Marx in the Classroom: How Ideological Education Shaped Careers and Values

Assistant Professors of Economics at the Stockholm School of Economics and the University of Helsinki, Jaakko Meriläinen and Matti Mitrunen, have investigated the long-term effects of an experiment conducted in Finland in 1974–75 on fifth-grade schoolchildren.

The experiment involved exposing children to pro-Soviet and Marxist interpretations of history. The educational materials used were essentially copied from Soviet textbooks and emphasized class struggle. The researchers were particularly interested in whether the pupils’ views would shift in favor of socialism.

In 1975, news of the experiment leaked to the public, prompting Finland’s then Social Democratic Minister of Education to admit that the handout used in teaching did not meet the required educational standards. As a result, the experiment was discontinued.

According to the findings of Meriläinen and Mitrunen, the children exposed to the experiment earned approximately 10 percent less over their lifetimes compared to control groups. Statistically, this effect is equivalent to ending formal education a year earlier.

They worked less and were more likely to choose socially-oriented, lower-paid professions such as teaching and nursing, and were less likely to pursue managerial positions.

However, the experiment had no measurable effect on educational attainment, cognitive abilities, or academic performance. The lower earnings were therefore not due to a lack of competence but rather to a conscious choice influenced by the propaganda they were exposed to in childhood.

As possible explanations for the reduced labor participation, the researchers suggest weakened materialistic values and a reluctance to work within a capitalist society. In other words, the findings demonstrate that propagandistic education can have a significant impact on individuals’ later economic behavior, political views, and values—even in a democratic, market-based society.

This study highlights the importance of ensuring that school education is grounded in scientific knowledge rather than political ideology. At the same time, it helps explain the paradox of why socialist societies based on planned economies have repeatedly lost the economic competition to free democratic societies—and why they have time after time produced outcomes contrary to their stated goals.

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May Day Reflections from a President—and a Student
The Increasing Criminality Among Swedish Students Stems from Their Values
An African and an Iranian Immigrant Educated a Woke-Blinded Deputy Mayor