Results for 'indoctrination'

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  1. Indoctrination Anxiety and the Etiology of Belief.Joshua DiPaolo & Robert Mark Simpson - 2016 - Synthese 193 (10):3079-3098.
    People sometimes try to call others’ beliefs into question by pointing out the contingent causal origins of those beliefs. The significance of such ‘Etiological Challenges’ is a topic that has started attracting attention in epistemology. Current work on this topic aims to show that Etiological Challenges are, at most, only indirectly epistemically significant, insofar as they bring other generic epistemic considerations to the agent’s attention. Against this approach, we argue that Etiological Challenges are epistemically significant in a more direct and (...)
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  2. Indoctrination, Coercion and Freedom of Will.Gideon Yaffe - 2003 - Philosophy and Phenomenological Research 67 (2):335–356.
    Manipulation by another person often undermines freedom. To explain this, a distinction is drawn between two forms of manipulation: indoctrination is defined as causing another person to respond to reasons in a pattern that serves the manipulator’s ends; coercion as supplying another person with reasons that, given the pattern in which he responds to reasons, lead him to act in ways that serve the manipulator’s ends. It is argued that both forms of manipulation undermine freedom because manipulators track the (...)
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  3. Indoctrination, Moral Instruction, and Nonrational Beliefs.Michael S. Merry - 2005 - Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...)
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  4. Indoctrination and Education.Ivan Snook - 1972 - Boston: Routledge and Kegan Paul.
    Introduction 'Indoctrination' belongs to a family of concepts which includes ' teaching', 'education', 'instruction', and 'learning'. ...
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  5.  2
    Indoctrination.David Lewin - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  6.  46
    Indoctrination and Social Context: A System‐Based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators.Rebecca M. Taylor - 2017 - Journal of Philosophy of Education 51 (1):38-58.
    Debates about indoctrination raise fundamental questions about the ethics of teaching. This paper presents a philosophical analysis of indoctrination, including 1) an account of what indoctrination is and why it is harmful, and 2) a framework for understanding the responsibilities of teachers and other educational actors to avoid its negative outcomes. I respond to prominent outcomes-based accounts of indoctrination, which I argue share two limiting features—a narrow focus on the threat indoctrination poses to knowledge and (...)
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  7.  99
    Indoctrination.J. P. White - 1970 - Journal of Philosophy of Education 4 (1):107-120.
    A reply to Gregory and Woods on the nature of indoctrination, critiquing their view that content is the all-important consideration. The paper also makes a case for institutional indoctrination as well as that for which individuals are responsible.
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  8. Indoctrination.Eamonn Callan & Dylan Arena - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  9.  44
    Indoctrination and Systems: A Reply to Rebecca Taylor.John White - 2017 - Journal of Philosophy of Education 51 (4):760-768.
    This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators at all.
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  10.  38
    Indoctrination and Social Context: A System‐Based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators.Rebecca M. Taylor - 2016 - Journal of Philosophy of Education 50 (4).
    Debates about indoctrination raise fundamental questions about the ethics of teaching. This paper presents a philosophical analysis of indoctrination, including 1) an account of what indoctrination is and why it is harmful, and 2) a framework for understanding the responsibilities of teachers and other educational actors to avoid its negative outcomes. I respond to prominent outcomes-based accounts of indoctrination, which I argue share two limiting features—a narrow focus on the threat indoctrination poses to knowledge and (...)
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  11. Indoctrination, Islamic Schools and the Broader Scope of Harm.Michael Merry - 2018 - Theory and Research in Education 16 (2):162-178.
    Many philosophers argue that religious schools are guilty of indoctrinatory harm. I think they are right to be worried about that. But in this article, I will postulate that there are other harms for many individuals that are more severe outside the religious school. Accordingly the full scope of harm should be taken into account when evaluating the harm that some religious schools may do. Once we do that, I suggest, justice may require that we choose the lesser harm. To (...)
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  12. Indoctrination, Autonomy, and Authenticity.Glen Pettigrove - 2010 - In Peter Caws & Stefani Jones (eds.), Religious Upbringing and the Costs of Freedom: Personal and Philosophical Essays. Pennsylvania State University Press.
    The paper offers a qualified defense of religious indoctrination, pursuing three primary lines of argument. First, it contends that it can be virtuous to indoctrinate, even if the doctrines one instils are wrong. Second, it argues that religious indoctrination per se does not undercut a person’s autonomy. Finally, it defends the claim that, as a general practice, religious indoctrination does not make the world worse off than it would otherwise be, even if believing in a particular doctrine (...)
     
