This paper is based on the analysis that contemporary government and society serve to perpetuate the interests of capital at the expense of workers, and serve to reproduce the existing economic system and power relations. At different historical periods and in different states/ polities, it does this in more, or less, hidden ways, with greater, or lesser, use of the repressive/controlling functions of the state. In the current period, education has been increasingly - and increasingly nakedly - subordinated not just to the general requirements of capital, but to the specific demands made of governments by the capitalist class. The relative autonomy of education from the requirements of capital, from the government, and within education at various levels has been blowtorched. In the name of "accountability", the rhetorical and policy accretions of 'professionalism' and of relative autonomy burned away, leaving the skeletal structure of command in its unadorned nakedness. This increasing subordination of education to the requirements of national and international capital runs through school education, through teacher education, and through university education. These have been restructured on an international scale under pressure from international capitalist organizations and compliant governments. This restructuring, to variable degrees in Britain, the USA and Western and Eastern Europe, has two major aspects: 1. The Capitalist Agenda for Education - What Capital wants education to provide - i.e. How Capital wants to make Indirect Profits from education 2. The Capitalist Agenda in Education (Hatcher, 2001, 2002; Hill, 2003, 2004f) - How Capital wants to make Direct Profits from education Policies in the USA bear striking resemblance to the punitive rhetoric and policy of successive governments in Britain- the Thatcher governments (1979-91), the John Major governments (1991-97) and the first New Labour government (1997-2001). New Labour has introduced and amplified policies of closing down 'Failing Schools' (i.e. schools - nearly all of them to date in very poor areas - failing to reach national minimum SATS or exam passes), dismissing teachers, and re-staffing the schools as 'Fresh Start' schools. To date, all but one of the states in the USA have followed the route of developing standards and implemented standardized tests. In both states there is increasing control over school, teacher preparation and university education. We also see the standardization of pedagogy rapidly advancing in England and Wales - with teachers teaching to the test, increasingly using closed instead of open questions, and mimicking the modelled pedagogy provided in the government provided videos about how to teach the National Literacy Strategy. To minimize delegitimation, we see the Suppression and Compression of Critical Space in Education Today- through curriculum control, through the remaking of human personality and through a gamut of ideological and repressive state apparatuses. This is especially so for fundamental critique - how the core processes and phenomena of capitalist society generate contradictions and tensions in everyday life - for individuals, groups, classes, societies and on an international scale. This is a form of Anti-Intellectual Thuggery. The combined forces of Capital and the state in various North American and European states have worked to de-theorize, technicize, and de- intellectualize teacher education, and teaching more generally, in England and Wales and other states. De-intellectualize the school teacher and you de-intellectualize a large part of the citizenry. This anti-intellectual thuggery reflects the ideological and repressive aspects of the education state apparatus in action. Designer dissent is managed. Deep dissent here is damned. How far has this gone in Britain and the USA? How far has it gone in Western and Eastern Europe? What factors impede or facilitate it's progress?