Summary
Contents
Subject index
This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 18: Indoctrination
Indoctrination
Introduction
The term ‘indoctrination’ has, generally speaking, strong pejorative associations in current educational discourse. It is often contrasted with educational ideals like autonomy, open-mindedness and critical thinking, and is considered either morally objectionable or a necessary evil that ought to be restricted to highly specific contexts. Indoctrination is usually positioned as the antithesis of the sort of educational practices considered appropriate for a modern, liberal, democratic society.51 A wide range of subjects and practices have been tarred with the brush of indoctrination. In most cases, the term is used in a rather non-specific way, indicating some sense of inappropriate influence. For example, many journalists use the term in a very emotive way, referring to the blatant processes of persuasion associated with totalitarian regimes, or the ...
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