This chapter analyses the relationship between education and democracy from a structural
viewpoint, and examines the relations and interactions of education and politics with each other, with
other institutions and with the whole social structure. The relations of educational and political
institutions with the social whole are examined in terms of infrastructural – namely, natural,
demographic and economic – and super structural – namely, cultural and institutional – factors and their
interactions, which Marx assumed to exist in his analysis of the operation and evolution of societies.
Inasmuchas Marx’s macro scheme is not adequate to explain specific operational and evolutional
processes in specific economic and social formations, it needs to be complemented by more
differentiated ones. Following the lead provided by Marx, five elements are posited as constituting
social formations (Kolakowski, 1989; Bottomore, 1981): production forces, production relations, sociopolitical
system, formed on the bases of these two, intellectual structure of society, and its mentality,
determined by the socio-political system and various ideologies.
Natural, demographic and economic factors, which are dealt with as infrastructural ones, are seen as the
basis of the “production forces” and production relations. Cultural and institutional factors, which are
taken as super structural factors are considered as the reflection of the “socio- political system”,
“intellectual structure of the members of society” and “various ideologies” formed by the structure.
At the institutional and cultural factors dimension, the position and function of an educational or
political institution, which are different from other social organizations, are deemed important for a
sound understanding of the education-democracy relationship. The chapter particularly maintains that
the relationship between education and democracy can be conceived differently at the level of states and
governments, and governments may not always remain sensitive in their commitment to the basic
characteristics of the state.
Education, above all, is an instrument that ensures the continuity of the state. This instrumental
relationship in democracies is at least as important as that in autocratic, theocratic or totalitarian states.
Yet, it may not be as simple, clear or functional as it is in authoritarian regimes because in countries still
undergoing democratization, the elected who have not internalized democracy may easily convert the
education-state relationship into a government-education relationship. Thus, the natural relationship
between the educational institutions and the state may turn into one that threatens democracy, pointing
in a backward direction. If such a process is initiated by the elected rulers, democracy will become even
more unprotected and defenseless, as it will be used as a tool for purposes other than democracy.
In conclusion, unless knowledge and awareness about democracy are communicated well and the
governed and the governing are educated as true democrats, a democratic political regime cannot be
managed according to its main principles in a society. For this reason, the importance of educational
institutions in terms of democracy should always be kept in mind.
Keywords: Education, society, state, politics, democracy.
