From Marx's philosophy of education to the issue of holistic human development today.

Hung Tran Quoc

doi:10.52521/n49m4j64

Autores/as

Hung Tran Quoc Ho Chi Minh University of Banking https://orcid.org/0009-0000-9804-3073

DOI:

https://doi.org/10.52521/n49m4j64

Palabras clave:

Marx’s philosophy of education; education and labor; comprehensive human development; historical materialism; human emancipation

Resumen

Karl Marx’s philosophy of education is not presented as an independent educational theory in a narrow sense, yet it is formed consistently throughout his entire philosophical system, particularly in his theories of human beings, labor, and historical materialism. By analyzing the relationship between education, labor, and socio-economic conditions, Marx develops a critical and emancipatory approach to education oriented toward the goal of comprehensive human development. This article aims to clarify the core arguments constituting Marx’s philosophy of education, including his conception of human nature, the role of labor in education, the function of education in social reproduction, and the ideal of comprehensive human development. On this basis, the paper analyzes the theoretical value and practical significance of Marx’s philosophy of education in the context of contemporary education, where education is increasingly shaped by market forces and economic rationality.

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