From the Minimal State to the Market-Oriented School: A Critical Analysis of the Relationship between the Political System and School Education in Hayekian Neoliberalism
Subject Areas :
Alireza Heidary
1
*
,
masomeh mator
2
,
mohamad abasi
3
,
mahdi rezaei
4
1 - Assistant Professor, Department of Islamic Studies, Farhangian University, P.O. Box 14665-889, Tehran, Iran (Corresponding Author), a.heydari@cfu.ac.ir
2 - Assistant Professor, Department of Elementary Education, Farhangian University, P.O. Box 889-14665, Tehran, Iran.
3 - Ph.D. Graduate in Philosophy of Education, Islamic Azad University, Arak, Iran.
4 - Assistant Professor, Department of Elementary Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran. mh.rezaei@cfu.ac.ir
Keywords: Friedrich August von Hayek, Neoliberalism, Minimal State, Market-Oriented Schooling, Critical Analysis, Political System, School Education ,
Abstract :
The relationship between the political system and the school education system is one of the fundamental issues in the philosophy of education that has increased in recent decades, along with the global spread and influence of neoliberalism. In the meantime, Hayek's ideas, due to their roots in epistemological, anthropological, political and economic philosophy, have played an important role in redefining the state, the market and education. However, his independent works in the field of education have been less systematically examined. Therefore, the aim of the present study was to explain the relationship between the political system and the school education system from the perspective of neoliberalism using educational ideas and analyzing its consequences, which was done with conceptual understanding and philosophical inference. The research information sources included Hayek's original works as well as analytical and critical sources related to neoliberalism, philosophy of education, educational policy-making and political economy, which were selected as samples by purposive sampling from 6 Hayek's sources, 4 sources from commentators and 6 sources of critics. Data were collected through documentary study, systematic note-taking, and source analysis and analyzed based on criteria of scientific validity, relevance to the research problem, and capacity to infer educational implications. The findings showed that Hayek's thought, emphasizing the limitation of human rationality, spontaneous order and limited government, leads to the strengthening of market mechanisms, competition, freedom of choice and reducing government intervention in the organization of education. As a result, the school is shifting from a public and
اعرافی، علیرضا؛ کاظمی، سید عنایت الله. (1403). پولیسازی و تجاریسازی آموزش از دیدگاه فقه تربیتی. نشريه تربیت اسلامی. 19 (49)، 21-35
حسینی، سیدعقیل و سیدحسین زاده یزدی، سعید. (1402). تحلیل و نقد آموزه های مکتب اردولیبرالیسم (نئولیبرالیسم آلمانی). پژوهشنامه انتقادی متون و برنامه های علوم انسانی، 23 (1) 23-46
دارکش، محمد و فیروزآبادی، سید احمد . (1402). مطالعۀ انتقادی تحولات نئولیبرالیِ آموزش عمومی در ایرانِ پس از انقلاب. مطالعات و تحقیقات اجتماعی در ایران، 12 (1)، 1- 24
شکاری، عباس، محمدصالحی، زهرا، و ابوالقاسم، آمنه. (1395). تحلیل آراء نئولیبرالیسم ها در خصوص حمله به آموزش عالی با تاکید بر آراء ژیرو. همایش ملی انجمن فلسفه تعلیم و تربیت ایران (فلسفه تعلیم و تربیت و قلمرو علوم اجتماعی و انسانی). SID. https://sid. ir/paper/850809/fa
طباطباییحصنی، مریم السادات. (1402) نقد مبانی معرفت شناسی نئولیبرالیسم در آموزش از منظر تعلیم و تربیت اسلامی. نشريه معرفت، 32(9)، 31-36.
