatives or employers or administrators of all the kids. 

Traditionally, independent and critical thought is not required of workers or the poor, and as someone says here, it fails to recognize the barriers society wishes to keep in place, so it is liable to cause more problems than it's worth if it is instilled and encouraged in education.

So independent thought runs slap bang into the wall of Philip Jackson's Hidden Curriculum. The glass ceiling keeps women from rising in society, and the glass wall of the hidden curriculum keeps working class kids in their parents' factories, offices and dole queues.

The corollary of the hidden curriculum for teachers (education workers in general) who want to see it gone is the Double Curriculum. That is, we (I was in this game for twenty years, in a difficult school in a deprived are, goes without saying really) have to work both to the official curriculum and the liberating curriculum. 

Most, that is MOST, teachers won't even be aware of this, let alone contemplate undertaking such a project. And for a lot of teachers attempting it, the result will be burn-out - it's just as frustrating to bang your head against a glass wall as a brick one.

The solution is to organize publicly and politically against the hidden, reactionary curriculum - get it out in the open. Work for a programme of educational change incorporating all the effective learning methods mentioned here and in other discussions within a programme of changing society so that all people will have guaranteed meaningful employment with a guaranteed democratic say in managing their work and everything connected with it. In this way learning and work will become meaningful, not just spiteful hostile abstractions, and the activities of learning and working will be performed with pleasure and a satisfaction we rarely see today.

This is the only realistic way to better education for everyone. If the political and social perspective is set aside, we'll just see a repetition of the vagaries of education policy over the past century in Britain and other developed industrial countries (ie imperialist countries, like Sweden or the USA).

Utopian corners of good educational practice can and will exist meanwhile, of course, and provide a growing list of excellent examples to learn from... but cultivating a tiny model garden in an industrial wasteland will never satisfy a truly independent and critical mind. It's the wasteland that needs transforming.

Why are Finnish schools so successful?

A blog article in the Guardian described the success of the Finnish school system:

http://www.guardian.co.uk/teacher-network/teacher-blog/2012/apr/09/finish-school-system

I commented:

The "free everything" element is not true of higher education. Tuition is free, and that's your lot. Living costs are high, accommodation is hard to find, and materials are not cheap.
The utopian tone of the article is a pity, cos it weakens a very strong case. Finland is riven by class differences and the usual social, economic and political tensions of well-off capitalist countries. Life is hard for wage-earners, and tough for the poor and for immigrants. And the egalitarianism (within class boundaries NB) is soured by Lutheran killjoy look-after-number-one-ism and who-the-fuck-do-you-think-you-are-ism. (Personally I'd rather live in Finland than Britain but that's cos I like saunas and the smell of wood...)
What the schools show is that decent education to a high general standard is possible and can feel natural without a socialist revolution - ie it's a bourgeois democratic aspiration that isn't utopian. All it needs is the political will. 
The proof of this is in the historical record. In Britain during the first flush of the postwar Welfare State local authorities sent hordes of wage-earners' kids to university for free - not just tuition, but the works, maintenance and all. And Britain (if we believe the capitalist mantra of "getting better all the time") in those days was a far poorer and shabbier place than it is today - far less able to "afford" this kind of thing. Which shows that "affording" is not the issue. 
Same thing in Sweden during the "golden years" of their Home of the People (folkhem) welfare state - say '65 to '90. The Swedish comprehensive system, like Finland's but far less formalistic, worked wonders for the kids and national skills, culture, etc. High PISA results for instance. Dazzling performance in research, sports, culture (ABBA :-). In 1991 (I think it was) the Economist even had a panegyric about it. Great high general level of education produces the skills and attitudes needed by business and industry. Trouble is, the article was published just after the then minister of education, Social Democrat Göran Persson, soon to be prime minister, had begun the ruthless dismantling of the system the Economist loved so much. 
Swedes, compromising hypocritical bastards that they are in government, are nothing if not ruthless and single-minded when they want to be (ask any Europeans on the receiving end of the armies of Gustavus Adolfus or Charles XII :-D. They began by emulating Britain, and have now ruined the educational system so thoroughly that Britain is beginning to emulate them (how about "free schools" allowed to operate for profit??).
Again, it's not a question of "affording" anything. Sweden today is pig-richer than ever. It's the political will. If you think (as a bourgeois government) that you can get away with screwing the working class out of past concessions, you'll go ahead. Money is the whole object. And fear the decisive factor. 
So, Sweden and Britain used to be up there with Finland as admirable examples of educational achievement. Now they're slithering in the sewers with the rest and no better than they should be.
For various reasons (including a powerful teachers lobby with real political influence) Finland is still admirable, while Sweden and Britain are despicable.
The main thing I suppose is that there are no miracles or utopias involved. Finland is nothing like Utopia. Nor were Britain or Sweden a few decades ago.

It can be done, it has been done, and it can also be undone. ABOVE ALL, IT IS NOT A QUESTION OF BEING ABLE TO AFFORD IT.


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