Summary of Acticle Marxist Theology-Atheism - Assignment Example

F. Hegel, Bruno Bauer, David Strauss, and Ludwig Feuerbach, that influenced his belief in atheism. Marx was influenced by Feuerbach when he stated that God is nothing but the image of highest being of man that man has created himself. Marx was aware that this idea meant that the religions of world should end as every religion is based on the idea of God who exists in heaven. Marx was more interested in ‘scientific truth’ than in religion. He used ‘science’ as a weapon to prove that God does not exist.

According to the article, it was Marx’s search for scientific truth to prove religion wrong, which led him to develop his communist theory. Marx’s belief in atheism was so strong that it became a part of his theory, philosophy and practice. Hence, even today, if a person is to become a Marxist, then he has to adhere to the idea of atheism. If a person does not adopt atheism, then he cannot call himself a Marxist. The article says that Marx aimed at establishing a human society which was based on materialism, socialism and science, with no place for religion or God sentiment in its existence.

The article concludes by giving the idea about how Marx envisioned the human society, and what it means to be a Marxist. Hidden Curriculum ‘Hidden curriculum’ is a powerful aspect of school life. Meighan (1981) has defined hidden curriculum as a curriculum that “is taught by the school, not by any teacher” (“Hidden Curriculum”). According to Meighan, it is something that comes “across to the pupils which may never be spoken in the English lesson or prayed about in assembly. They are picking-up an approach to living and an attitude to learning” (“Hidden Curriculum”).

The definition shows that hidden curriculum is related to the learning that is not declared to parents, teachers, or administrators, in written or verbal format. Hence, the hidden curriculum can include the behavioral, moral and social values that pupils learn through observing their teachers, or are subjected to, in school. This shows that hidden curriculum has a strong influence on character development of the students. Sadly, ‘hidden curriculum’ has become a source of hypocrisy in schools.

Many schools implement the same practices in school which are condemned by teachers in the classroom. For example, the pupils are taught that fizzy drinks and chips are bad for health, but these things are made available to them through vending machines in schools itself (Revell para 1). This kind of hypocrisy, which is a part of ‘hidden curriculum,’ is practiced to get the grants and money that are provided by companies producing the fizzy drinks and chips. Unfortunately, ‘hidden curriculum’ has seeped in every aspect of social system.

For example, corruption is a kind of ‘hidden curriculum.’ Everyone knows that corruption is illegal. However, to get a job, higher position at work, or to gain advantage in any social transaction, corruption is used by people. Similarly, multinational companies producing hazardous things like drugs, cigarettes, fast food, fizzy drinks etc., make advertisements using methods of sexual imagery, psychological manipulation, and wrong mental association, to lure customers into buying their products even when they know that what they are selling is harmful to health.

Similarly, huge drug producing companies