Marxist criticism of Feuerbach’s philosophy is of great importance for solving contemporary educational problems. This criticism is, in a nutshell, contained in Marx’s theses on Feuerbach.
Feuerbach’s idea of man was not based on historical development and human activities are the manifestation of his social substance. Therefore, education is to organize the motives and aims of man’s activities in such a way as to make man develop as an active factor in the life of society.
Intellectualism and moralisation are survivals of the past, whose substance lies in the separation of theory from practice, in insufficient appreciation of the connection between theory practice, in underestimating the role of practice as educational means. The aim of Feuerbach’s efforts was to get at the truth. This makes itself felt in education by people being guided to acquiring knowledge, sometimes quite mechanically, and, at most, to a theoretical solution of problems they meet with, but not to a consistent socio-practical solution of these problems.
Another survival of the past is the old conception of the method of example in education, which does not lead to a transformation of man, because it is not connected with the requirements as to his own personality. Similarly the conception of education as the education of isolated individuals is not connected with the duties that man, as a member of «a collective, is expected to fulfil. The aim of education is to educate future builders of Communism, therefore the needs of the people must be not only satisfied, but also developed and shaped.
The success of education does not depend only on the efforts of one educator, but on the style of educational work and co-operation, on the unity of all educational in fluences. Education itself is not enough to solve social problems. The main force in society is the policy of the Communist Party. This force is to be the basis of educational work, too. In view of the unity of educational and and political factors it is necessary for teachers at all grades of schools to realize this unity and to shape their work accordingly.