Samir Amin was born in Cairo in 1931, and studied within the French educational system in Egypt.… He is currently president of the World Forum for Alternatives.… Amin’s wide-ranging work can be most succinctly described in terms of the dual designation of The Law of Value and Historical Materialism—the title of one of his books, now in a new edition as The Law of Worldwide Value. Marx’s intellectual corpus, he notes, appears to be divided into writings on economics and writings on politics.… For Amin, this basic division of Marxist theory is not to be denied. Nevertheless, he insists that the economic laws of capitalism, summed up by the law of value, “are subordinate to the laws of historical materialism.” Economic science, while indispensable, cannot explain at the highest level of abstraction, as in mathematical equations, the full reality of capitalism and imperialism—since it cannot account either for the historical origins of the system itself, or for the nature of the class struggle. | more…
In The Shadows of Youth, Andrew Lewis demarcates the work of various activists, white and black, during the Civil Rights struggle of the 1960s. It is part of Lewis’s thesis that the efforts of the Student Nonviolent Coordinating Committee (SNCC), the Congress of Racial Equality (CORE), and other groups were too often overshadowed by those of Southern Christian Leadership Conference (SCLC), and that the individual sacrifices made by a number of workers…. the extent…[of the] alliances…[between] black and white radicals were crucial in a number of settings outside the Deep South and…, in various locales, these alliances made a critical difference in the kinds of results that were obtained. The focus of the alliances…was often on activity that was driven less by nationalist concerns (from a black point of view), and more by concerns best thought of as generally leftist, and specifically Marxist, in origin. Thus the Black Panthers, for one, started off with a statement of purpose that spelled out their desire to work with a number of oppressed peoples, and that featured extensive reference to other persons of color groups as well as to the white working class. | more…
In this issue of MR we are reprinting Stephen Hymer’s classic essay, “Robinson Crusoe and the Secret of Primitive Accumulation,” which first appeared forty years ago in the September 1971 issue of MR. It represents, in our view, one of the most important articles produced by a whole generation of radical political economists associated with the revolt against mainstream economics in the 1960s, and the creation of the Union for Radical Political Economics in 1968.… [Hymer’s] final article, “International Politics and International Economics: A Radical Approach,” published posthumously in MR in March 1978, started off with the words: “To be a radical, or to be a scientist, is the same thing; it is a question of trying to go to the root of the matter.” | more…
It is no secret today that we are facing a planetary environmental emergency, endangering most species on the planet, including our own, and that this impending catastrophe has its roots in the capitalist economic system. Nevertheless, the extreme dangers that capitalism inherently poses to the environment are often inadequately understood, giving rise to the belief that it is possible to create a new “natural capitalism” or “climate capitalism” in which the system is turned from being the enemy of the environment into its savior. The chief problem with all such views is that they underestimate the cumulative threat to humanity and the earth arising from the existing relations of production. Indeed, the full enormity of the planetary ecological crisis, I shall contend, can only be understood from a standpoint informed by the Marxian critique of capitalism. | more…
The solitary and isolated figure of Robinson Crusoe is often taken as a starting point by economists, especially in their analysis of international trade. He is pictured as a rugged individual—diligent, intelligent, and above all frugal—who masters nature through reason. But the actual story of Robinson Crusoe, as told by Defoe, is also one of conquest, slavery, robbery, murder, and force. The contrast between the economists’ Robinson Crusoe and the genuine one mirrors the contrast between the mythical description of international trade found in economics textbooks and the actual facts of what happens in the international economy.… But international trade…is often based on a division between superior and subordinate rather than a division between equals; and it is anything but peaceful. It is trade between the center and the hinterland, the colonizers and the colonized, the masters and the servants…Because it is unequal in structure and reward it has to be established and maintained by force, whether it be the structural violence of poverty, the symbolic violence of socialization, or the physical violence of war and pacification. | more…
