Indoctrination In Education: A Critical Analysis Of Current Discourse

Small “i” Indoctrination in Religious Education in Europe

1. Alberts, W. (2019). Religious education as small’i’indoctrination: How European countries struggle with a secular approach to religion in schools. CEPS journal, 9(4), 53-72.

In this article, the author Alberts (2017) discusses about the small “i” indoctrination. The authors elaborate on how the European countries face issues with a secular method to religion in the school. The author Alberts is a faculty of philosophy teaching the study of religion at the University of the Hannover, Germany critically reviewed the European religious education landscape and as well argues, it does prevail on most of the models. Religious education in Europe is increasingly secularised however the term religion is excluded from the process. The major strength of the paper is it critically described every political and education approach regarding religious education. The major limitation of the study is that worldwide views about Christianity are not considered. As well the alternative subjects least implicitly confessional characters and can be also considered very problematic.

1. Amsing, H. T., and Dekker, J. J. (2020). Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s. Paedagogica Historica, 56(3), 360-383.

The authors Amsing and Dekker (2020), discussed the educating peace amid of any accusations regarding the indoctrination. The author Amsing is an associate professor in the department of the education teaching at the Department of Education at the University of the Groningen and the author Dekker is a professor of history and theory of education also at the University of Groningen, critically analysing the working of the Dutch working group in promoting the peace education and implementing the same to the schools. In the article, the authors mentioned about the employees associated with the organization were aware of the accusation of the indoctrination. The major strength of the paper is that the authors took account of all the perspectives that supported the statements with literature. The limitation of the paper is that the balance between the change and the continuity is overlooked in the paper.

1. Croce, M. (2019). Exemplarism in moral education: Problems with applicability and indoctrination. Journal of Moral Education, 48(3), 291-302.

The author Croce (2019) discusses about the Exemplarism in the moral education. The author discusses about the problem with applicability and indoctrination. The author Croce is a professor at the University of Edinburgh evaluates about the Exemplarist Moral Theory with the help of the other education models on the market. The major limitation of the paper is the application of standard strategies which is only applicable to the students who lack non-virtuous attitudes. The strategy would be considered as detrimental for the children who possess self-defensive and are thus predisposed towards haughtiness and arrogance. The major strength of the paper is that it is very cohesive with the support from the literature.

1. Dahlbeck, J., 2021. Spinoza on the teaching of doctrines: Towards a positive account of indoctrination. Theory and Research in Education, 19(1), pp.78-99.

The author Dahlbeck (2021), discusses about the positive aspect of indoctrination. The author Dahlbeck is a professor and currently teaching at Malmo University Sweden. The author debated about the normative status and the legitimacy of indoctrination in education. The major limitation or weakness of the article is that in the paper the teachers are highlighted as the core culprit and all the other factors are overlooked. The major strength of the paper is that from a learner’s perspective the paper is written in a very cohesive format. This makes the article easier to read and understand.  

1. Diwan, I., and Vartanova, I. (2020). Does education indoctrinate?. International Journal of Educational Development, 78, 102249.

Promoting Peace Education and Accusations of Indoctrination

The authors Diwan and Vartanova, (2020) in their paper discussed about the question does education is indoctrinate? The author Diwan is an associate of the Institute of Futures studies located in the Stockholm, Sweden and the author Vartanova is associated with the National Research University Higher School of Economics which is located in the Moscow, Russia. The authors surveyed data from 96 countries by using the hypothesis of World Value System. The authors concluded that indoctrination is ingrained and authors found 45 such countries have studied in the democratic pattern and not the altercative pattern. The higher form of education increases civic action for individuals who are educated under the democratic course. The major limitation of the paper is that it was unclear whether participants attended the private school or the public school. The major strength of the paper is that the authors appropriately used the supporting literature to support the study.

1. Merry, M. S. (2018). Indoctrination, Islamic schools, and the broader scope of harm. Theory and Research in Education, 16(2), 162-178.

The author Merry, (2018) discusses about the relationship between the Indoctrination and scope of harm. The author Merry is associated with Universiteit van Amsterdam, The Netherlands. The authors put forward the ideology of many philosophers which argue that religious school committed the crime of indoctrinatory. The major strength of the paper is that argument was properly supported by the proper literature however the major limitation is that the timeline selected for the supporting paper was too old. Paper published in the year of 1966, 1972 were selected, however, with time ideologies can change in the recent years hence recent paper should be considered.

1. Merve, K. A. R. A. (2019). A systematic literature review: Constructivism in multidisciplinary learning environments. International Journal of Academic Research in Education, 4(1-2), 19-26.

