Poisoned schools and automated students: The crisis of social reproduction

Abstract

In contemporary societies, schools play an important role in reproducing the social system. Those who want to maintain the status quo find social reproduction desirable, while more radical scholars are critical regarding the social inequality and injustice perpetuated through this reproduction process. Traditionally, schools and families have assumed the more significant share of this ‘duty’ of educating for social reproduction, and, for better or worse, they have been largely successful. However, the landscape has shifted as automation and digitization have exploded. In the 90s, the Internet’s increasing presence in the public domain revolutionized communications, and accordingly, capitalism found new avenues of exploitation, dramatically increasing social entropy. Using the works of Bernard Stiegler, this article problematizes the social reproduction field with a focus on schools. It argues that in this era of big data and digitization, schools have unknowingly allowed their traditional socialization and the cultivation of the youth’s intelligence functions to be sabotaged. This increasing erosion of schooling’s functions leads to a new, entropic reproduction that poisons the youth. Educators and parents cannot control this process; we all struggle to describe and fully understand it.