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"contextualizing the 'theses on socialist education:' lessons for revolutionary pedagogy today" in socialist education in korea: selected works of kim il-sung.

Derek R. Ford , DePauw University Follow Curry Malott

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From Publisher: Publishing the selected works of Kim Il-Sung on education is a controversial move in the United States. In fact, there’s almost a proportional relationship between the demonization of the DPRK and the level of ignorance one has about the state, the country, its government, its people and society, and its history. This is particularly striking given the recent interest in decolonial and anti-colonial education, in socialist and communist educational methods, and in socialism and communism more generally. Given these recent activist and scholarly interests, Riley Park and Cambria York’s new collection, Socialist Education in Korea, is a welcome contribution. Their book not only provides key insights into the socialist educational project in Korea— including its pedagogical philosophies and practices, organizations, purposes, government institutions, and more. It also helps provide a more accurate description of the DPRK’s socialist project as articulated by the state’s founder and, for almost five decades, central leader.

Full text of monograph available here .

Recommended Citation

Ford, D., & Malott, C. (2022). Contextualizing the 'Theses on socialist education:' Lessons for revolutionary pedagogy today. In R. Park & C. York (Eds.), Socialist education in Korea: Selected works of Kim Il-Sung (pp. 4-26). Madison: Iskra Books.

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Contextualizing the 'Theses on socialist education:' Lessons for revolutionary pedagogy today

2022, Socialist education in Korea: Selected works of Kim Il Sung

This foreword situates the "Theses on Socialist Education" in their historical, political, pedagogical, and economic context, drawing out their importance for revolutionary educators and organizers today. It begins with a brief exposition of the Juche ideology, before discussing its origins in the Korean liberation struggle, the U.S. war on Korea, and the Sino-Soviet split as it impacted intra-Party deliberations. It then introduces and assesses Kim's "Theses on Socialist Education" and their implementation, showing how they formulate and enact a pedagogy of the masses that brings together various social forces, the Party, and the project of socialist construction, which mobilizes all of society under the leadership of actual teachers. It ends by naming and correcting the anti-communism of critical pedagogy through the policy and practice of socialist education in the DPRK. This book not only provides key insights into the socialist educational project in Korea—including its pedagogical philosophies and practices, organizations, purposes, government institutions, and more— but it also helps to provide a more accurate description of the DPRK’s socialist project as articulated by the state’s founder and, for almost five decades, central leader. Reflecting on the ongoing implementation of the Theses on Socialist Education six years after their official implementation, Kim Il-Sung summarized the ethos of the Theses as one of intellectualizing and revolutionizing all elements of society.

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Theses on socialist education : revolution and education in Peoples Korea

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Socialist Education System

All the Korean People are entitled to learn as much as they want. Their desire for learning is fully met thanks to the socialist education system—the system of free compulsory education.

Children enter school on the first day of a new school year when the universal 12-year compulsory education is enforced fully.

Universal 12-year Compulsory Education

Korea’s universal 12-year compulsory education system was aimed at providing comprehensive, general education up to secondary schooling for all children until they reached the working age. It consisted of a two-year compulsory preschool course and compulsory 10-year schooling. This was implemented  through the senior kindergarten class, the 4-year primary schooling and the 6-year secondary schooling for children aged 5-16.

In a short period of time after Korea’s liberation from the Japanese imperialists’ military occupation, Kim Il Sung , leader of the new Korea, saw to it that a well-regulated democratic education system was established through construction of schools at all levels from primary schools to colleges across the country. On the basis of this he made sure that universal compulsory education was enforced stage by stage as the revolution and construction made progress and the economic foundation of the country strengthened. As a result, universal, compulsory primary education was enforced in 1956, universal, compulsory secondary education in 1958 and universal 9-year compulsory technical education in 1967.

After the establishment of a socialist system in the country, in particular, the leader thought deeply about how education should be done—its direction, principle, content and method—and how the education system should be developed in order for education to make an effective contribution to the cause of socialist construction. His idea was to make it possible for all people to get education throughout their life and develop all members of society into intellectuals with knowledge of university graduate’s level. So he set about making preparations to enforce new compulsory education of a higher level on the basis of achievements in the previously enforced universal 9year compulsory technical education. He actively explored the way to solve such problems as lengthening the period of the compulsory education, organizing the necessary education system, determining the content of the education, building up the ranks of teachers, and providing educational conditions and equipment, and meticulously led the relevant work.

