Marxist teachings should be more focused on in high school curriculumns.

Surely my opponent is joking. The teaching of Marx is illegal. http://articles.latimes.com... In fact this makes Christianity illegal, at least the Matthew 5:34 and James 5:12 part. http://bible.cc... That is where our presigious universities are. Who knows where our high schools are. Anyway, to continue on the Paolo Friere model of education, based on Marxist philosophy: Examining what paradigms might be useful. Entities appear, called "life," which are able to maintain a stable existence in a changing environment. Some of these are cognizant and form and adhere to worldviews, which exist in a very complex multidimensional imaginary metric space http://en.wikipedia.org... but still fall within our definition of "life." We can study the behavior of humans by studying the behavior of worldviews. They are motivated to grow, and compete with other worldviews for adherents. This activity can now be greatly accelerated because of mass media. They can now form protective information shields around themselves by forming them around their adherents using various mass media techniques. How does this change what happens when two worldviews collide? They spawn new worldviews. They attempt to assimilate one another. When a group of humans is formed, and I am tempted to call groups "contests," a new worldview is created. If these humans are in captivity, how will that affect the dynamics and worldview of the group? Allowing any fragment of a worldview to be a worldview, we can probably establish a compact http://en.wikipedia.org... or at least locally compact group http://en.wikipedia.org... topology (in addition to the obvious lattice structure) on Idea Space using the finite set of human beings and, for example, the corresponding set of mutually relevant (or irrelevant) worldviews, and worldviews can be combined to yield new worldviews not only by collision but also by thought-experiment of studying the duality between them, yielding not only infinitely many new worldviews, but uncountably infinitely many. Thus there are a number of mathematical group http://en.wikipedia.org...(mathematics) operations. A locally compact topological group can form exotic mathematical structures such as Pontryagin duality http://en.wikipedia.org... and additionally has the lattice structure http://en.wikipedia.org... and is a metric space. Mathematicians will have fun with this for years to come. Depending of course on your definition of "fun." Each group (contest) is itself an entity and may or may not have its own worldview. Groups will tend to form pairs, or "dualities." There are stable and unstable pairs. Here is an unstable pair: http://www.finitesite.com... Here is an unjust pair: http://www.prisonexp.org... They are not stable over the long run, so are really unstable pairs. A group of more than two will tend to become a pair of "leader" and "everyone else". The leader may be the group's own worldview, as in the case of groupthink. http://www.psysr.org... A duality implies there is a continuum between the two. Studying the nature of a duality will give greater insight. The study of the duality between Scientific Research and Society is called "Science and Technology Studies." The study of the the duality between Technology and Society is called "Technology and Society." All we have to do is discover who they are and what they have in common and what they do not. Variations have been proposed, including activity theory, ethnomethodology, distributed cognition, actor-network theory. I'm not clear how these relate but they are said to be "Marxist," and noting that they are not particularly about economic theory. I think the "Marxist" point of view would hold that "Marxism," if there is such a thing, would have to be the study of everything and could not be conducted solely within the schools but wherever everything is. The schools would be suitable mainly for studying schools. The Communist Manifesto, published in February 1848, Engels claims, represents Marx's philosophy. http://en.wikipedia.org... but it may be a little too much focused on economic theory. Besides it just puts me to sleep. and quoting now from http://en.wikipedia.org... "As a scientist and materialist, Marx did not understand classes as purely subjective (in other words, groups of people who consciously identified with one another). He sought to define classes in terms of objective criteria, such as their access to resources. For Marx: ' The history of all hitherto existing society is the history of class struggles.' — (The Communist Manifesto, Chapter 1)" Read "Labor's Untold Story" and you might think that it is. It certainly makes history come alive. How many hours did you work today? Your grandfather worked eighteen. Your grandmother too, and when they were teens. Do you have a health plan? They didn't. Bring this book to history class and see what happens. Additionally Marx allowed his views about religion to color his objectivity. The notion that there is only the objective and no subjective contradicts not only Hegel but aforementioned Eastern philosophy.