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  1. Varieties of (Extended) Thought Manipulation.J. Adam Carter - 2020 - In Mark Blitz & Christoph Bublitz (eds.), The Future of Freedom of Thought: Liberty, Technology, and Neuroscience. Palgrave Macmillan.
    Our understanding of what exactly needs protected against in order to safeguard a plausible construal of our ‘freedom of thought’ is changing. And this is because the recent influx of cognitive offloading and outsourcing—and the fast-evolving technologies that enable this—generate radical new possibilities for freedom-of-thought violating thought manipulation. This paper does three main things. First, I briefly overview how recent thinking in the philosophy of mind and cognitive science recognises—contrary to traditional Cartesian ‘internalist’ assumptions—ways in which our cognitive faculties, and (...)
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  • (1 other version)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 on the dyadic relationship between (...)
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  • Passion and intelligibility in spiritual education.Mike Radford - 2007 - British Journal of Educational Studies 55 (1):21-36.
    David Carr argues that the intelligibility of spiritual development as an educational activity is dependent upon there being a framework of propositions that relates to spiritual experience and that there is a methodology for establishing their truth. These propositions and the accompanying methodology need to be constructed along the lines of a traditional but re-worked form of religious education. Michael Hand argues to the contrary that there can be no methodology for the evaluation of the truth claims in relation to (...)
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  • Teaching Children to Ignore Alternatives is—Sometimes—Necessary: Indoctrination as a Dispensable Term.José María Ariso - 2018 - Studies in Philosophy and Education 38 (4):397-410.
    Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties—in Wittgenstein’s sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term ‘indoctrination’ so as to avoid focusing on the suitability of the (...)
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  • (1 other version)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 on the dyadic relationship between (...)
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  • Michael hand, indoctrination and the inculcation of belief.Charlene Tan - 2004 - Journal of Philosophy of Education 38 (2):257–267.
    In ‘Religious Upbringing Reconsidered’ Michael Hand revisits the debate on the right of parents to give their children a religious upbringing in a liberal context. According to him, the logical difficulty lies in the fact that parents cannot both impart religious beliefs and avoid indoctrination. While Peter Gardner and Jim Mackenzie have responded to Hand's paper and raised a number of pertinent issues, what is missing is a fuller treatment of indoctrination and belief inculcation for children. In this paper, I (...)
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  • Hand's Academy Challenge: Some Starter Questions.Peter Gardner - 2014 - Journal of Philosophy of Education 48 (4):637-645.
    Michael Hand has recently challenged certain religious organisations that run Academies in the United Kingdom to devise and pursue their own faith-based curricula in their schools. In this short article I examine some of the problems Hand's challenge might encounter, including whether religious conceptions of worthwhile activities and of human flourishing can be as devoid of religious beliefs as Hand would seem to wish and whether his challenge can be met.
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  • My two 'difficulties'.Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639–662.
    I shall respond to Michael Hand’s rejoinder in respect of the two ‘difficulties’ he has identified with my arguments.
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