Education or Training? An Analysis of Compulsory Schooling

Fundacja Dobre Państwo • January 5, 2026 • 🇵🇱 Polski

Introduction

Is the modern school a space for growth or rather a sophisticated tool of control? Murray Rothbard posits a bold thesis: compulsory schooling serves social engineering rather than enlightenment. Instead of shaping independent minds, educational systems have for centuries sought to monopolize truth and usurp individual autonomy for the state. In this article, we will analyze the historical and sociological foundations of schooling—from ancient Sparta to the latest Polish reforms—to address the question of the limits of freedom in education.

Rothbard: Libertarian Education vs. Schooling as Training

According to Murray Rothbard, the essence of education lies in the voluntary process of forming humanity and developing reasoning skills. The author sharply distinguishes this from state schooling, which he labels "axiological training." This system is based on the banking model of education, also criticized by Paulo Freire, where the student is a passive vessel for knowledge rather than a co-creator of meaning. The result of this standardization is the phenomenon of educated unemployment—the mass production of degrees without real-world competencies, leading to credential inflation and graduate frustration in the labor market.

Sparta and Prussia: The Military Roots of Compulsory Schooling

Historical models of education rarely prioritized knowledge. In Sparta, children were taken from their parents to be trained for absolute obedience. This pattern of social engineering was continued by Prussia, creating a system designed to produce loyal soldiers and bureaucrats. The Reformation also played a key role; Martin Luther and John Calvin demanded compulsory schooling to effectively combat heresy and build disciplined theocratic societies. In this view, the state claims supremacy over upbringing, treating parents merely as temporary managers of the "state resource" that the child becomes.

The School as a System of Surveillance and Reproduction of Inequality

Michel Foucault interprets the school as a disciplinary tool, resembling barracks or prisons, where the rhythm of bells and grading serve to internalize control. Meanwhile, Pierre Bourdieu exposes symbolic violence: the school seemingly levels the playing field but actually reproduces class structures by rewarding the cultural capital of the elite. In the Polish system, centralization and standardization (e.g., rigid exam keys) stifle agency, which the 2024–2025 reform attempts to correct. It introduces, among other things, a 20% reduction in the core curriculum and limits on homework, representing an attempt to mitigate the conflict between primary socialization in the family and secondary socialization in the institution.

Conclusion

The proposal for the separation of education and state may seem radical, but for proponents of liberty, it is the only path to authentic pluralism. School should not be a tool for building political narratives, but a space of respect for individuality. This is a call to action: we must reform the system while proudly protecting its universal commitment to social equality. Let us reduce the curricular burden, improve methodological quality, and ensure conditions worthy of every student and teacher. Only a school based on freedom, not training, can meet the challenges of the future.

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Summary

This article provides a profound analysis of systemic compulsory schooling through the lens of Murray Rothbard. The author poses a provocative question: does contemporary schooling serve the purpose of genuine education, or is it merely a form of training and social engineering? The text guides the reader through the historical evolution of educational systems—from Sparta to the Prussian model—showing how the state monopolized the teaching process to produce obedient citizens. Utilizing concepts such as the panopticon and symbolic violence, the article exposes the mechanisms behind the suppression of individual autonomy and the uniformization of society. In opposition to so-called "bank education," the text points to emancipatory alternatives, including homeschooling and democratic schools, which restore subjectivity to the child and family. This is a critical look at the role of the state in shaping the minds of future generations.

Frequently Asked Questions

What was the real purpose of introducing compulsory education in Prussia?

The goal of the Prussian model was not enlightenment, but the production of loyal soldiers and efficient bureaucrats. Education served as a tool for centralized nationalism and state unification.

Why does Murray Rothbard criticize the state education system?

Rothbard believes that compulsory schooling is a tool of social engineering that suppresses a child's independent thinking and autonomy, turning the learning process into a ritual of subordination to the state.

What is the 'noble lie' in Plato's pedagogy?

In Plato's vision, it was acceptable for the ruling elite to use lies to instill in children a belief in the system and hierarchy, rather than encouraging them to reason independently.

How does school function as a panopticon?

Through routines, bells, and the grading system, schools teach students that they are constantly being watched and assessed, which leads to internalization of discipline and self-censorship.

What are the main effects of systemic uniformity in education?

Uniformization leads to 'leveling down', where individual abilities are suppressed and the teaching process is adjusted to an abstract average, producing apparent competence.