قاسمي، روحالله؛ يوسفيخواه، سارا. (1401). سیاستگذاری آموزش عالی و کالایی سازی دانش در دهه 80 شمسی. پژوهش و برنامه ریزی در آموزش عالی، 28 (2)، 97-127
لطیفی، علی. (1402). کالاییسازی در سیاستگذاری آموزش عمومی در ایران؛ بررسی انتقادیِ مبانی و پیامدها. فصلنامه علمی پژوهشی حکمرانی فرهنگ، 16 (61)، 37-70
محمدی، حمداله، و زیباکلام، فاطمه. (1393). نئولیبرالیسم و تجاری سازی تربیت: چالشی فرا روی تربیت اخلاقی. پژوهش نامه مبانی تعلیم و تربیت (مطالعات تربیتی و روان شناسی مشهد)، 4(2)، 95-116
نیک نشان، شقایق؛ لیاقتدار، جواد؛ بختیار نصرآبادی, حسن علی؛پاک سرشت، محمد جعفر . (1391). ایدئولوژی مبنایی برای عملکرد آموزش و پرورش: مقایسه پیامدهای ایدئولوژی لیبرال دموکراسی و نئولیبرالیسم بر تعلیم و تربیت در کشورهای غربی. پژوهش نامه مبانی تعلیم و تربیت، 2 (1)، 5-26
Apple, M. W. (2013). Educating the right way: Markets, standards, God, and inequality. Routledge.
Ball, S. J. (2012). Global Education Inc. : New policy networks and the neoliberal imaginary. Routledge.
Bierly, K. (2025). Right Makes Might: Hayek, Part II. America 250 Civics Education Coalition. https://america250civics. com/in-the-news/right-makes-might-hayek-part-ii/
Biesta, G. J. (2015). Beyond learning: Democratic education for a human future. Routledge.
Biesta, G. J. J. (2020). Educational research: An unorthodox introduction. Bloomsbury Publishing.
Burgin, A. (2012). The great persuasion: Reinventing free markets since the depression. Harvard University Press.
Caldwell, B. (2019). Hayek's challenge: An intellectual biography of FA Hayek. University of Chicago Press.
Cowen, R. (Ed. ). (2024). A Companion to the Philosophy of Education (2nd ed. ). Hoboken, NJ: Wiley-Blackwell.
Curren, R. (Ed. ). (2008). A Companion to the Philosophy of Education. John Wiley & Sons.
Devine, J. (2024). Hayek and Education. In Encyclopedia of Philosophy of Education. Routledge.
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York, NY: Macmillan.
Friedman, M. (1962). Capitalism and Freedom. University of Chicago Press.
Gray, J. (2013). Hayek on liberty. Routledge.
Gutmann, A. (1993). Democracy & democratic education. Studies in Philosophy and Education, 12(1), 1-9.
Harvey, D. (2007). A brief history of neoliberalism. Oxford university press.
Hayek, F. (1960). The Constitution of Liberty. Chicago: Univ.
Hayek, F. A. (1945). The Use of Knowledge in Society. American Economic Review, 35(4), 519–530.
Hayek, F. A. (1948a). Law, Legislation and Liberty: Volume 1: Rules and Order. Chicago: University of Chicago Press.
Hayek, F. A. (1948b). Law, Legislation and Liberty: Volume 3: The Political Order of a Free People. Chicago: University of Chicago Press.
Hayek, F. A. (1988). The Fatal Conceit: The Errors of Socialism. Chicago: University of Chicago Press
Kane, M. T. (2025). F. A Hayek: Education Is an Obligation, Not a Right. The Library of Economics and Liberty.
Kukathas, C. (1989). Hayek and Modern Liberalism. Oxford: Oxford University Press.
Labaree, D. F. (1997). Public goods, private goods: The American struggle over educational goals. American educational research journal, 34(1), 39-81.
Lewis, S. (2017). Governing schooling through ‘what works’: The OECD’s PISA for Schools. Journal of Education Policy, 32(3), 281-302.
Lingard, B. , Sellar, S. , & Lewis, S. (2017). National Testing, Globalisation and Education Policy: The OECD, PISA and the Reshaping of Australian Schooling. Singapore: Springer.
Mirowski, P. , & Plehwe, D. (2023). The Road from Mont Pèlerin: The Making of the Neoliberal Thought Collective. Harvard University Press.
Nussbaum, M. C. (2016). Not for profit: why democracy needs the Humanities-Updated edition.
Organisation for Economic Co-operation and Development. (2019). OECD Future of Education and Skills 2030: OECD Learning Compass 2030. Paris: OECD Publishing.
Peck, J. (2010). Constructions of neoliberal reason. Oxford University Press.
Rawls, J. (1971). A Theory of Justice. Cambridge, MA: Harvard University Press.
Reeve, C. D. C. (1996). Philosophy, Politics. Essays on Aristotle's Rhetoric, 6, 191.
Verger, A., Lubienski, C., & Steiner-Khamsi, G. (Eds.). (2016). the Global Education Industry. New York: Routledge.