Ideology and Educational Aims: the Case of Jamaica By

IDEOLOGY AND EDUCATIONAL AIMS: THE CASE OF JAMAICA BY Joseph A. Walker, Ph.D. College of the Bahamas Oakes Field Campus ABSTRACT This research is basically a descriptive Predicated partly on-this criticism of the study. Its purpose was to determine the prevailing education in Jamaica, and extent to which the aims and policies of partly on a firm commitment to ~ social education under the Jamaica Labour Party istic ideology of economic and educational (J.L.P.) differed from the aims and policies organization, the Manley government (the of education under the People's National People's National Party) on the advent of Party (P.N.P.). It was anticipated that, its reascension to political power in 1972, given the differing self-proclaimed ideolog asserted its intent to seek political, ical cleavages of the J.L.P. (capitalism) economic, and educational development and the P.N.P. (socialism), there would be through socialistic means. The Jamaica marked differences in their educational Labour Party, its predecessor, on its aims. The analysis revealed, however, that ascension to political power in 1962, had, if there .were ideological difference, these in contrast, chosen to seek political, were not easily detected from the rhetoric economic, and educational development of their educational aims. The differences largely through capitalistic means. observed were largely in terms of emphasis and in the particular means and priorities The purpose of this paper, therefore, is designed to achieve their statt;d obj ectives. to examine the impact of these political decisions on the educational system of INTRODUCTION Jamaica from 1960 to 1980. Specifically, this paper is concerned with the question: Between 1960 and 1980 Jamaica was governed by, first, a largely capitalistic and, then, Were the aims of education an avowedly socialistic government. Under under the P.N.P. (socialistic) the original independent government (1962 significantly different from 1972), educational, economic, and social the aims of education under institutions were organized largely along the J.L.P. (capitalistic)? capitalistic lines. wnen the change to a self-identified socialist government came As was noted above, these governments (1972-1980), most of these same institutions advocated opposing political ideologies were rearranged along largely socialistic which, in turn, would seemingly encompass lines. differing aims of education. Michael Manley, with the support of the EDUCATIONAL AIMS People's National Party (P.N.P.) leveled several attacks on the economic and Tanner (1972, p.55) noted that "society educational arrangements of previous today is beset by great confusion, con Jamaican governments. These attacks, troversy, and conflicts over the aims based as they were in the socialistic of education." In the early 1960s, a ideology, argued that: 1) education as Jamaican school principal observed that practiced in Jamaica lacked relevance "there is great ferment going on (in to the needs of the society and the education), and the truth is that none of individual and was practiced in an us knows what is best for our children" authoritarian atmosphere: and 2) was (Machperson, 1961, p.17). This controversy, geared toward reproducing the class however, may be as old as civilization system in the society and maintaining an itself. According to Tanner (1965) elitist approach (Manley, 1974, p.45-47; Aristotle noted that: p. 85; andp. 185). 1 As things are .•.• mankind are announced its intention to develop a social~ by no means agreed about the istic philosophy of national and economic things to be taught, whether organization of the state. Intimately we look at virtue or the best connected to this philosophical stance, life ...• the existing the P.N.P.'s educational plans aimed at principle is perplexing: no developing: 1) self-reliance; one knowing on what principle 2) nationalism; 3) social and economic we should proceed -- should progress; and 4) equality of educational the useful in life, or opportunity (Manley, 1974; Five Year should the virtue, or should Educational Plan 1978-1983). the higher knowledge be the aim of our training; All It might be surmised from the preceeding, these opinions have been enter that the enunciated aims of the J.L.P. tained. Again about the means and the P.N.P. were identical. The degree there is no agreement, for of agreement, however, depends on the differing persons, starting with connotative meaning of these terms. The different ideas about the nature literal agreement between the enunciated of virtue naturally disagree goals, however, may be indicative ofa about the practice of it (p.SS). realization by both governments that, at this stage of Jamaica!s development, Clearly, vlhen one examines the aims of education must help to unify society, aid education, one must not only take into economic development, and prepare individuals account the forces of change and social to accept the responsibility of