The materialist theory about the change of environment and the role of education forgets that the environment is changed by people, and educators themselves must be educated. So this theory must divide society into two parts, one of which is above society. The consistency between environmental change and human activities or self-change can only be regarded and reasonably understood as revolutionary practice. In the Outline of Feuerbach, all Marx's criticisms on the possession and mode of production of communist material products are also extended to the possession and production of spiritual products. Just as the termination of class ownership is the termination of production itself in the eyes of the bourgeoisie, the termination of class education is equivalent to the termination of all education in their eyes. The kind of education that the bourgeoisie is afraid of losing is to train people into machines for most people. However, since you used your bourgeois ideas about freedom, education, law, etc. Please don't argue with us about the idea of abolishing bourgeois ownership. Your idea itself is the product of bourgeois relations of production and ownership, just as your law is only the will of your class regarded as law, and the content of this will is determined by the material living conditions of your class. However, you said that we use social education instead of family education to destroy the closest relationship between people. And isn't your education determined by society? Isn't it also determined by the kind of social relationship you were in when you were educated? Isn't it also decided by the direct or indirect intervention of society through schools? * * * People have not invented the role of society in education; They just want to change the nature of this role and get rid of the influence of the ruling class in education. The more all the family ties of proletarians are destroyed because of the development of big industry, the more their children become simple commodities and labor tools because of this development, and the more they hate the bourgeois empty talk about family and education, and the intimate relationship between parents and children. * * * manifesto is superior to Marx's own educational view. If you don't want to see it or don't understand it, I'll simply say my understanding. First, the sociality of education: the sociality of education is the basic attribute of education and a unique phenomenon of human beings. It is carried out through the unique language and characters of human society. Since education was separated from productive labor, it has assumed an independent social function and become an activity dedicated to transmitting social life experience and cultivating people, with the ultimate goal of socializing people. Second, the relative independence of education: education is a process of reforming activities. The problem it wants to solve is to transform the accumulated experience of production struggle and social life into the personal spiritual wealth of the educated and form the personality of the educated. Moreover, the development of education, political and economic system and productivity is unbalanced, and the development of education, political and economic system and productivity is not completely synchronized. Third, the relative relationship between education and production: Marx believes that the combination of education and productive labor is very important. He believes that "the combination of education and early productive labor is one of the most powerful means to transform modern society". With the development of human social practice and the improvement of social productivity, the requirements for labor technology and cultural knowledge are getting higher and higher. This will lead to two departments that may not have any intersection in the past, and will be more and more closely linked with the development of productive forces.