In order to determine how old children should be to get school education, Kim Il Sung took a measure to set trial classes in schools in towns, workers’ districts, and flat and mountainous areas, and then examined for several years how the classes were working. One day late in September 1971, a year after he arranged the trial education course, he summoned over 50 teachers in charge of the trial classes to have a consultation. After warmly receiving them, he looked through mother tongue and maths notebooks and examination papers they had brought from the children who entered school at the age of 6, and listened to what they said about the process of the trial education. And he asked in detail about the distance the children had to walk to go to school and the educational conditions of schools in mountainous areas.

On September 1, 1972 he visited Taedongmun Primary School in Pyongyang. Congratulating the children for being the first to get the 11-year compulsory education, he assessed their preparation for learning and their health conditions and attire, and estimated their intellectual standard again. Then he entered some classrooms where there were children who had spent one or two years learning in the trial classes. He understood how good they had been at studies, how much they had grown and how they were participating in the organizational life of the Children’s Union, and what else—all in detail. In the course of this he confirmed that the age of six could be defined as school age, and he saw to it that the new compulsory education was completely enforced from September 1, 1975. On the day he visited Pyongyang Changjon Primary School. After meeting children, he had a talk with teachers there. Speaking of the great significance of the enforcement of the universal 11year compulsory education, he put forward the task to improve the superior education system.

The complete enforcement of the universal 11-year compulsory education meant the development of the socialist education system of the country up to a higher stage, making it possible for all children to grow as well-qualified revolutionaries equipped with the essentials of the revolutionary world outlook and possessed of complete knowledge of the general secondary school level, more than one technical skill, strong bodies and fine cultural attainments while getting regular schooling until they got old enough to work.

In his classic work Theses on Socialist Education published in September 1977 Kim Il Sung put forward the goal of enforcing compulsory higher education in the future to attain the target of intellectualization of the whole society on the basis of consolidating the universal 11-year compulsory education. And he wisely led the relevant work.

In September 2012 the 6th Session of the 12th Supreme People’s Assembly adopted the law on enforcing universal 12-year compulsory education as required by the developing times and revolution.

Supreme Leader Kim Jong Un , who carries on the education ideas of President Kim Il Sung and Chairman Kim Jong Il , published in August 2014 the immortal classic work Let Us Glorify Ours as the Country of Education and a Power of Talents by Bringing About a Revolution in Education in the New Century .

The Supreme Leader clarified in detail tasks and ways to carry out the revolution in education, and energetically led the effort to enforce the universal 12-year compulsory education. He solved the problem of paper needed for production of textbooks and had all schoolchildren provided with school uniforms fit for different schools and sexes and the relevant season. Under his care and guidance the Mindulle Notebook Factory and the Pyongyang Bag Factory were erected with modern equipment while baby homes, primary and secondary schools for orphans, schoolchildren’s palaces and children’s camps were built across the country.

Mangyongdae Schoolchildren’s Palace. See more photos here

True to the Supreme Leader’s lofty intention, all the Party, State and people pushed ahead with the effort to enforce the new education system.

Specific projects were carried out including correct determination of the ultimate goal of the education and the criteria of attainment for different schools and different subjects of study. Meanwhile efforts were made to improve educational conditions and environments. As a result, the new education was comprehensively enforced across the country on April 1 this year, on the occasion of the new school year.

Now projects are under way to bring about a revolution in the sector of education now that the new education system is in operation. A shortcut is being paved to realization of the goal of making all the people well versed in science and technology and creating a talented nation.

The education system is getting more perfect. Efforts are made to enhance the level of education at senior middle technical schools, which is a new mode of education in the country, and gradually expand the kind and number of such schools, and education at schools is closely combined with education and edification at extracurricular centres. And the distance-education system for refresher courses is being completed, and the distance education for correspondence courses in the teacher training sector is further developing.

The sector of primary and secondary education is radically improving the contents, forms and methods of education, and efforts are made to renovate educational conditions and environments for the purpose of raising the material and technical foundation for education up to the world standard, and establish the habit of giving top priority to the sector of education.

The country is now steadily improving the quality of education while consolidating the success in the enforcement of the new education system.

Article: Ri Kyong Sim

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Democratic Socialism and Education: New Perspectives on Policy and Practice

• Neil Hopkins 0

Faculty of Education and Sport, University of Bedfordshire, Bedford, UK

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• Discusses contemporary democratic socialist thinkers in relation to state education
• Challenges the neoliberal trends prevalent in national educational systems
• Offers practical examples of how democratic socialist thinking can influence current educational policy and practice

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (5 chapters)

Front matter, contemporary education and education systems.

