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.  23
    Indoctrination.David Lewin - 2022 - Journal of Philosophy of Education 56 (4):612-626.
    The indoctrination debates have been a key feature of the philosophy of education over the past 50 years. While it is generally acknowledged that the pejorative associations of indoctrination only emerged over the last 100 years, those normative associations are widely taken to be an essential part of the concept itself as are the positive connotations of education. I explore some of the problems of assuming that the term must refer to something negative and the essentialism that this (...)
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  3. Indoctrination, Moral Instruction and Non-Rational Beliefs.Michael 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.Eamonn Callan & Dylan Arena - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  5. 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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  6. 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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  7. 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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  8. 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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  9.  5
    Indoctrination, autonomy, and authenticity.Glen Pettigrove - 2010 - In Peter Caws & Stefani Jones (eds.), Religious Upbringing and the Costs of Freedom: Personal and Philosophical Essays. University Park, Pa.: Pennsylvania State University Press. pp. 134-152.
    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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  10.  8
    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. 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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  11.  80
    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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  12.  36
    Indoctrination” as Propaganda.Chris Ranalli - 2022 - The Philosophers' Magazine 98:54-59.
  13.  49
    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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  14.  47
    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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  15. Indoctrination and parental rights.Eamonn Callan - 1985 - Philosophy of Education 41:97-106.
  16. Liberal indoctrination and the problem of community.Charles W. 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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  17. Indoctrination versus relativity in value education.Lawrence Kohlberg - 1971 - Zygon 6 (4):285-310.
  18.  10
    Educational Institutions and Indoctrination.Christopher Martin - 2023 - Educational Theory 73 (2):204-222.
    The concept of indoctrination is typically used to characterize the actions of individual educators. However, it has become increasingly common for citizens to raise concerns about the indoctrinatory effects of institutions such as schools and universities. Are such worries fundamentally misconceived, or might some state of affairs obtain under which it can be rightly said that an educational institution is engaged in indoctrination? In this paper Christopher Martin outlines what the concept of institutional indoctrination could mean. He (...)
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  19.  17
    Indoctrination. Reply to I. M. M. Gregory and R. G. Woods.J. P. White - 1970 - Journal of Philosophy of Education 4 (1):107–120.
    J P White; Indoctrination, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 107–120, https://doi.org/10.1111/j.1467-9752.1970.tb00429.x.
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  20.  74
    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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  21.  25
    Indoctrination: A contextualist approach.Alven M. Neiman - 1989 - Educational Philosophy and Theory 21 (1):53–61.
  22.  32
    Indoctrination.I. M. M. Gregory & R. G. Woods - 1970 - Journal of Philosophy of Education 4 (1):77–105.
    I M M Gregory, R G Woods; Indoctrination, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 77–105, https://doi.org/10.1111/j.1467-9752.
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  23.  78
    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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  24.  17
    Indoctrination and Doctrines.Elmer J. Thiessen - 1982 - Journal of Philosophy of Education 16 (1):3-17.
    Elmer J Thiessen; Indoctrination and Doctrines, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 3–17, https://doi.org/10.1111/j.1467-.
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  25.  28
    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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  26.  40
    Indoctrination and doctrines.Elmer J. Thiessen - 1982 - Journal of Philosophy of Education 16 (1):3–17.
    Elmer J Thiessen; Indoctrination and Doctrines, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 3–17, https://doi.org/10.1111/j.1467-.
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  27.  31
    Closed-minded Belief and Indoctrination.Chris 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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  28.  22
    Indoctrination and Education.R. R. Straughan & I. A. Snook - 1973 - British Journal of Educational Studies 21 (2):231.
  29.  39
    Indoctrination as a normative conception.Willis Moore - 1966 - Studies in Philosophy and Education 4 (4):396-403.
  30.  28
    Indoctrination, intellectual virtues and rational emotions.Ben Spiecker - 1987 - Journal of Philosophy of Education 21 (2):261–266.
    Ben Spiecker; Indoctrination, Intellectual Virtues and Rational Emotions, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 261–266, ht.
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  31.  9
    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. University Park, Pa.: Pennsylvania State University Press. pp. 27-49.
  32.  6
    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. University Park, Pa.: Pennsylvania State University Press. pp. 11-26.
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  33.  1
    Indoctrination Reloaded: Authenticity and Moral Authority in Teaching.Daniel Vokey - 2004 - Philosophy of Education 60:101-104.
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    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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  35.  23
    The schools and indoctrination.Rodger Beehler - 1985 - Journal of Philosophy of Education 19 (2):261–272.
    Rodger Beehler; The Schools and Indoctrination, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 261–272, https://doi.org/10.1111/j.14.
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  36.  11
    The Schools and Indoctrination.Rodger Beehler - 1985 - Journal of Philosophy of Education 19 (2):261-272.
    Rodger Beehler; The Schools and Indoctrination, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 261–272, https://doi.org/10.1111/j.14.
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  37.  13
    Indoctrination and education.Ian Gregory - 1973 - Philosophical Books 14 (2):25-28.
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  38.  40
    Indoctrination and the indoctrinated society.I. A. Snook - 1973 - Studies in Philosophy and Education 8 (1):52-61.
  39.  2
    Indoctrination Reconceived: Religious Knowledge and Liberal Education.Suzanne Rosenblith - 2007 - Philosophy of Education 63:256-259.
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  40.  5
    Indoctrination Revisited: In Search of a New Source of Teachers’ Moral Authority.Duck-Joo Kwak - 2004 - Philosophy of Education 60:92-100.
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  41. The paradox of indoctrination: A solution.James W. Garrison - 1986 - Synthese 68 (2):261 - 273.
  42. 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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  43. 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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  44. 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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  45. 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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  46. Spinoza on the teaching of doctrines : towards a positive account of indoctrination.Johan Dahlbeck - 2021 - Theory and Research in Education 19 (1):78-99.
    The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an (...)
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  47.  30
    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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  48.  27
    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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  49. Unnatural Religion: Indoctrination and Philo's Reversal in Hume's Dialogues Concerning Natural Religion.Rich Foley - 2006 - Hume Studies 32 (1):83-112.
    Many interpretations of Hume's Dialogues Concerning Natural Religion have labored under the assumption that one of the characters represents Hume's view on the Design Argument, and Philo is often selected for this role. I reject this opinion by showing that Philo is inconsistent. He offers a decisive refutation of the Design Argument, yet later endorses this very argument. I then dismiss two prominent ways of handling Philo's reversal: first, I show that Philo is not ironic either in his skepticism or (...)
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  50.  66
    Unnatural Religion: Indoctrination and Philo's Reversal in Hume's Dialogues Concerning Natural Religion.Rich Foley - 2006 - Hume Studies 32 (1):83-112.
    Many interpretations of Hume's Dialogues Concerning Natural Religion have labored under the assumption that one of the characters represents Hume's view on the Design Argument, and Philo is often selected for this role. I reject this opinion by showing that Philo is inconsistent. He offers a decisive refutation of the Design Argument, yet later endorses this very argument. I then dismiss two prominent ways of handling Philo's reversal: first, I show that Philo is not ironic either in his skepticism or (...)
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