The author Merve, (2019) conducted a systematic literature review in order to understand the constructive multidisciplinary learning environment. The author Merve is an associate of the Bahçe?ehir University. The author surveys a total of 64 papers and selected in total of 30 papers. The authors concluded now constructive education is not in focus anymore rather science, technology, engineering and mathematics (STEM) is taken into consideration. The major limitation of the paper is that a smaller number of papers were considered. The major strength of the paper is that it is written in a cohesive format and supported by ample literature with the proper timeframe.

1. Muftillayeva, S., 2022. Characteristics of the School Education System in England. Procedia of Social Sciences and Humanities, 4, pp.3-5.

The author Muftillayeva, (2022) in the paper discusses about the Characteristics of the School Education System in England. The author Muftillayeva is a student at the KarSU. The authors discussed that there are several levels of the education in UK. The authors confirmed that the education system was radically reformed however one of the significant drawbacks of the paper is that there are a limited number of references or supporting literature used. The major strength is that the education system of the British is explained in detail.

1. O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47(2), 412-422.

Exemplarism in Moral Education and the Problem with Applicability

The author O’Connor, (2022) in their article discusses about the challenge and tension faced in higher education. The author is associated with the School of Education, College of Arts, Social Sciences and Commerce, La Trobe University, Bundoora, Australia. The author in the paper focused on the ‘instructive’ and as well ‘constructivist’ approaches. The author analysed the study with the help of a case study which describes the pedagogy of education in detail which is the major strength of the paper and the limitation of the paper is that limited interpretations are considered while interpreting the challenges and the tension in the higher education.

1. Pande, M., and Bharathi, S. V. (2020). Theoretical foundations of design thinking–A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36, 100637. https://doi.org/10.1016/j.tsc.2020.100637

The authors Pande and Bharathi, (2020) in their paper discuss the theoretical foundations of the constructivism learning approach. The author Pande is associated with the Symbiosis Centre for Information Technology (SCIT) located in the Pune, India and the author Bharathi is also associated with the Symbiosis Centre for Information Technology (SCIT). The authors used the systematic or literature review format the validate their research. The major strength of the paper is that the thematic approach is selected for the paper which analyses all the aspects of the research. The major limitation of the paper is that scope of the study is only subjected is confined to the students studying master’s in business administration and not for generalised post graduate students.

1. Weber, A., Linkemeyer, L., Szczepanski, L., and Fiebelkorn, F. (2022). “Vegan Teachers Make Students Feel Really Bad”: Is Teaching Sustainable Nutrition

The author Weber et al., (2022) in the paper discussed about the sustainable nutrition indoctrinating. The author Weber is associated with the Didactics of Biology, Department of Biology and Chemistry, Osnabrück University, Barbarastrasse, Osnabrück, Germany. The major strength of the paper is that the paper is written in a cohesive format and the major limitation of the paper is that meat consumption by the individual can be hidden by the individual which can affect the conclusion of the study.

References

Alberts, W. (2019). Religious education as small’i’indoctrination: How European countries struggle with a secular approach to religion in schools. CEPS journal, 9(4), 53-72.

Amsing, H. T., and Dekker, J. J. (2020). Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s. Paedagogica Historica, 56(3), 360-383.

Croce, M. (2019). Exemplarism in moral education: Problems with applicability and indoctrination. Journal of Moral Education, 48(3), 291-302.

Dahlbeck, J., 2021. Spinoza on the teaching of doctrines: Towards a positive account of indoctrination. Theory and Research in Education, 19(1), pp.78-99.

Diwan, I., and Vartanova, I. (2020). Does education indoctrinate?. International Journal of Educational Development, 78, 102249.

Merry, M. S. (2018). Indoctrination, Islamic schools, and the broader scope of harm. Theory and Research in Education, 16(2), 162-178.

Merve, K. A. R. A. (2019). A systematic literature review: Constructivism in multidisciplinary learning environments. International Journal of Academic Research in Education, 4(1-2), 19-26.

Muftillayeva, S., 2022. Characteristics of the School Education System in England. Procedia of Social Sciences and Humanities, 4, pp.3-5.

O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47(2), 412-422.

Pande, M., and Bharathi, S. V. (2020). Theoretical foundations of design thinking–A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36, 100637. https://doi.org/10.1016/j.tsc.2020.100637

Weber, A., Linkemeyer, L., Szczepanski, L., and Fiebelkorn, F. (2022). “Vegan Teachers Make Students Feel Really Bad”: Is Teaching Sustainable Nutrition Indoctrinating?. Foods, 11(6), 887.

Order an Essay Now & Get These Features For Free:

Turnitin Report

Formatting

Title Page

Citation

Outline

Place an Order