Neil Hopkins

Contemporary Democratic Socialism in a Complex Political World

Towards a democratic socialist curriculum, in search of a democratic socialist pedagogy, democratic socialism and governance in education, back matter.

"Hopkins contends, firstly, that twenty-first-century democratic socialism must reinvigorate itself by responding to the challenges of liberalism; and, secondly, that a socially just education system must be willing to learn from such a reinvigorated socialism. These twinned theses are clearly and concisely thought through in relation to urgent educational, and more broadly socio-political, issues: contemporary democratic-socialist thought; educational systems (and possibilities for reform); curriculum design; pedagogy; systems and mechanisms of governance. In just a few thousand words, Hopkins’s Democratic Socialism and Education manages to be that rare thing: a book that is both lucid introduction and original contribution. It will surely appeal equally to teachers, philosophers of education, and those engaged in educational action research."

Dr. Oliver Belas, Lecturer in Education, School of Education and English Language, University of Bedfordshire, UK

• contemporary socialist theory
• democratic socialism
• 21st century socialist pedagogy
• socialism, the curriculum and student/teacher agency
• key thinkers
• community control
• identity in education
• educational systems
• dialogical pedagogy
• neoliberalism
• market in education
• sociology of citizenship

Book Title : Democratic Socialism and Education: New Perspectives on Policy and Practice

Authors : Neil Hopkins

Series Title : SpringerBriefs in Education

DOI : https://doi.org/10.1007/978-3-030-18937-2

Publisher : Springer Cham

eBook Packages : Religion and Philosophy , Philosophy and Religion (R0)

Copyright Information : The Author(s), under exclusive licence to Springer Nature Switzerland AG 2019

Softcover ISBN : 978-3-030-18936-5 Published: 17 May 2019

eBook ISBN : 978-3-030-18937-2 Published: 09 May 2019

Series ISSN : 2211-1921

Series E-ISSN : 2211-193X

Edition Number : 1

Number of Pages : XV, 51

Number of Illustrations : 1 b/w illustrations

Topics : Philosophy of Education , Education Policy , Political Philosophy , Sociology of Citizenship , Educational Philosophy

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Theses on socialist education: Published at the 14th Plenary Meeting of the Fifth Central Committee of the Worker's Party of Korea, September 5, 1977 Unknown Binding – January 1, 1977

• Print length 67 pages
• Language English
• Publisher Foreign Language Pub. House
• Publication date January 1, 1977
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• ASIN ‏ : ‎ B0006D03V2
• Publisher ‏ : ‎ Foreign Language Pub. House (January 1, 1977)
• Language ‏ : ‎ English
• Unknown Binding ‏ : ‎ 67 pages

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Education for socialism: a comparative study of educational strategies and their political-economic contexts in China and Tanzania

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Alum and future faculty member Stovall wins AERA Dissertation Award

Jessica Stovall has received the 2024 Dissertation Award from the American Educational Research Association’s (AERA) Critical Educators for Social Justice special interest group. 

The Dissertation Award recognizes doctoral-level research that utilizes critical theory and critical methodologies. Stovall’s winning dissertation is titled, “‘We’re part of something way bigger’: The transformative potential of Black teacher fugitive space.” 

Stovall earned a BS in secondary education at UW–Madison in 2007, and will be returning to the School of Education as a faculty member in fall 2024. While her main faculty home will be with the Department of African American Studies, she will also be an affiliate in the Department of Curriculum and Instruction.

“My dissertation research explores how Black-affirming professional development impacts Black teacher retention and pedagogy,” says Stovall.

She adds: “I examine how Black people create spaces for their learning and growth despite working in anti-Black climates… I conducted a longitudinal examination of how Black teachers co-create what I theorize as a Black teacher fugitive space and how this fugitive space informs and supports their pedagogies and navigation of antiblackness at their school sites.”

Stovall’s work was selected because of its “vital ethnographic inquiry that propels us to examine the need for fugitive spaces for Black teachers in a climate of education fraught with anti-Blackness.” She will be recognized for her work at AERA’s annual meeting in April.

“Studying fugitive spaces helps us understand the conditions under which Black people can thrive,” Stovall says, “and in the case of education, how Black teachers remain in the teaching profession despite anti-Black climates.”

According to Critical Educators for Social Justice, “Stovall’s dissertation helps move the needle forward and reminds us of a healing-centered avenue to take when faced with such hostility to this nation’s truth, past and present.”

