422 The 14 th Annual SEAAIR Conference There is a Fantastic Form of Relation between Things: Education in the Fetishism of the Commodities Vincent L. Casil Instructor I, City of Malabon University MA in Philosophy, Candidate, Ateneo de Manila University AB Philosophy, Philippine Christian University ABSTRACT In capitalist world wherein product, interest, and money dominate most of the social transactions, Marx’s concept of commodity fetishism captures the distinctive social relation emerges under capitalism. Commod- ity fetishism is Marx’s general description of the necessary appearance of the capitalist society. is concept shows that the social relation existing between men appears to be a fantastic relationship between things; it is a domination of exchange-relation throughout the society. Given education is an institution that is socially deter- mined, the question emerges: how much of education, precisely its relation (i.e. student-teacher relationship), is transformed and also able to engage and move beyond commodity fetishism? Given such question, this paper shows that although education is not free from the effects and determination of commodity fetishism, it still preserves its humanistic and non-commodified relations. It is preserved by some of its exemplary individual, and of its classroom structure. Education then maintains its distinct capacity to react against the prejudices of the capitalist system. Despite the imposing determination of capitalism, education could still be a fortress of genuine human affairs, and one of the catalysts of change and liberation. Rationale ‘What else than the one it is fitting for a man who does not know to suffer?’ [Socrates said] ‘And surely it is fitting for him to learn from the man who knows. So this is what I think I deserve to suffer’ ‘ at’s because you are an agreeable chap!’ [rasymachus said] ‘But in addition to learning, pay a fine in money too.’ […] ‘He has some’ said Glaucon. ‘Now, for money’s sake, speak rasymachus. We shall all contribute for Socrates.’ Plato’s Republic, 337 d Education is a product of its time, of its historicity. As a social institution, it is determined by various factors operating in a distinct time of society. Economic, religious, social, political, ruling ideas, and physical and cultural environment, all of these factors interact, forming rich background where particular form of education arises. ese