As Marx said, every child knows that a social formation which did not reproduce the conditions of production at the same time as it produced would not last a year. The ultimate condition of production is therefore the reproduction of the conditions of production. This may be ‘simple’ (reproducing exactly the previous conditions of production) or ‘on an extended scale’ (expanding them). Let us ignore this last distinction for the moment.
What, then, is the reproduction of the conditions of production?
What do children learn at school? They go varying distances in their studies, but at any rate they learn to read, to write and to add – i.e. a number of techniques, and a number of other things as well, including elements (which may be rudimentary or on the contrary thoroughgoing) of ‘scientific’ or ‘literary culture’, which are directly useful in the different jobs in production (one instruction for manual workers, another for technicians, a third for engineers, a final one for higher management, etc.). Thus they learn know-how.
But besides these techniques and knowledges, and in learning them, children at school also learn the ‘rules’ of good behaviour, i.e. the attitude that should be observed by every agent in the division of labour, according to the job he is ‘destined’ for: rules of morality, civic and professional conscience, which actually means rules of respect for the socio-technical division of labour and ultimately the rules of the order established by class domination. They also learn to ‘speak proper French’, to ‘handle’ the workers correctly, i.e. actually (for the future capitalists and their servants) to ‘order them about’ properly, i.e. (ideally) to ‘speak to them’ in the right way, etc.
To put this more scientifically, I shall say that the reproduction of labour power requires not only a reproduction of its skills, but also, at the same time, a reproduction of its submission to the rules of the established order, i.e. a reproduction of submission to the ruling ideology for the workers, and a reproduction of the ability to manipulate the ruling ideology correctly for the agents of exploitation and repression, so that they, too, will provide for the domination of the ruling class ‘in words’.
In other words, the school (but also other State institutions like the Church, or other apparatuses like the Army) teaches ‘know-how’, but in forms which ensure subjection to the ruling ideology or the mastery of its ‘practice’. All the agents of production, exploitation and repression, not to speak of the ‘professionals of ideology’ (Marx), must in one way or another be ‘steeped’ in this ideology in order to perform their tasks ‘conscientiously’ – the tasks of the exploited (the proletarians), of the exploiters (the capitalists), of the exploiters’ auxiliaries (the managers), or of the high priests of the ruling ideology (its ‘functionaries’), etc.
The reproduction of labour power thus reveals as its sine qua non not only the reproduction of its ‘skills’ but also the reproduction of its subjection to the ruling ideology or of the ‘practice’ of that ideology, with the proviso that it is not enough to say ‘not only but also’, for it is clear that it is in the forms and under the forms of ideological subjection that provision is made for the reproduction of the skills of labour power.
What are the Ideological State Apparatuses (ISAs)?
They must not be confused with the (repressive) State apparatus. Remember that in Marxist theory, the State Apparatus (SA) contains: the Government, the Administration, the Army, the Police, the Courts, the Prisons, etc., which constitute what I shall in future call the Repressive State Apparatus. Repressive suggests that the State Apparatus in question ‘functions by violence’ – at least ultimately (since repression, e.g. administrative repression, may take non-physical forms).
I shall call Ideological State Apparatuses a certain number of realities which present themselves to the immediate observer in the form of distinct and specialized institutions. I propose an empirical list of these which will obviously have to be examined in detail, tested, corrected and re-organized. With all the reservations implied by this requirement, we can for the moment regard the following institutions as Ideological State Apparatuses (the order in which I have listed them has no particular significance):
- the religious ISA (the system of the different churches),
- the educational ISA (the system of the different public and private ‘schools’),
- the family ISA,
- the legal ISA,
- the political ISA (the political system, including the different parties),
- the trade-union ISA,
- the communications ISA (press, radio and television, etc.),
- the cultural ISA (literature, the arts, sports, etc.).