Stovall is working to publish her dissertation as a book. For this reason the text is currently under embargo.

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Biden cancels nearly $6 billion in student debt for public service workers

Deepa Shivaram

Activists and students protest in front of the Supreme Court during a rally for student debt cancellation in Washington, D.C., in February 2023. Andrew Caballero-Reynolds/AFP via Getty Images hide caption

Activists and students protest in front of the Supreme Court during a rally for student debt cancellation in Washington, D.C., in February 2023.

Nearly 80,000 public service workers — including teachers, nurses and firefighters — will have roughly $6 billion in student loans forgiven Thursday, according to a statement from the Biden administration.

The Public Service Loan Forgiveness program just got more flexible

"These public service workers have dedicated their careers to serving their communities, but because of past administrative failures, never got the relief they were entitled to under the law," the statement said.

"Because of the fixes my Administration has made, we have now cancelled student debt for over 870,000 public service workers — compared to only about 7,000 public service borrowers ever receiving forgiveness prior to my Administration."

The Student Loan Restart

Government efforts to erase student loan debt have now reached 3.6 million borrowers.

The 78,000 borrowers who are eligible for this forgiveness will receive an email from the president next week, the White House said. Thousands of others in the Public Service Loan Forgiveness program will also be notified via email if they are within two years of having their debt forgiven.

The announcement from the administration is one of several that Biden has made in recent months to lower or cancel student debt . It comes as the president is traveling the country and selling his economic track record and ongoing message to voters on lowering costs.

COMIC: The year of student loans

"From day one of my Administration, I promised to fix broken student loan programs and make sure higher education is a ticket to the middle class, not a barrier to opportunity," said Biden.

"I won't back down from using every tool at my disposal to deliver student debt relief to more Americans, and build an economy from the middle out and bottom up."

• biden administration
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Governor Reynolds, Director Snow honor outstanding Iowa teachers at annual luncheon

• Friday, March 22, 2024
• Headline Story

Iowa’s top teachers of the year joined Gov. Kim Reynolds, Lt. Gov. Adam Gregg and Iowa Department of Education Director McKenzie Snow today for the 2024 Outstanding Iowa Teachers Recognition Luncheon.

Held at the Iowa Culinary Institute at Des Moines Area Community College (DMACC) in Ankeny, the annual luncheon honored the finalists and winner of the 2024 Iowa Teacher of the Year as well as the awardee for the Iowa History Teacher of the Year. All finalists and winners received recognition awards from Gov. Reynolds, Lt. Gov. Gregg and Director Snow.

View photos from the 2024 Outstanding Iowa Teachers Recognition Luncheon on Flickr.

Director Snow served as the luncheon’s master of ceremonies and kicked off the award program with gratitude for the exceptional work of teachers in Iowa.

“At the Department, we have the opportunity to support all educators, which totals more than 38,000 teachers across the state,” Snow said. “All across Iowa, I see the expertise, commitment and care of these impressive professionals. Thank you for your dedication, commitment and for your focus on the success of Iowa students and helping them to realize their incredible potential.”

The current Iowa Teacher of the Year and Mitchellville Elementary School second grade teacher Krystal Colbert spoke at the luncheon about her year of service that highlighted her philosophy on incorporating grace in the classroom.

“It has been an honor to serve as the 2023 Iowa Teacher of the Year,” Colbert said. “I’ve been able to work and interact with over 25 teacher prep programs across the state, with many more still to come. My time with them has been focused around the importance of choosing grace and the lasting impact that can have on both teachers and students.”

The honored keynote speaker for the luncheon was Ann Mincks, the 2024 Iowa Teacher of the Year. Mincks, a 16-year English Language Learner educator from Des Moines Hoover High School, is noted for her use of evidence-based science of reading practices to ensure her students learn at high levels and achieve success. As the 2024 Iowa Teacher of the Year, Mincks will serve as an ambassador to Iowa educators starting in July.

“In the upcoming year, I will strive to motivate, challenge and inspire excellence,” she said. ”I will work hard to earn the respect of students and peers and will continue to take education beyond textbooks and blackboards.”

Jennifer Paulsen, a 30-year veteran social studies educator at Holmes Junior High School in Cedar Falls, was awarded as the 2023 Iowa History Teacher of the Year. She noted how history can reach and engage kids in events from the past as well as the present, and she reaffirmed her commitment to engaging her students every day.

“In the years I have left in the classroom, I'm going to work on making sure my face lights up for every child that walks through my door,” Paulsen said. “That is what teachers do.”

