A3 Refereed book chapter or chapter in a compilation book
Indoctrination and the Un-growth of Morality
Authors: Rauno Huttunen
Editors: Michael A. Peters
Publication year: 2016
Book title : Encyclopedia of Educational Philosophy and Theory
eISBN: 978-981-287-532-7
DOI: https://doi.org/10.1007/978-981-287-532-7_419-1(external)
Web address : http://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_419-1(external)
The concept of indoctrination means unethical influencing in a teaching
or learning situation imposed by teacher, teaching content, or
educational institution (see Snook 1972(external); Hare 1964(external); Cuypers and Haji 2006(external); Kilpatric 1972(external); Puolimatka 2001(external)).
When successful indoctrination causes infiltrating (drilling,
inculcating, etc.) concepts, attitudes, beliefs, and theories into an
individual’s mind by passing his or her free and critical deliberation
(Huttunen 2003(external)).
When on a general level we define indoctrination in this pejorative
way, it is easy to reject indoctrination. Its rejection means that we
condemn the indoctrinative as teaching morally wrong and demand that
teachers, parents, textbooks, or educational institutions should not
endorse it. One major reason for indoctrination being reprehensible is
that indoctrination prevents moral growth or it represents moral
un-growth.
