On Totalitarianism and Educational Policy
This section presents my insights and reflections on various topics concerning totalitarianism and education. I will pose a question and then provide my response in a paragraph or two.
How do totalitarian regimes reconcile the inherent tension between their ideological control and the foundational principles of free inquiry and critical thought within educational policy?
Under totalitarian regimes, educational institutions, in any form, including schools and universities, often undergo significant changes, shifting from previously free to an absolute controlled and oppressive status. This is due to the inherent incompatibility between totalitarian ideology and the principles of free inquiry, critical thinking, and intellectual autonomy. Such regimes typically face two strategic choices: either to reform their political character by allowing scientific inquiry, freedom of thought, and freedom of expression and association, or to restructure educational institutions so they align with and propagate the regime’s ideological narrative.
In the former scenario, educational institutions may serve as catalysts for reform and democratization from within the system, as seen in Afghanistan during the 1960s, when the absolute monarchy transitioned to a constitutional monarchy and permitted greater academic freedom. Conversely, if the regime opts for the latter path—preserving its totalitarian nature—educational institutions are co-opted to reinforce its ideology. In such cases, the foundational principles of education, particularly the pursuit of free thought and truth, are systematically undermined. Freedoms, if granted, are tightly circumscribed within the ideological framework and narrative of glory promoted by the regime.
The contemporary context of Afghanistan under Taliban rule exemplifies this dynamic. Rather than fostering critical inquiry or accommodating diverse intellectual traditions, the Taliban regime has reoriented the education system to reflect its ideological tenets, effectively narrowing the epistemological boundaries within which education operates.
Why is free inquiry fundamentally incompatible with totalitarianism, and how does this tension shape the structure and function of educational institutions under totalitarian regimes?
Totalitarian regimes are constructed on a series of factions, false exaggerations of facts, and conspiracy theories that provide the regime with a set of narratives and a sense of glory—narratives which, of course, cannot withstand scientific scrutiny or free inquiry. In such contexts, there can either be the regime’s dominant narrative or the truth; the coexistence of both is impossible, as one inevitably undermines the other. And in such a confrontation, it is the regime’s fabricated narrative that cannot survive.
The Taliban, again used here as an example, have, since the outset of their regime, attracted tens of thousands of hardened fighters and devoted followers who were willing to die for the cause presented through their constructed narrative. Within this broader framework, one of the most significant elements has been their stance on education. They have built and exaggerated a historical conspiracy theory against modern education, portraying it as the root of all evils and as institutions designed to destroy faith. In contrast, madrassas are framed as divinely sanctioned centers that follow God’s path and are blessed by God. This narrative has been essential from the earliest stages of their regime’s consolidation, as it serves to block any form of inquiry or scientific discussion that might challenge their claims. Such inquiry, inevitably, would expose the fragility and falseness of their assertions.
To what extent can free scientific inquiry coexist with authoritarian rule, particularly in the fields of education and the social sciences?
The answer, particularly in the fields of social sciences and humanities, is largely no. Unlike the natural sciences—which typically operate independently of ideological influence—social sciences are deeply embedded within political, cultural, and ideological contexts. As such, they are far more vulnerable to manipulation and distortion under authoritarian regimes. Among the most impacted disciplines is education, which, due to its inherently interdisciplinary nature, sits at the intersection of ideology, policy, and practice.
Educational policy in such regimes tends to be shaped either by factions or by facts—two forces that are often fundamentally incompatible. Policies grounded in ideological factionalism frequently undermine evidence-based approaches. A single policy cannot simultaneously uphold both a factless fiction and empirical truth. For instance, when an authoritarian regime promotes gender discrimination in education based on conspiracy theories or extreme religious interpretations, it cannot also credibly advocate for the principle of universal education. Similarly, a curriculum built on propaganda and governed by discriminatory religious ideals cannot coexist with the foundational academic values of free inquiry, critical thinking, and open discourse. The former actively obstructs the latter, and any appearance of coexistence merely subordinates scientific inquiry to ideological constraints. Under such conditions, the space for free and high-quality education becomes severely restricted.
A striking example of this tension was recently reported by Hasht-e-Subh, a local Afghan newspaper. According to the report, individuals with no academic qualifications or expertise in higher education have been appointed to revise university curricula, textbooks, and syllabi. These appointees, driven by extreme ideological convictions, are tasked with purging academic materials in fields such as politics, sociology, education, and economics. Their review process focuses not on scholarly merit, but on identifying and removing specific words, sentences, and concepts that challenge their ideological worldview. Even texts that are foundational to scholarly discourse are being censored or removed from university shelves. In their place, religious content—produced by unqualified followers lacking any scholarly or scientific rigor—is being inserted.
This development represents a new standard for higher education under authoritarianism: one in which universities and educational institutions are stripped of the autonomy to determine what to teach and why to teach it. In such an environment, institutions are compelled to conform to the regime's ideological expectations. It is a model of totalitarian control in which the pursuit of knowledge is no longer a noble academic endeavor, but a politicized tool for ideological reproduction.