The Surprising Origins of Public Education: Raised to Obey?

The Conventional Wisdom Debunked

We often view public education as a ladder to social mobility, a springboard to opportunity. But what if its roots lie not in enlightenment ideals, but in a desire for control? This is the provocative question Agustina Paglayan, political scientist at UC San Diego, tackles in her book, Raised to Obey.

Paglayan's rigorous historical analysis challenges common assumptions, dismantling theories linking the rise of mass education to democratization, industrialization, interstate wars, and immigrant assimilation. Her meticulous data collection reveals a striking disconnect between these societal shifts and the timing of public education's expansion.

“The expansion of primary education in the West was driven not by democratic ideals, but by the state’s desire to control citizens,” Paglayan argues, by targeting “children at an age when they are very young and susceptible to external influence.”

A History of Control?

Tracing public education back to 18th-century Prussia, Paglayan unveils a pattern: the state’s investment in education spikes in the wake of threats to its power. Facing peasant revolts, Prussian leaders, advised to instill obedience in future citizens, turned to the existing Protestant education system, reshaping it to serve the state's agenda.

This model spread across the Western world. While parents initially resisted, forced by financial penalties and social pressures, they ultimately complied with compulsory schooling laws. The state, armed with new administrative capacities and Enlightenment-era philosophies advocating for state-controlled education, had a novel tool for maintaining order.

Education as Indoctrination: Past and Present

Paglayan’s argument isn't merely historical. Contemporary research suggests that social control remains a hidden motive for expanding education, especially in developing nations. A study surveying policymakers revealed a stark preference for fostering “dutiful citizens” over literacy or a skilled workforce. This echoes the very concerns motivating the 18th-century Prussian leadership.

Examining current US education reform movements, Paglayan identifies cross-pressures. While some Republicans push for decentralization, seemingly relinquishing state control, others advocate for curriculum changes and book bans, reflecting a desire to shape young minds and reinforce certain ideologies.

Paglayan argues that this isn't solely a conservative phenomenon. Liberals, too, often promote specific norms and values through education, sometimes under the guise of “indoctrinating for democracy.” She challenges both sides to prioritize critical thinking over inculcating specific beliefs, regardless of how well-intentioned.

Beyond "Good on Paper"

Agustina Paglayan's work compels us to confront uncomfortable truths about the origins and purpose of public education. It challenges our rosy narratives, urging us to examine how these systems, designed for control, can be truly reformed to foster intellectual freedom and empower future generations.