Cuba has found oil in its part of the Gulf of Mexico and is about to start drilling. Even if the results are moderate, Cuba will become energy independent and eventually a net exporter. This will have an incalculable impact on its economy, and will send the U.S. sanctions policy into the dustbin of imperial miscalculations. This has brought out Miami’s congressional assault team led by the fanatical Representative Ileana Ros-Lehtinen, who essentially wants to criminalize drilling in Cuba’s section of the Gulf. But caught between a commitment to maintaining the embargo and an understanding of the necessity of Cuba cooperation lest there be another BP-style disaster, the Obama administration has remained largely passive. Will Cuban oil help change the balance of power in the Americas in the near future? | more…
For MR this [special issue] represents only a starting point and we hope to continue to address the education question in future issues—not only in relation to the United States but also globally. Except for the crucial, concluding essay on Cuban education, provided by Ricardo Alarcón (President of Cuba’s National Assembly of Peoples’ Power), which points to what can be achieved in the realm of education once the barriers represented by capitalist society are removed, all of the articles in this special issue are concerned with the changing context of schooling in the United States. This is not meant, however, to ignore the rest of the world, but to constitute a warning of what may be in the offing for much of the global population—since the United States is the fountainhead of neoliberal policy.… It is clear…that education is under fire within much of global capitalist society.… Yet, the global struggle in this area is only just beginning and remains undetermined. The final outcome will depend to a considerable degree on the actions we take now. | more…
Education at the beginning of the twenty-first century is in crisis and contestation. The economic instability of capitalism—reflected in the slowdown in the economic growth trend since the mid-1970s, worsening financial crises, and the growth of draconian neoliberal policies—has had the effect of further compromising a capitalist educational system already beset with problems.… The conflict over the agenda of the powerful with respect to schools is increasingly apparent. On the one side we find: privatization; drastically lowered expectations for students and families; the demonization of teachers; zero-tolerance as a cat’s paw for surveillance and control; sort-and-punish curricula; a culture of obedience and conformity; and narrowing definition of learning as job-training and education, i.e., as a product to be bought and sold in the market. On the other side we find: a growing fight-back based on the principle that all human beings are of incalculable value and that life in a just and free society must be geared toward and powered by a profoundly radical idea: that the fullest development of all human beings—regardless of race or ethnicity, origin or background, gender identity, ability or disability—is the necessary condition for the full development of each person; and, conversely, the fullest development of each is the condition for the full development of all. | more…
Schooling in the twenty-first century United States is not the product mainly of educational philosophies and resources—together with whatever imagination and initiative that teachers, students, parents, and communities can bring to bear. Instead, it is dominated by the changing demands of capitalist society for an increasingly stratified and regimented workforce. In the first article in this section, John Bellamy Foster analyzes the political economy of education in capitalist society; the relation of this to the evolution of U.S. schools from the early twentieth century on; and the current corporate reform movement aimed at the restructuring and privatization of education—symbolized by the Bush No Child Left Behind and the Obama Race to the Top programs. | more…
Today’s conservative movement for the reform of public education in the United States, and in much of the world, is based on the prevailing view that public education is in a state of emergency and in need of restructuring due to its own internal failures. In contrast, I shall argue that the decay of public education is mainly a product of externally imposed contradictions that are inherent to schooling in capitalist society, heightened in our time by conditions of economic stagnation in the mature capitalist economies, and by the effects of the conservative reform movement itself. The corporate-driven onslaught on students, teachers, and public schools—symbolized in the United States by George W. Bush’s No Child Left Behind (NCLB) legislation—is to be explained not so much by the failure of the schools themselves, but by the growing failures of the capitalist system, which now sees the privatization of public education as central to addressing its larger malaise. | more…
We are reprinting this essay by Grace Lee Boggs from the September 1970 issue of Monthly Review with only slight editing because of the historical perspective it offers and what we regard as its direct importance to the present struggle over public eduction. | more…
The mainstream media has created the myth that community people are waiting for Superman, the White House, or state-appointed Emergency Financial Managers to resolve the escalating crises in our schools.… The following article by Julia Pointer Putnam tells the story of how the deindustrialization of Detroit has made Dewey’s more democratic view of education an idea whose time has come. —Grace Lee Boggs
