UGC NET Exam  >  UGC NET Questions  >  Who said that The State is nothing more than ... Start Learning for Free
Who said that 'The State is nothing more than a machine' for the oppression of one class by another?
  • a)
    T.H. Green
  • b)
    Plato
  • c)
    Marx
  • d)
    Frederik Engels
Correct answer is option 'D'. Can you explain this answer?
Most Upvoted Answer
Who said that The State is nothing more than a machine for the oppress...
Frederik Engels
Frederik Engels, a philosopher, social scientist, and co-author of The Communist Manifesto with Karl Marx, famously stated that "The State is nothing more than a machine for the oppression of one class by another." This quote encapsulates the Marxist perspective on the nature of the State and its relationship to class struggle.

Marxist Analysis of the State
- According to Marx and Engels, the State is a tool used by the ruling class to maintain its dominance over the exploited class.
- The State, including its institutions such as the government, legal system, and military, serves to uphold the interests of the ruling class and perpetuate the existing social order.
- In capitalist societies, the State functions to protect private property rights, enforce laws that benefit the bourgeoisie, and suppress any challenges to the status quo.

Class Struggle and Oppression
- Marx and Engels believed that history is characterized by class struggle, with the ruling class exploiting the labor of the working class for their own economic gain.
- The State plays a crucial role in perpetuating this exploitation by using its power to suppress dissent and maintain the unequal distribution of wealth and power.

Implications of Engels' Quote
- Engels' statement highlights the Marxist view that the State is not a neutral entity but rather a tool of class oppression.
- This perspective challenges the idea of the State as a benevolent institution that serves the interests of all citizens equally, suggesting instead that it primarily benefits the ruling class.
In conclusion, Frederik Engels' assertion that "The State is nothing more than a machine for the oppression of one class by another" reflects the Marxist critique of the State as a mechanism of inequality and exploitation in capitalist societies.
Free Test
Community Answer
Who said that The State is nothing more than a machine for the oppress...
It is well known that the Americans have been striving for 30 years to shake off this yoke, which has become intolerable, and that in spite of all they can do they continue to stink ever deeper in this swamp of corruption. It is precisely in America that we see best how there takes place this process of the state power making itself independent in relation to society, whose mere instrument it was originally intended to be. Here there exists no dynasty, no nobility, no standing army, beyond the few men keeping watch on the Indians, no bureaucracy with permanent posts or the right to pensions. and nevertheless we find here two great gangs of political speculators, who alternately take possession of the state power and exploit it by the most corrupt means and for the most corrupt ends -- and the nation is powerless against these two great cartels of politicians, who are ostensibly its servants, but in reality exploit and plunder it.
Explore Courses for UGC NET exam

Similar UGC NET Doubts

Direction: Read the passage carefully and choose the best answer to each question out of the four alternatives.It is not good manners to stop a person on the street or in a shop, or in the performance of any duty and to talk to him for ten, fifteen, or twenty minutes just to pass the time of day. We can tell that a person is in a hurry to get somewhere, or he is doing something, and we know enough not to interrupt him for any length of time. Yet some of us think nothing of calling someone on the telephone, interrupting him without a thought about what he may be doing, and chattering away, forgetting about time or anything else. Perhaps we don’t consider our telephone conversation an interruption because we don’t see what we have interrupted. Naturally, we must observe the common courtesies over the telephone. But we must remember that one of the courtesies of telephoning is to be brief.Never ask anybody to guess who you are? The person you are telephoning may not be in a guessing mood. If you know him, you may want to ask after the state of his health and that of his family, but as soon as you possibly can, go get on with your business. He certainly wants to know why you are telephoning him. When you are finished with your business, you might take moment to observe the natural courtesies of conversation, expressing your thanks before ending your call.From the way the telephone is used in your home, you would hardly suspect that this is an instrument on which very important business transactions are conducted. There are times when even you are called upon to be business-like, brief, and effective on the telephone.Q. How can we make the best use of a telephone?

Direction: Read the following passage carefully and answer the questions. The Draft National Education Policy, 2019 (DNEP) implements the India-centric education system, which contributes to the continuous transformation of our nation into a just and vibrant knowledge society, by providing high-quality education to all. The NITI Aayog has focused policy focus specifically on education and outcomes of education from programs. It has promoted competitive federalism among states to improve their educational indicators that are measurable by a battery of tests on students. But any serious work on No One Left Behind (NOLB) can ask for a new and reformist approach. DNEP has provided some hope, but it calls for further examination of rhetoric and reality. DNEP must be read in the context of the current economic and educational climate in order to estimate the path and speed needed to make its vision a reality. On the one hand, we are in another new era of industrial revolution or skilled age. On the other hand, at present, around one million youth enter the workforce in India each month, but most of them are just raw hands without professional technical knowledge or practical business skills. The weak relationship between education and employment poses a potential risk of turning Indias demographic dividend into a demographic disaster. In the education sector, the elusive chaos of the quantity-quality-equity triangle remains unresolved. Although the merits of education are well recognized as an invaluable public, public investment for this has been minimal. It is relevant to explore how DNEP has addressed some key areas for policy interventions in school education, namely access, which can be measured by the education system, the size and flow of students crossing over to equity, which can be seen development-deprived populations, and lack or persistence of quality, which can be understood by teaching-learning processes and developmental outcomes for children that are more easily implied by attainable scores. Q.Our Indian education sector needs: I. To resolve the elusive conundrum of the quantity-quality-equity triangle II. To acknowledge the merit of education as an invaluable public good III. More public investment IV. Policy intervention in school education