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  13. Indoctrination Versus Relativity in Value Education.Lawrence Kohlberg - 1971 - Zygon 6 (4):285-310.
  14. Liberal Indoctrination and the Problem of Community.Charles Harvey - 1997 - Synthese 111 (1):15-30.
    Responding to claims to the contrary, this essay shows how liberal education, the education of critical exposure, indoctrinates students into a style of belief and belief formation. It argues that a common liberal view about what constitutes freedom from indoctrination is precisely the form of indoctrination feared by many conservative communitarians. While I support the style and procedures of liberal education, I argue that we cannot excise all indoctrinating components from it by semantic, logical or epistemic analyses of (...)
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  15. Indoctrination: Reply to I. M. M. Gregory and R. G. Woods.J. P. White - 1970 - Journal of Philosophy of Education 4:107.
    A reply to Gregory and Woods on the nature of indoctrination. It rejects their analysis in terms of content and introduces the notion of institutional indoctrination, embedded in the ethos of schools and other places.
     
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  16.  43
    Indoctrination and the Space of Reasons.Chris Hanks - 2008 - Educational Theory 58 (2):193-212.
    The “paradox of indoctrination” has proven to be a persistent problem in discussions of the cultivation of autonomy through education. In short, if indoctrination means instilling beliefs without reasons, and if children lack the rational capacity to evaluate reasons, how can that capacity be cultivated without indoctrination? Some educational theorists have relied on a transcendental justification of rational autonomy that avoids indoctrination, while others have accepted that some indoctrination is inevitable, focusing instead on defending acceptable (...)
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  17.  34
    Closed-Minded Belief and Indoctrination.Christopher Ranalli - 2022 - American Philosophical Quarterly 59 (1):61-80.
    What is indoctrination? This paper clarifies and defends a structural epistemic account of indoctrination according to which indoctrination is the inculcation of closed-minded belief caused by “epistemically insulating content.” This is content which contains a proviso that serious critical consideration of the relevant alternatives to one's belief is reprehensible, whether morally or epistemically. As such, it does not demand that indoctrination be a type of unethical instruction, ideological instruction, unveridical instruction, or instruction which bypasses the agent's (...)
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  18. Indoctrination and Parental Rights.Eamonn Callan - 1985 - Philosophy of Education 41:97-106.
  19.  13
    Indoctrination and Science Education.Darrell Patrick Rowbottom - 2016 - Encyclopedia of Educational Philosophy and Theory.
    Can students be trained to be excellent scientists purely, or failing that mainly, by means of indoctrination? And if not, what role, if any, should indoctrination play in science education? These are the main questions discussed in this entry. They are epistemic and pragmatic, rather than moral, in character.
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  20.  13
    Indoctrination: A Contextualist Approach.Alven M. Neiman - 1989 - Educational Philosophy and Theory 21 (1):53–61.
  21.  13
    Indoctrination and Education.R. R. Straughan & I. A. Snook - 1973 - British Journal of Educational Studies 21 (2):231.
  22.  33
    Indoctrination as a Normative Conception.Willis Moore - 1966 - Studies in Philosophy and Education 4 (4):396-403.
  23. Exemplarism in Moral Education: Problems with Applicability and Indoctrination.Michel Croce - 2019 - Journal of Moral Education 48 (3):291-302.
    This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to (...)
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  24. Concepts of Indoctrination: Philosophical Essays.Ivan Snook - 1972 - Boston: Routledge and Kegan Paul.
    Gatchel, R. H. The evolution of the concept.--Wilson, J. Indoctrination and rationality.--Green, T. F. Indoctrination and beliefs.--Kilpatrick, W. H. Indoctrination and respect for persons.--Atkinson, R. F. Indoctrination and moral education.--Flew, A. Indoctrination and doctrines.--Moore, W. Indoctrination and democratic method.--Wilson, J. Indoctrination and freedom.--Flew, A. Indoctrination and religion.-- White, J. P. Indoctrination and intentions.--Crittenden, B. S. Indoctrination as mis-education.--Snook, I. A. Indoctrination and moral responsibility.--Gregory, I. M. M. and Woods, R. (...)
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  25. Freedom and Indoctrination.Michael Garnett - 2015 - Proceedings of the Aristotelian Society 115 (2pt2):93-108.
    It has been alleged that compatibilists are committed to the view that agents act freely and responsibly even when subject to certain forms of radical manipulation. In this paper I identify and elucidate a form of compatibilist freedom, social autonomy, that is essential to understanding what is wrong with ordinary indoctrination and argue that it also holds the key to understanding what goes wrong in more fanciful manipulation cases.
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  26.  68
    Education, Indoctrination and a Re-Focussing of the Liberal Agenda.Brenda Watson - 2008 - Think 6 (16):77.
    Brenda Watson asks where moral and religious indoctrination ends and education begins, and tackles the arguments of some liberals.
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  27. Indirect Indoctrination, Internalized Religion, and Parental Responsibility.Christine Overall - 2010 - In Peter Caws & Stefani Jones (eds.), Religious Upbringing and the Costs of Freedom: Personal and Philosophical Essays. Pennsylvania State University Press.
     
