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By Ravi Prakash V K Kaushik

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Indeed, in his more pessimistic moments Weber seems to have doubted whether democracy would continue in the future. ' We must conclude, therefore, that the influence of education upon political attitudes is very much more complex than has sometimes been supposed and that although it may be correct to argue that a high level of education is necessary for effective participation in democratic government, there is no guarantee that education and democratic attitudes are necessarily related. Education, Value Transmission and Value Change On the other hand if, as we have seen, totalitarian governments can use the educational system to attempt to inculcate a docile and submissive belief in authority it is relevant to ask how far it is also possible to educate for democracy.

Khurushchev, for example, spoke bitterly of the distinction that still exists in the Soviet Union between mental and manual work. This is fundamentally wrong and runs counter to our teaching and aspirations. As a rule, boys and girls in secondary school consider that the only acceptable path in life for them is it continue their education at higher schools. Some of them even consider (work) beneath their dignity. This scornful and lordly attitude is to be found in some families. ' Moreover, it should not be overlooked that the schools, as such, have only been expected to play a small part in the total process of indoctrination.

The immediate effect of this change of policy was tragic for the existing teachers. Branched as 'uncultured and imperfectly educated—creatures of tradition and routine,' they were considered as no longer fit even for those posts in the inspectorate and the training colleges that they had previously held. At the same time the higher-grade work which had been developed in the elementary schools in the 1880s and 90s was transferred to the new secondary system, which tended to be staffed by teachers from secondary or public schools.

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