- Introduction: Philosophy of Education and Philosophy
- The Epistemic Aims of Education
- Moral and Political Aims of Education
- Tagore, Dewey, and the Imminent Demise of Liberal Education
- Thinking, Reasoning, and Education
- Why Fallibility Has Not Mattered and How It Could
- Educating for Authenticity: The Paradox of Moral Education Revisited
- The Development of Rationality
- Philosophy and Developmental Psychology: Outgrowing the Deficit Conception of Childhood
- Socratic Teaching and Socratic Method
- Educating the Practical Imagination: A Prolegomena
- Caring, Empathy, and Moral Education
- Kantian Moral Maturity and the Cultivation of Character
- The Persistence of Moral Skepticism and the Limits of Moral Education
- Values Education
- Curriculum and the Value of Knowledge
- Education, Democracy, and Capitalism
- Art and Education
- Science Education, Religious Toleration, and Liberal Neutrality toward the Good
- Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
- Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field
- Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
- Mapping Multicultural Education
- Educational Authority and the Interests of Children
- Pragmatist Philosophy of Education
- Feminist Philosophy and Education
- Postmodernism and Education
Abstract and Keywords
This article examines the concept of indoctrination in the context of education. It explains that a pejorative meaning is now firmly attached to the word indoctrination and argues that the basis of the moral condemnation that accusations of indoctrination have come to convey is unclear in the absence of philosophical argument. It discusses the historical concept and conception of indoctrination, its outcome, its moral status, and its role in moral responsibility.
Eamonn Callan is Pigott Family Professor in the School of Education at Stanford University. He is interested in questions about citizenship and justice. He is the author of Creating Citizens (1997).
Dylan Arena is a doctoral candidate in Learning Sciences and Technology Design at the Stanford University School of Education. In addition to philosophy, his interests include the teaching and learning of statistics and the use of games to foster learning.
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