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  28.  37
    Indoctrination and the Indoctrinated Society.I. A. Snook - 1973 - Studies in Philosophy and Education 8 (1):52-61.
  29.  10
    Indoctrination. Reply to I. M. M. Gregory and R. G. Woods.J. P. White - 1970 - Journal of Philosophy of Education 4 (1):107–120.
  30.  23
    Indoctrination.I. M. M. Gregory & R. G. Woods - 1970 - Journal of Philosophy of Education 4 (1):77–105.
  31.  23
    Coercion, Stability, and Indoctrination in the Pejorative Sense.William A. Edmundson - manuscript
    John Rawls argued in A Theory of Justice that “justice as fairness…is likely to have greater stability than the traditional alternatives since it is more in line with the principles of moral psychology”. In support, he presented a psychology of moral development that was informed by a comprehensive liberalism. In Political Liberalism, Rawls confessed that the argument was “unrealistic and must be recast”. Rawls, however, never provided a psychology of moral development informed by a specifically political liberalism, leaving it at (...)
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  32.  9
    Indoctrination and Doctrines.Elmer J. Thiessen - 1982 - Journal of Philosophy of Education 16 (1):3-17.
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  33.  96
    The Paradox of Indoctrination: A Solution.James W. Garrison - 1986 - Synthese 68 (2):261 - 273.
  34.  34
    Indoctrination and Doctrines.Elmer J. Thiessen - 1982 - Journal of Philosophy of Education 16 (1):3–17.
  35.  21
    Indoctrination and Moral Reasoning: A Comparison Between Dutch and East German Students.Langha De Mey & Hans-J. Schulze - 1996 - Journal of Moral Education 25 (3):309-323.
    Abstract This contribution presents the results of an empirical study aiming to test Kohlberg's complexity hypothesis. It is assumed that in complex socio?political surroundings, individuals are stimulated into higher stages of moral judgements than in a less complicated environment. In order to test the hypothesis we compared the stages of moral judgements of Dutch and former German Democratic Republic (GDR) students belonging to two types of schools. The Dutch (Amsterdam) group was split into VWO (pre?university) students and MAVO (low general (...)
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  36.  8
    Indoctrination and Education.Ian Gregory - 1973 - Philosophical Books 14 (2):25-28.
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  37.  6
    Indoctrination.I. M. M. Gregory - 1970 - Journal of Philosophy of Education 4 (1):77.
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  38. Religious Indoctrination and the Wish for the Irrevocable : Reflections on a Muslim Upbringing.Irfan Khawaja - 2010 - In Peter Caws & Stefani Jones (eds.), Religious Upbringing and the Costs of Freedom: Personal and Philosophical Essays. Pennsylvania State University Press.
     
