Abstract
This chapter presents an embryo of a heuristic framework for description of ideological shifts in education. The chapter makes an overview of some of the most common Western ideologies and their roots and discusses them in the context of more profound societal paradigms. Some Muslim ideological orientations will also be presented. It is argued here that ideological and policy changes are conditioned by the challenges from the globalized meta-ideology, which is hegemonic, as it determines the dominant discourse surrounding education, society and ideology. The chapter demonstrates that the Western globalisation carries a new meta-ideology, with strong elements of some Western ideologies – principally individualism, the uniqueness of the individual, democracy, and freedom of choice, which are among the elements that late (neo-) liberalism and modern communitarianism share, and this common denominator may be called the global hegemonic meta-ideology.
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Notes
- 1.
J. M. Keynes (1936) in his book, The general theory of employment, interest and money, argued that the state should actively intervene in society in order to avoid economic depression by extracting money (through taxes) from society when the economy was “hot” and allocate resources (public investments, subsidies.) when the economy went down. A balanced economy, in his theories, meant also full employment. It seems that the financial crisis in the world starting in 2008 contributed to ideas such as “international Keynesianism”.
- 2.
This term has been coined by Gellner (1994), and means that individuals are socialized in such a way that they fit in and behave appropriately in many different situations and contexts.
- 3.
“Utopia” in the same sense as that used by Karl Mannheim. He argues that imaginary states of affair are utopian orientations, while he reserves “ideology” for justification of the maintenance of present order (See Worsley, 1991).
- 4.
It is common in relation to transition countries to argue that former Communists are conservatives, because they want to restore the situation prior to the collapse of the Communist system. This popular use of “conservatism” is not very meaningful, since it does not consider the connotation or content of the term conservative.
- 5.
Feminism is not discussed here as a specific paradigm, but it certainly is. Feminism cuts across the three paradigms, while gender issues are severely neglected in all three paradigms, especially in the market-oriented paradigm (Blackmore, 2000).
- 6.
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Daun, H. (2018). Globalisations, Meta-Ideological Hegemony and Paradigm Shifts in Education. In: Zajda, J. (eds) Globalisation and Education Reforms. Globalisation, Comparative Education and Policy Research, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1204-8_2
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