Luncheon attendees enjoyed a three-course meal prepared and served by the first- and second-year culinary students from DMACC. Music for the event was provided by orchestra director Ann Osborne and three students from the Des Moines Independent Community School District.

Established in 1958, the Iowa Teacher of the Year award honors an Iowa teacher who motivates, challenges and inspires excellence with students and within the field. The Gilder Lehrman Institute of American History sponsors the Iowa History Teacher of the Year award to recognize the importance of teaching American history to future generations.

Along with Mincks and Paulsen, six finalists for the 2024 Iowa Teacher of the Year award were also honored at the Outstanding Iowa Teachers Recognition Luncheon.

• 2024 Iowa Teacher of the Year finalist Daniel Black. Black is a 16-year music educator at Kirn Middle School in Council Bluffs.
• 2024 Iowa Teacher of the Year finalist Thomas Braverman. Braverman is a 35-year veteran special education teacher, formerly of City High School in Iowa City. He is now teaching at the Clear Creek Amana School District.
• 2024 Iowa Teacher of the Year finalist Rachel Evanoff. Evanoff is a 12-year science educator at Alta Vista Campus in Dubuque.
• 2024 Iowa Teacher of the Year finalist Tiffany Herr. Herr is a 14- year elementary educator at Orchard Hills Elementary in Norwalk.
• 2024 Iowa Teacher of the Year finalist Brenda Kaufmann. Kaufmann is a 32-year veteran elementary educator at North Tama Elementary School in Traer.
• 2024 Iowa Teacher of the Year finalist Nicole Schroeder. Schroeder is a 10-year elementary educator at Saydel’s Cornell Elementary in Des Moines.

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Doctoral Dissertation: Educational Leadership for Social Justice

Join us for a dissertation defense by Charity-Ann J. D’Andrea-Baker titled From Practice to Preparation: Examining Teacher-Educator Collaboration for Preservice, Practice-Based Design , on Tuesday, March 26, from 2 p.m. to 3:30 p.m. , via Zoom.

Low social status increases risk of health problems from alcohol problems

People with low income or education levels may benefit from screening for alcohol-related conditions.

Men and women with lower income or education levels are more likely to develop medical conditions related to alcohol abuse compared to similar individuals with a higher socioeconomic status. Alexis Edwards of Virginia Commonwealth University, US, and colleagues report these findings in a new study published March 19 in the open access journal PLOS Medicine .

The World Health Organization estimates that harmful alcohol use accounts for 5.1% of the global burden of disease and injury worldwide, and results in three million deaths each year. Excessive alcohol consumption can also take an economic toll. Previous studies have identified links between a person's socioeconomic status and alcohol use, but currently it is unclear how an individual's social class impacts their future risk of acquiring alcohol-related medical conditions, like alcoholic liver disease.

In the new study, researchers used a model that follows people over time to estimate their risk of developing medical conditions from alcohol abuse using two indicators for socioeconomic status: income and education level. The researchers analyzed data from more than 2.3 million individuals in a Swedish database to show that both men and women with a lower income or education level were more likely to develop these conditions. The associations held true, even when researchers controlled for other relevant factors, such as marital status, history of psychiatric illness and having a genetic predisposition to abuse alcohol.

The new findings are important for understanding which populations are most likely to suffer from medical conditions resulting from alcohol abuse, and contribute to a growing body of literature on health disparities that stem from socioeconomic factors. The researchers recommend that individuals with lower income or education levels might warrant additional screening by clinicians to evaluate their alcohol consumption and identify related conditions.

The authors add, "Among individuals with an alcohol use disorder, those with lower levels of education or lower incomes are at higher risk for developing an alcohol-related medical condition, such as cirrhosis or alcoholic cardiomyopathy. Additional screening and prevention efforts may be warranted to reduce health disparities."

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• Diseases and Conditions
• Chronic Illness
• Disorders and Syndromes
• Poverty and Learning
• Public Health
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• Quality of life
• Sex education

Story Source:

Materials provided by PLOS . Note: Content may be edited for style and length.

Journal Reference :

• Alexis C. Edwards, Sara Larsson Lönn, Karen G. Chartier, Séverine Lannoy, Jan Sundquist, Kenneth S. Kendler, Kristina Sundquist. Socioeconomic position indicators and risk of alcohol-related medical conditions: A national cohort study from Sweden . PLOS Medicine , 2024; 21 (3): e1004359 DOI: 10.1371/journal.pmed.1004359

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