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- W1583823671 abstract "INTRODUCTION Contemporary educators who reflect responsibly on the moral implications of their professional activities as teachers continue to struggle with a perennial and fundamental problem: When does my teaching cross the line and become indoctrination? Similarly, students ask, when am I being taught and when am I being indoctrinated? In response, philosophers of education ask, how can we distinguish between educating and indoctrinating? These questions are not new. For the better part of the twentieth century, debates about the problem of indoctrination constituted a perennial preoccupation among philosophers of education. We should not be surprised that discussion of the concept has generated its own substantial body of literature, since attempts to unpack the term invariably home in on two fundamental educational concepts: epistemology and pedagogy." @default.
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- W1583823671 date "2007-01-01" @default.
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- W1583823671 title "The Great Indoctrination Re-construction Project: The Discourse on Indoctrination as a Legacy of Liberalism" @default.
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- W1583823671 doi "https://doi.org/10.47925/2007.247" @default.
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