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  39.  42
    What is Indoctrination?Antony Flew - 1966 - Studies in Philosophy and Education 4 (3):281-306.
  40.  46
    Initiation, Not Indoctrination: Confronting the Grotesque in Cultural Education.Tim Mcdonough - 2011 - Educational Philosophy and Theory 43 (7):706-723.
    The goal of this article is to differentiate initiation from indoctrination, and to return a positive significance to the notion of initiation, as a pedagogy that contributes not only to the perpetuation of a particular form of life or community, but that provides the next generation with means to advance that knowledge beyond its existing boundaries. When we conflate the terms ‘initiation’ and ‘indoctrination’ or only mark a minor difference between the two, we lose meaning. The explanatory and (...)
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  41.  2
    Professing Feminism: Education and Indoctrination in Women's Studies.Daphne Patai & Noretta Koertge - 2003 - Lexington Books.
    In this new and expanded edition of their controversial 1994 book, the authors update their analysis of what's gone wrong with Women's Studies programs. Their three new chapters provide a devastating and detailed examination of the routine practices found in feminst teaching and research.
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  42.  63
    On Certainty and Indoctrination.C. J. B. Macmillan - 1983 - Synthese 56 (3):363 - 372.
  43.  19
    Coercion, Stability, and Indoctrination in the Pejorative Sense.William A. Edmundson - 2016 - Jurisprudence 7 (3):540-556.
    John Rawls argued in A Theory of Justice that ‘justice as fairness … is likely to have greater stability than the traditional alternatives since it is more in line with the principles of moral psychology'. In support, he presented a psychology of moral development that was informed by a comprehensive liberalism. In Political Liberalism, Rawls confessed that the argument was 'unrealistic and must be recast'. Rawls, however, never provided a psychology of moral development informed by a specifically political liberalism, leaving (...)
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  44.  4
    Indoctrination and Intent.Leslie Smith - 1974 - Journal of Moral Education 3 (3):229-233.
  45.  31
    Teaching for Commitment: Indoctrination and Christian Nurture.E. J. Thiessen - 1994 - British Journal of Educational Studies 42 (3):322-322.
    This article defends Christian education and nurture against the charge of indoctrination.
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  46.  1
    Educated or Indoctrinated? Remarks on the Influence of Economic Teaching on Students’ Attitudes Based on Evidence From the Public Good Game Experiment.Jarosław Neneman & Joanna Dzionek-Kozłowska - 2021 - Studies in Logic, Grammar and Rhetoric 66 (4):353-371.
    Economic education is frequently blamed for negatively affecting students’ values and attitudes. Economists are reported as less cooperative, more self-interested, and more prone to free-riding. However, empirical evidence is inconclusive – certain studies support while others gainsay the so-called indoctrination hypothesis. We contribute to the discussion by running a Public Good Game quasi-experiment. Working with economics and non-economics graduates, we compared contributions to the common fund by representatives of both subsamples. Students’ contributions were then juxtaposed against the scores they (...)
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  47.  13
    Autonomy and Indoctrination: Why We Need an Emotional Condition for Autonomous Reasoning and Reflective Endorsement.Mirja Pérez de Calleja - 2019 - Social Philosophy and Policy 36 (1):192-210.
    :I argue that none of the main accounts of autonomy in the literature can explain the fact that people who undergo a certain subtle but powerful kind of indoctrination are not autonomous or self-governing in reflectively acquiring and endorsing the views, values, goals, and practical commitments that they are successfully indoctrinated to adopt. I suggest that, assuming there are historical conditions on autonomous reasoning and reflective endorsement, there is a condition that specifically concerns emotions: the person’s emotional state and (...)
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  48. The Concept of Indoctrination.T. Puolimatka - 1996 - Philosophia Reformata 61 (2):109-134.
    Although the word “indoctrination” in the English language originally had a neutral meaning almost equivalent to educative teaching, it gradually assumed the connotations of coercive teaching and became disassociated from the emerging concepts of democratic education. During this century it finally acquired a derogatory connotation similar to propaganda and brainwashing and came to be regarded as the antithesis of education for life in a democracy. McClellan regards indoctrination as a counterfeit of teaching in two crucial senses: While the (...)
     
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  49. The Paradox of Indoctrination: A Hermeneutical Solution.James W. Garrison - 1990 - Philosophy of Education 46:396-402.
     
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  50.  18
    Teaching Children to Ignore Alternatives is—Sometimes—Necessary: Indoctrination as a Dispensable Term.José Ariso - 2019 - Studies in Philosophy and Education 38 (4):397-410.
    Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties—in Wittgenstein’s sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term ‘indoctrination’ so as to avoid focusing on the (...)
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