Freedom and obedience in western education

Abstract Education has to emphasize the characteristics which define Western democratic societies. In addition, it has to ensure the active and participative inclusion of each person in social life, where respect for human rights prevails over the person’s preferred ideology. Promoting these values in citizens not only guarantees the stability of the state, but also its constant progression and improvement. Beginning at the elementary level, the promotion of students’ critical spirit is recognized as a fundamental objectives. However, the structures which shape Western education in the 21st century do not allow for the development of completely autonomous thinking and critical thinking in students. In this article, we analyze the processes which comprise an education for obedience. Although obedience does not respond to conscious cognitive processes, it is present in the structural rigidity of education through the organization of the classroom. Our explanation is based on the Theory of Social Conformity, which will be presented as the antithesis of a person’s individual freedom. Moreover, we will see how contaminated cognitive vicarious elements are promoted. Although they are endemic to people, they do not allow students to develop a critical spirit or to be educated for freedom.