US schooling founders aimed at social control amid capitalist inequality, not equality

Evidence

A review of educational history hardly supports the optimistic pronounce­ ments of liberal educational theory. The politics of education are better understood in terms of the need for social control in an unequal and rapidly changing economic order. The founders of the modern U.S. school system understood that the capitalist economy produces great extremes of wealth and poverty, of social elevation and degradation. — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 363

Categorization

• recurring: this claim recurs 3 times within its source
• XREF: connects to: Schools reward discipline and subordinacy regardless of their effect on achievement — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 505; Capitalism, not technology, limits what schools can reform. — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 289; Capitalist-class objectives, not reformer ideals, have actually shaped US schooling — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 569 (+17 more)

Broader Connections

• Capitalist-class objectives, not reformer ideals, have actually shaped US schooling #corroborates (0.95) — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 569
• Public schooling in America was founded to produce a properly subordinate adult population #corroborates (0.90)
• Early education reformers aimed to defuse class conflict without redistributing wealth #corroborates (0.90)
• Capitalist development required the active re-education and moralization of working-class culture #expands (0.85)
• US educational reform responded to the social unrest of new wage laborers #expands (0.80) — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 617
• Classroom ideology presents education as a democratic space where all learners are equal #responds-to (0.80) — bell hooks, Teaching to Transgress, 350
• Classroom decorum rules covertly enforce bourgeois values on working-class students #exemplifies (0.80) — bell hooks, Teaching to Transgress, 353
• Repression stems from economic power structure, not from schooling #contradicts (0.75) — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America, 571
• Dominant groups switch from paternalism to reason-based ideology when segregation replaces personal control #complicates (0.75)
• American school curricula systematically erased imperialist, genocidal, and capitalist dimensions of national history #complicates (0.70) — bell hooks, Ain’t I a Woman_ Black Women and…, 352
• Neoliberal foundations packaged property-rights doctrine into high school teaching materials #exemplifies (0.70) — Philip Mirowski & Dieter Plehwe (eds.), The Road from Mont Pèlerin, 1982