By Arthur C. Donart, Ph. D.
Retired Superintendent, Thomson, Illinois USA
Teacher, Prasertislam School, Nonthaburi, Thailand 2002-06

The Educational-Industrial Complex is a money driven affair. Like the Military-Industrial Complex, it involves new doctrine or theory; research that purports to show it is worthwhile; new products to be used and new strategies to be implemented. Of course, the expenditure of funds must be justified. It is the educational rat race within the context of a larger rat race.

First, I make the assumption that individuals generally take their values from the society in which they are immersed. With few exceptions, this assumption seems to be borne out by history. At certain times in history, these values are challenged; and when the challenge is successful, we have what is known as a paradigm shift as the new values gradually become dominant.

Second, I assume that, for better or for worse, our schools reflect and reinforce the dominant values of the society in which they are a part. Here I draw on my own educational experience. When I was young and society was very definitely solidly patriarchal, our classrooms were segregated, boys on one side of the classroom and girls on the other. Boys were worth teaching and girls maybe. The big historical event that came along was World War Two. Because men were no longer available for jobs, the unthinkable happened. Women were hired to do “men’s work.” Thus my mother worked in a bomb factory soldering bomb parts that would largely be used to kill women and children in other parts of the world. I’m sure she believed what she was told: that her contribution would help end the war and defeat a brutal dictatorship; that these bombs were to be used only on “military targets.” (This argument is probably still going on today.)

With the end of the war and the return of the men, there was still a need for women in “men’s jobs.” Thus the value of women something other than sex, children, cooking and cleaning was gradually recognized, hence the beginning of a paradigm shift. This was reflected in classroom organization. After the war, girls sat mixed in with the boys. Schools were reflecting the paradigm shift. Values were changing.

My thesis is that the dominant value reflected in many schools today is that of consumerism and that it is most reflected in private, international schools; especially schools for profit.

Let me define consumerism. In this context the term is used to describe a society that judges and values people not by what they contribute to making life better for all but rather by what they are able to possess and consume. High value people in this society have the most luxurious homes, cars, yachts, jewelry, watches, even fountain pens. They are able to surround themselves with status symbols that set themselves apart from and above others. Therefore, a degree from Yale or Oxford is far more prestigious than a degree from a public university. It also cost much more money but it is well worth it, not because the education was qualitatively better, but because of the important connections made that would be useful in one’s quest for the “good life” of more and better everything.

To illustrate the point, in my little corner of the world, graduating from the International School Bangkok would be considered far better than graduating from Prasertislam School. ISB is located within the confines of a wealthy, gated community, whereas Prasertislam is located just outside, around the corner in a poor, predominantly Muslim neighborhood.

The two schools are a stark contrast, yet they aptly symbolize our world. ISB has a beautiful campus; well-equipped, air-conditioned classrooms; swimming pool, gym, track, tennis courts, football field. It offers a full range of extra-curricular activities. It has a beautiful cafeteria, well furnished library, highly qualified teachers and counselors. Their graduates have a wide range of universities to which they can be admitted. Finally, but hardly least in importance, their student population is drawn from foreign professionals and business elites and privileged natives. They have maids, cooks, and drivers and hang out at Starbucks. Their parents have “high” expectations for them. They will be the wealthy professionals and entrepreneurs of tomorrow. They have “high” expectations for themselves. They are owed a position in society that enables them to be auspicious consumers. Everything in their surrounding is geared to that.

Then there is the school around the corner. Their teachers are no less dedicated, no less talented (but much less paid). However, instead of having 18 to 25 students in a classroom, they have 50 to 60 students in a class. Instead of having the latest textbooks, they may have enough books so that there will be one book for every two students. Other than a slate board and chalk, a couple rows of florescent lights and three ceiling fans, that’s it folks. That’s all there is. There may be some computers thanks to the generosity of a businessman and the kindness of a stranger; the one from the government ceased to work long ago. Of course, there is no internet access. But for that matter, no gym, no swimming pool, no football field either. Extra curricular offerings are few.

The student population is quite different too. Instead of riding nice, air-conditioned buses or chauffer driven vans, they walk or ride bicycles to school. A few take cheap, public transportation. Most have shoes or flip-flops but not all have socks and often for those who have socks, there is more hole than sock. They wear their required school uniforms so there is no competition to wear the latest fashion. Their cafeteria is a cement slab with a roof over it and picnic tables; their library: a collection of outdated books.

Here student expectations are vastly different. These students will not be hanging around Starbucks where a cappuccino cost more than their father earns in a twelve hour day. Parent expectations are different. They expect their children to learn to read and write and do math and learn about their history and culture. They also expect them to be respectful toward their teachers and others and be obedient and frugal. The students themselves do not seem to aspire to be wealthy and powerful. However, a certain amount of consumerism usually creeps into their lives. The school in their society reflects the values of their environment; the importance of friends; living in harmony; living simply and frugally. The emphasis is on cooperation more than competition. By the nature of things, they have to learn to share and help one another.

Thus it is, the two very different schools perpetuate two very different worlds; the world of the “have’s” and the world of the “have nots;” the wealthy and the poor; the auspicious consumers and those who struggle to simply live. The private and international schools, consciously or not, promote consumerism and perpetuate this great divide. But should they?

Abraham Lincoln said, “A house divided against itself cannot stand (June, 1858).” We are a “global village;” we have a global economy. I think reasonable people might also surmise “a world divided against itself cannot stand.” When 20% of the world’s population consumes 80% of the world’s resources, we have both an environmental and social disaster to confront. As a world, our reliance on technology to solve all our problems simply does not work because our most severe problems are not technological in nature; rather, they are social (relational) in nature. For example, technology does not solve the problems of poverty and war; it intensifies both. The good or harm of technology depends on how it is used which in turn depends on the moral/spiritual values of those making the decisions on how to use it.

Our problems are a result of a loss of social and spiritual values. This requires a different kind of education and the conscious teaching of a different set of values. Just as I would argue that we need to break the hold of the military-industrial complex on society, I would also maintain that the educational-industrial complex must also be held in check.

Both the private and international schools as well as the public schools pass on values that are needed in society as a whole. However, each system can learn from the other. These two worlds need to understand and help one another. Rather than unconsciously reflecting the values of the milieu in which they operate, there should be a conscious debate as to the fundamental values they ought to reflect.

Perhaps, going back to kindergarten, we all need to re-learn how to share. The consequences of not forming a more just society where there are no longer such extremes of poverty and wealth can be avoided if our relational/spiritual values are set right. This too is an important role for education both at home and in school, private or public.