Another portion of scholastically adapted youth carries on: and, for better or worse, it goes somewhat further, until it falls by the wayside and fills the posts of small and middle technicians, white-collar workers, small and middle executives, petty bourgeois of all kinds. A last portion reaches the summit, either to fall into intellectual semi-employment, or to provide, as well as the ‘intellectuals of the collective labourer’, the agents of exploitation (capitalists, managers), the agents of repression (soldiers, policemen, politicians, administrators, etc.) and the professional ideologists (priests of all sorts, most of whom are convinced ‘laymen’).
Each mass ejected en route is practically provided with the ideology which suits the role it has to fulfil in class society: the role of the exploited (with a ‘highly-developed’ ‘professional’, ‘ethical’, ‘civic’, ‘national’ and a-political consciousness); the role of the agent of exploitation (ability to give the workers orders and speak to them: ‘human relations’), of the agent of repression (ability to give orders and enforce obedience ‘without discussion’, or ability to manipulate the demagogy of a political leader’s rhetoric), or of the professional ideologist (ability to treat consciousnesses with the respect, i.e. with the contempt, blackmail, and demagogy they deserve, adapted to the accents of Morality, of Virtue, of ‘Transcendence’, of the Nation, of France’s World Role, etc.).
Of course, many of these contrasting Virtues (modesty, resignation, submissiveness on the one hand, cynicism, contempt, arrogance, confidence, self-importance, even smooth talk and cunning on the other) are also taught in the Family, in the Church, in the Army, in Good Books, in films and even in the football stadium. But no other ideological State apparatus has the obligatory (and not least, free) audience of the totality of the children in the capitalist social formation, eight hours a day for five or six days out of seven.
But it is by an apprenticeship in a variety of know-how wrapped up in the massive inculcation of the ideology of the ruling class that the relations of production in a capitalist social formation, i.e. the relations of exploited to exploiters and exploiters to exploited, are largely reproduced. The mechanisms which produce this vital result for the capitalist regime are naturally covered up and concealed by a universally reigning ideology of the School, universally reigning because it is one of the essential forms of the ruling bourgeois ideology: an ideology which represents the School as a neutral environment purged of ideology (because it is … lay), where teachers respectful of the ‘conscience’ and ‘freedom’ of the children who are entrusted to them (in complete confidence) by their ‘parents’ (who are free, too, i.e. the owners of their children) open up for them the path to the freedom, morality and responsibility of adults by their own example, by knowledge, literature and their ‘liberating’ virtues.
I ask the pardon of those teachers who, in dreadful conditions, attempt to turn the few weapons they can find in the history and learning they ‘teach’ against the ideology, the system and the practices in which they are trapped. They are a kind of hero. But they are rare and how many (the majority) do not even begin to suspect the ‘work’ the system (which is bigger than they are and crushes them) forces them to do, or worse, put all their heart and ingenuity into performing it with the most advanced awareness (the famous new methods!). So little do they suspect it that their own devotion contributes to the maintenance and nourishment of this ideological representation of the School, which makes the School today as ‘natural’, indispensable-useful and even beneficial for our contemporaries as the Church was ‘natural’, indispensable and generous for our ancestors a few centuries ago.
In fact, the Church has been replaced today in its role as the dominant Ideological State Apparatus by the School. It is coupled with the Family just as the Church was once coupled with the Family. We can now claim that the unprecedentedly deep crisis which is now shaking the education system of so many States across the globe, often in conjunction with a crisis (already proclaimed in the Communist Manifesto) shaking the family system, takes on a political meaning, given that the School (and the School-Family couple) constitutes the dominant Ideological State Apparatus, the Apparatus playing a determinant part in the reproduction of the relations of production of a mode of production threatened in its existence by the world class struggle.
ON IDEOLOGY
When I put forward the concept of an Ideological State Apparatus, when I said that the ISAs ‘function by ideology’, I invoked a reality which needs a little discussion: ideology.
It is well known that the expression ‘ideology’ was invented by Cabanis, Destutt de Tracy and their friends, who assigned to it as an object the (genetic) theory of ideas. When Marx took up the term fifty years later, he gave it a quite different meaning, even in his Early Works. Here, ideology is the system of the ideas and representations which dominate the mind of a man or a social group. The ideologico-political struggle conducted by Marx as early as his articles in the Rheinische Zeitung inevitably and quickly brought him face to face with this reality and forced him to take his earliest intuitions further.
However, here we come upon a rather astonishing paradox. Everything seems to lead Marx to formulate a theory of ideology. In fact, The German Ideology does offer us, after the 1844 Manuscripts, an explicit theory of ideology, but … it is not Marxist (we shall see why in a moment). As for Capital, although it does contain many hints towards a theory of ideologies (most visibly, the ideology of the vulgar economists), it does not contain that theory itself, which depends for the most part on a theory of ideology in general.
I should like to venture a first and very schematic outline of such a theory. The theses I am about to put forward are certainly not off the cuff, but they cannot be sustained and tested, i.e. confirmed or rejected, except by much thorough study and analysis.
Ideology has no History
One word first of all to expound the reason in principle which seems to me to found, or at least to justify, the project of a theory of ideology in general, and not a theory of particular ideologies, which, whatever their form (religious, ethical, legal, political), always express class positions.
It is quite obvious that it is necessary to proceed towards a theory of ideologies in the two respects I have just suggested. It will then be clear that a theory of ideologies depends in the last resort on the history of social formations, and thus of the modes of production combined in social formations, and of the class struggles which develop in them. In this sense it is clear that there can be no question of a theory of ideologies in general, since ideologies (defined in the double respect suggested above: regional and class) have a history, whose determination in the last instance is clearly situated outside ideologies alone, although it involves them.
On the contrary, if I am able to put forward the project of a theory of ideology in general, and if this theory really is one of the elements on which theories of ideologies depend, that entails an apparently paradoxical proposition which I shall express in the following terms: ideology has no history.
As we know, this formulation appears in so many words in a passage from The German Ideology. Marx utters it with respect to metaphysics, which, he says, has no more history than ethics (meaning also the other forms of ideology).
In The German Ideology, this formulation appears in a plainly positivist context. Ideology is conceived as a pure illusion, a pure dream, i.e. as nothingness. All its reality is external to it. Ideology is thus thought as an imaginary construction whose status is exactly like the theoretical status of the dream among writers before Freud. For these writers, the dream was the purely imaginary, i.e. null, result of ‘day’s residues’, presented in an arbitrary arrangement and order, sometimes even ‘inverted’, in other words, in ‘disorder’. For them, the dream was the imaginary, it was empty, null and arbitrarily ‘stuck together’ (bricolé), once the eyes had closed, from the residues of the only full and positive reality, the reality of the day. This is exactly the status of philosophy and ideology (since in this book philosophy is ideology par excellence) in The German Ideology.
Ideology, then, is for Marx an imaginary assemblage (bricolage), a pure dream, empty and vain, constituted by the ‘day’s