Direction: Read the given passage and answer the questions that follow.Early feminist theory had emphasised the commonalities of womens oppression, neglecting profound differences between women in terms of class, age, religion, race and nation. As its exclusionary nature became evident, the collective we of feminism was called into question. The inadequacies of feminist theorising that conflated the condition of white, middle class women with the condition of all women were highlighted in North America by black and Latin feminists, and in Britain by black and Asian feminists. Such critiques evoked the concepts of interlocking identities and interlocking oppressions. Related and more radical analyses came from feminist scholars in the Third world, where quite different agendas were called for. These critiques heightened the irrelevance of western feminisms analytical frameworks to the lives of most women around the world and attempted to reposition feminist debate within broader social, economic and cultural contexts of analysis advocated by scholars such as Janus. Such critiques spoke from a postcolonial position, in which the selfassumed authority of western feminists to speak about or indeed for others was disputed and decentered. Influential accounts of the tendencies of masculinist imperialist ideological formation to construct a monolithic Third world woman, discursively constituted as the universal victim of Third world patriarchy, challenged feminists to "unlearn" their privilege and to deconstruct their own authority as intellectuals. These positions appeared to question the legitimacy of outside intervention of any kind, whether intellectual or political. Although subsequently attempted by the Third world scholars anxious to move beyond standpoints that threatened to mark all feminist politics as either inauthentic or unnecessary, they were enduringly influential in highlighting the questions identity and authority in feminist studies.Q. The early feminist theory ignored among women, the issue of

Direction: Read the given passage and answer the questions that follow.Early feminist theory had emphasised the commonalities of womens oppression, neglecting profound differences between women in terms of class, age, religion, race and nation. As its exclusionary nature became evident, the collective we of feminism was called into question. The inadequacies of feminist theorising that conflated the condition of white, middle class women with the condition of all women were highlighted in North America by black and Latin feminists, and in Britain by black and Asian feminists. Such critiques evoked the concepts of interlocking identities and interlocking oppressions. Related and more radical analyses came from feminist scholars in the Third world, where quite different agendas were called for. These critiques heightened the irrelevance of western feminisms analytical frameworks to the lives of most women around the world and attempted to reposition feminist debate within broader social, economic and cultural contexts of analysis advocated by scholars such as Janus. Such critiques spoke from a postcolonial position, in which the selfassumed authority of western feminists to speak about or indeed for others was disputed and decentered. Influential accounts of the tendencies of masculinist imperialist ideological formation to construct a monolithic Third world woman, discursively constituted as the universal victim of Third world patriarchy, challenged feminists to "unlearn" their privilege and to deconstruct their own authority as intellectuals. These positions appeared to question the legitimacy of outside intervention of any kind, whether intellectual or political. Although subsequently attempted by the Third world scholars anxious to move beyond standpoints that threatened to mark all feminist politics as either inauthentic or unnecessary, they were enduringly influential in highlighting the questions identity and authority in feminist studies.Q.The analytical frameworks of western feminists were critiqued by Third world scholars as

Direction: Read the given passage and answer the questions that follow.Early feminist theory had emphasised the commonalities of womens oppression, neglecting profound differences between women in terms of class, age, religion, race and nation. As its exclusionary nature became evident, the collective we of feminism was called into question. The inadequacies of feminist theorising that conflated the condition of white, middle class women with the condition of all women were highlighted in North America by black and Latin feminists, and in Britain by black and Asian feminists. Such critiques evoked the concepts of interlocking identities and interlocking oppressions. Related and more radical analyses came from feminist scholars in the Third world, where quite different agendas were called for. These critiques heightened the irrelevance of western feminisms analytical frameworks to the lives of most women around the world and attempted to reposition feminist debate within broader social, economic and cultural contexts of analysis advocated by scholars such as Janus. Such critiques spoke from a postcolonial position, in which the selfassumed authority of western feminists to speak about or indeed for others was disputed and decentered. Influential accounts of the tendencies of masculinist imperialist ideological formation to construct a monolithic Third world woman, discursively constituted as the universal victim of Third world patriarchy, challenged feminists to "unlearn" their privilege and to deconstruct their own authority as intellectuals. These positions appeared to question the legitimacy of outside intervention of any kind, whether intellectual or political. Although subsequently attempted by the Third world scholars anxious to move beyond standpoints that threatened to mark all feminist politics as either inauthentic or unnecessary, they were enduringly influential in highlighting the questions identity and authority in feminist studies.Q.The passage speaks of

Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer?
Question Description
Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? for UGC NET 2024 is part of UGC NET preparation. The Question and answers have been prepared according to the UGC NET exam syllabus. Information about Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? covers all topics & solutions for UGC NET 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer?.
Solutions for Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? in English & in Hindi are available as part of our courses for UGC NET. Download more important topics, notes, lectures and mock test series for UGC NET Exam by signing up for free.
Here you can find the meaning of Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer?, a detailed solution for Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? has been provided alongside types of Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Who said that The State is nothing more than a machine for the oppression of one class by another?a)T.H. Greenb)Platoc)Marxd)Frederik EngelsCorrect answer is option 'D'. Can you explain this answer? tests, examples and also practice UGC NET tests.
Explore Courses for UGC NET exam

Top Courses for UGC NET

Explore Courses
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev