Marxist

1. Marxists believe that education works according to the interests of the elites and the ruling class. This consequently means that the children of both the elites and the ruling class go to good schools, where they get better education which translates to better jobs. On the other hand, the children of the working class tend to go to ordinary schools, where they get ordinary education hence getting ordinary jobs which makes them to end up being of the working class (Proctor, 2012).    

In following this theoretical approach, the levels of education will drastically drop. This is because the working class will not take their children to school, since it will be to their own disadvantage. In addition, the rich will continue ruling over the poor, hence the elite will remain elite while the working class will remain in their positions (Pallotti, 2011).  

2. According to my point of view, I think human nature can be changed as a result of education. Makarenko suggest that parents should work hard in ensuring love is improved in the family. In as much as money might be a problem, parents should strive to improve love in the family, and not through any material gains.
3. The main role of a teacher is to instil knowledge into the students. Teachers are therefore supposed to work hand in hand with students, thus ensuring they understand whatever is being taught (Pallotti, 2011). Teacher should stress on logic and language, thus enabling the students to get an understanding of what is being taught. Through getting the logic, students will be able to broaden their minds, hence easily understanding whatever is being taught. On the other hand, understanding the language allows the students to develop an inner understanding of what is being taught (Proctor, 2012).
4. Linguistic analysis differs from other philosophies when it comes to education, since linguistic analysis provides a critical analysis on how the language used in education. In this analysis, linguistic approach focuses on how the use of languages may either affect or improve the understanding to education. This consequently makes it differ from other approaches which only focus on how education affects different societal classes.
5. The postmodern critical theory and Marxist critical theory are related in the sense that both of them criticize the mode and impact of education. According to postmodern critical theory, education leads to the rise of modern social classes, whereby the educated tend to be of a higher class as compared to the less educated (Pallotti, 2011). Whereas in Marxist critical theory, education tends to only benefit the elite and the ruling class, whereby they tend to benefit fully from it. In other words, according to the two theories, education leads to the division of people through classes. On the other hand, the two theories also differ in the sense that Marxist theory stipulates that education only benefits the ruling and the elite, while postmodern theory opposes this as it says, education benefits all, but it leads to the rise of social classes in the society (Proctor, 2012).
6. The concepts of power and empowerment are very significant in the postmodern education, curriculum and teaching strategies, in the sense that they provide a clear mode of teaching. Power allows students the control to do and create things out of imagination, whereas empowerment allows teachers to advice and teach the students on how to develop an inner understanding of creating rather than learning what they are only taught (Pallotti, 2011).    

Reference

Proctor, B. A. (2012). A definition and critique of postmodernism: Its traits in the emerging church and relevance to Romans 1:18-32. Chicago, Ill: Xulon Press.

Pallotti, G., Wagner, J., & National Foreign Language Resource Center (University of Hawaii at Manoa). (2011). L2 learning as social practice: Conversation-analytic perspectives. Honolulu, Hawaii: National Foreign Language Resource Center, University of Hawaii at Mānoa.