On Ideology. Louis AlthusserЧитать онлайн книгу.
capitalist social formations: the educational apparatus, the religious apparatus, the family apparatus, the political apparatus, the trade-union apparatus, the communications apparatus, the ‘cultural’ apparatus, etc.
But in the social formations of that mode of production characterized by ‘serfdom’ (usually called the feudal mode of production), we observe that although there is a single repressive State apparatus which, since the earliest known Ancient States, let alone the Absolute Monarchies, has been formally very similar to the one we know today, the number of Ideological State Apparatuses is smaller and their individual types are different. For example, we observe that during the Middle Ages, the Church (the religious ideological State apparatus) accumulated a number of functions which have today devolved on to several distinct ideological State apparatuses, new ones in relation to the past I am invoking, in particular educational and cultural functions. Alongside the Church there was the family Ideological State Apparatus, which played a considerable part, incommensurable with its role in capitalist social formations. Despite appearances, the Church and the Family were not the only Ideological State Apparatuses. There was also a political Ideological State Apparatus (the Estates General, the Parlement, the different political factions and Leagues, the ancestors or the modern political parties, and the whole political system of the free Communes and then of the Villes). There was also a powerful ‘proto-trade-union’ Ideological State Apparatus, if I may venture such an anachronistic term (the powerful merchants’ and bankers’ guilds and the journeymen’s associations, etc.). Publishing and Communications, even, saw an indisputable development, as did the theatre; initially both were integral parts of the Church, then they became more and more independent of it.
In the pre-capitalist historical period which I have examined extremely broadly, it is absolutely clear that there was one dominant Ideological State Apparatus, the Church, which concentrated within it not only religious functions, but also educational ones, and a large proportion of the functions of communications and ‘culture’. It is no accident that all ideological struggle, from the sixteenth to the eighteenth century, starting with the first shocks of the Reformation, was concentrated in an anti-clerical and anti-religious struggle; rather this is a function precisely of the dominant position of the religious ideological State apparatus.
The foremost objective and achievement of the French Revolution was not just to transfer State power from the feudal aristocracy to the merchant-capitalist bourgeoisie, to break part of the former repressive State apparatus and replace it with a new one (e.g., the national popular Army) – but also to attack the number-one Ideological State Apparatus: the Church. Hence the civil constitution of the clergy, the confiscation of ecclesiastical wealth, and the creation of new ideological State apparatuses to replace the religious ideological State apparatus in its dominant role.
Naturally, these things did not happen automatically: witness the Concordat, the Restoration and the long class struggle between the landed aristocracy and the industrial bourgeoisie throughout the nineteenth century for the establishment of bourgeois hegemony over the functions formerly fulfilled by the Church: above all by the Schools. It can be said that the bourgeoisie relied on the new political, parliamentary-democratic, ideological State apparatus, installed in the earliest years of the Revolution, then restored after long and violent struggles, for a few months in 1848 and for decades after the fall of the Second Empire, in order to conduct its struggle against the Church and wrest its ideological functions away from it, in other words, to ensure not only its own political hegemony, but also the ideological hegemony indispensable to the reproduction of capitalist relations of production.
That is why I believe that I am justified in advancing the following Thesis, however precarious it is. I believe that the ideological State apparatus which has been installed in the dominant position in mature capitalist social formations as a result of a violent political and ideological class struggle against the old dominant ideological State apparatus, is the educational ideological apparatus.
This thesis may seem paradoxical, given that for everyone, i.e. in the ideological representation that the bourgeoisie has tried to give itself and the classes it exploits, it really seems that the dominant ideological State apparatus in capitalist social formations is not the Schools, but the political ideological State apparatus, i.e. the regime of parliamentary democracy combining universal suffrage and party struggle.
However, history, even recent history, shows that the bourgeoisie has been and still is able to accommodate itself to political ideological State apparatuses other than parliamentary democracy: the First and Second Empires, Constitutional Monarchy (Louis XVIII and Charles X), Parliamentary Monarchy (Louis-Philippe), Presidential Democracy (de Gaulle), to mention only France. In England this is even clearer. The Revolution was particularly ‘successful’ there from the bourgeois point of view, since unlike France, where the bourgeoisie, partly because of the stupidity of the petty aristocracy, had to agree to being carried to power by peasant and plebeian ‘journées révolutionnaires’, something for which it had to pay a high price, the English bourgeoisie was able to ‘compromise’ with the aristocracy and ‘share’ State power and the use of the State apparatus with it for a long time (peace among all men of good will in the ruling classes!). In Germany it is even more striking, since it was behind a political ideological State apparatus in which the imperial Junkers (epitomized by Bismarck), their army and their police provided it with a shield and leading personnel, that the imperialist bourgeoisie made its shattering entry into history, before ‘traversing’ the Weimar Republic and entrusting itself to Nazism.
Hence I believe I have good reasons for thinking that behind the scenes of its political Ideological State Apparatus, which occupies the front of the stage, what the bourgeoisie has installed as its number-one, i.e. as its dominant ideological State apparatus, is the educational apparatus, which has in fact replaced in its functions the previously dominant ideological State apparatus, the Church. One might even add: the School-Family couple has replaced the Church-Family couple.
Why is the educational apparatus in fact the dominant ideological State apparatus in capitalist social formations, and how does it function?
For the moment it must suffice to say:
1. All ideological State apparatuses, whatever they are, contribute to the same result: the reproduction of the relations of production, i.e. of capitalist relations of exploitation.
2. Each of them contributes towards this single result in the way proper to it. The political apparatus by subjecting individuals to the political State ideology, the ‘indirect’ (parliamentary) or ‘direct’ (plebiscitary or fascist) ‘democratic’ ideology. The communications apparatus by cramming every ‘citizen’ with daily doses of nationalism, chauvinism, liberalism, moralism, etc, by means of the press, the radio and television. The same goes for the cultural apparatus (the role of sport in chauvinism is of the first importance), etc. The religious apparatus by recalling in sermons and the other great ceremonies of Birth, Marriage and Death, that man is only ashes, unless he loves his neighbour to the extent of turning the other cheek to whoever strikes first. The family apparatus … but there is no need to go on.
3. This concert is dominated by a single score, occasionally disturbed by contradictions (those of the remnants of former ruling classes, those of the proletarians and their organizations): the score of the Ideology of the current ruling class which integrates into its music the great themes of the Humanism of the Great Forefathers, who produced the Greek Miracle even before Christianity, and afterwards the Glory of Rome, the Eternal City, and the themes of Interest, particular and general, etc. nationalism, moralism and economism.
4. Nevertheless, in this concert, one ideological State apparatus certainly has the dominant role, although hardly anyone lends an ear to its music: it is so silent! This is the School.
It takes children from every class at infant-school age,and then for years, the years in which the child is most ‘vulnerable’, squeezed between the family State apparatus and the educational State apparatus, it drums into them, whether it uses new or old methods, a certain amount of ‘know-how’ wrapped in the ruling ideology (French, arithmetic, natural history, the sciences, literature) or simply the ruling ideology in its pure state (ethics, civic instruction, philosophy). Somewhere around the