independence. pressures, but also the existing philosophies. The agreement may also be indicative of the That is, the aims of education in a given realization that the traditional aims of society at a given time are based not only the Jamaican educational system, although on social elements impinging on that effective under colonial administration, society, but also on the dominant educational were inadequate to transform the plans for and political beliefs of that society. educational reform, into a structure through which individuals could become self The .I.L.P.!s philosophy, predicated on the reliant, self-fulfilled, and make iIT®ediate capitalistic ideology, placed the and significant contributions on a large individual at the center or all doctrine scale to the social and economic develop and policy. From this view, no social ment of the nation. or political institution has a greater purpose of its ovm other than to aid the The educational aims of the J.L.P. and individual in living a fuller life. P.N.P. as specified above, will be dis Relatedly, then, the development of the cussed further below. The particular individual to his optimum and the meanings attached to the terms will be fostering of the qualities needed for con examined in terms of legislative and structive citizenship were primary goals of administrative actions. education under the .I.L.P. government. This policy, of encouraging each chil~ to develop EDUCATION FOR SELF-RELIANCE his individual talents and to capitalize on his abilities, is considered to be of From the J.L.P. 's point of view, self greatest utility to the nation for "in the reliance is defined to mean the readiness to long-run no talent will be wasted in our take responsibility, particularly that of land and no skill will be lacking" (Redden relying on one's own self" (Allen, 1963; and Ryan, 1956, p.133). New Deal, 1966). Illustrative of this position, Emerson (1966) noted that the Demonstrative of its commitment to this only true man is a self-reliant man. Thus philosophy, education under the J.L.P. was whosoever would be a man must be a non almed at developing: 1) self reliance conformist" (p.10S). From this position, 2) nationalism; 3) social and economic each individual has to secure for himself progress; and 4) equality of educational not only the conditions for liVing, but opportunity (New Deal in Education, 1966). also the conditions for the good life. On the P.N.P.'s ascension to political power, 'To the J.L.P., education for self-reliance it declared itself a socialist government and is desirable if the nation is going to 2 achieve economic maturity in order to take necessary if Jamaica is to: its rightful place among the nations of the world. In this analysis, self-reliance is ••• rediscover the validity not a condition in which the individual is of its own culture at the largely, or certainly, entirely egocentric, moment of colonial inter but one in which the person will draw upon vention and retrace the his education, technical skills, and steps that led through national pride to help in the intellectual, history to that point. political, and economic development of They must establish with the country (Allen, 1967). It follows in a frame of reality, that education must do its part in the culture which was shaping such an individual in the act of imposed on them so that self-reliance. this may loom neither larger nor smaller than To illustrate how the P.N.P. viewed it deserves and suffer education for self-reliance Manley (1964, from none of the dis p. 42) defined self-reliance as tortions which can "implying the recognition by every human result from the ambiva being of his ultimate responsibility for lence of a ruler subject himself in his social context and to situation (Manley, 1974, himself in the course of his life .•• p. 146). Self-reliance implies the ability on the part of the people of a country to While both the J.L.P. and the P.N.P. COIT@on efforts towards the general advocated self-reliance as an aim of development and welfare of the group.1I education, there were significant differ Manley (1974) outlined the debilitating ences in emphasis between them. The J.L.P. effects of slavery, colonialism, and the advocated self-reliance primarily for the doctrine of white supremacy on the development of individual self-discovery attitudes of Jamaicans as well as on the and the development of self-confidence. In development of self-reliance. He noted this way, the individual will be motivated that 11 ••• the effect of slavery on the to embrace the opportunities provided within Jamaican attitudes must not be under the educational system to develop his talents estimated and should never be ignored. and abilities to the fullest extent and, in He argued that: turn, will be enabled to make a maximum contribution to the society in every aspect The great challenge in a society (Five Year Independence Plan, 1962-1968, like Jamaica is how to develop p.

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