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 (...) indoctrinator and indoctrinated person. I propose a system-based account of indoctrination in which actors with authority contribute to the production or reinforcement of closed-mindedness, which threatens both knowledge and understanding. By taking a system-based approach, my account is better equipped to identify the implications of indoctrination for educational policy and practice. (shrink)

The article will discuss Islamic philosophy of education to explain the role and aims of education for the Muslim Ummah (Community). It will then debate the needs of the UK Muslims with regard to the education of their children in the context of multi-locationality, and associated challenges of bringing up children while living between two different ‘ways of life’. How their concerns shape their expectations from education in the UK and their educational choices, will be argued while drawing on relevant (...) literature and research, followed by some suggestions to inform future policy regarding education of the UK Muslims. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...) in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...) a familiar view that argues that we have a central obligation to cultivate good citizens. The article will focus on the tensions which inevitably arise from the sometimes conflicting interests between them. (shrink)

In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an unhealthy (...) attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. (shrink)

How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the currently preferred classroom practice is to (...) address patriotic ideas in the context of open discussion. We conclude with some discussion of the extensive and often hostile coverage of our research in the British press. (shrink)

In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of voluntary separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I (...) defend is not opposed to integration but rather is a justified response to the daily experience of frustration and disappointment with a system that has failed members of marginalized groups for too long. I argue that most voluntary separation experiments in education, far from being motivated by a sense of racial, cultural or religious exclusion, are in fact driven among other things by a desire for a quality education, not to mention community membership and self respect. As such, voluntary separation represents a morally robust pragmatic strategy that is able to answer liberal challenges concerning involuntary stratification, ethnocentrism and democratic deliberation. (shrink)

Batı Avrupa'da yaklaşık on milyon Müslüman yaşamaktadır. Bu sayı MüslümanlarınHıristiyanlardan sonra ikinci büyük dini grup olduğunu göstermektedir. BatıAvrupa'da sayıları hızla artan Müslümanlar kültürel, eğitimsel ve dini taleplerini güçlübir şekilde dile getirmeye başlamışlardır. Batı Avrupa'da yaşayan Müslümanların ihtiyaçlarındanen önemlisi, çocuklarının din eğitimi ihtiyacıdır. Çocuklarının kendi dinive kültürel değerlerine sadık olarak yetişmelerini hedefleyen Müslüman aileler, özelMüslüman okulları kurmaya yönelmişlerdir. Özel Müslüman okulları kurulması konusundaher bir devletin tutumu sorun çözme şeklinde ya da engel çıkarma ve karşı koymaşeklinde gerçekleşmiştir. Bu çalışmanın amacı İngiltere, Hollanda, (...) Fransa'nın özelMüslüman okullarıyla ilgili politikası ve bu okulların karşılaştıkları çeşitli sorunları elealmaktır. Literatür tarama tekniği ile konuyla ilgili mevcut çalışmalara ve araştırmalaraulaşılmıştır; bunlar, araştırma problemi çerçevesinde analiz edilip sunulmuştur. (shrink)

This paper discusses the practice of the Islamic Integrated Education System model in selected schools in the Malay Archipelago in the context of education in the 21st century. Islamic Integrated Schools provide an educational system that integrates academic knowledge and Islamic knowledge. Despite having a similar aim,these schools often have their own Islamic Integrated education system in place, which varies from school to school. An instrument derived from an earlier study conducted by this research team was utilised in the data (...) collection process. The questionnaire focused on four constructs that describe a model of an Islamic Integrated school, that is, The School’s Concept, The Integration of Islamic and Academic Knowledge, Teacher-Student Relationship, and The School’s Islamic Climate. The sample consisted 2017of 507 students from one Singaporean, two Indonesian, and three Malaysian Islamic Integrated Schools. Overall, the model suggests that the Integration of the Islamic and Academic Knowledge was the weakest contributing factor to the overall concept of the Islamic Integrated education system compared to Teacher-Student Relationship and the School’s Islamic Climate. The findings indicate the need for the Islamic Integrated Schools to critically evaluate their existing implementation of knowledge integration to better prepare their students for the challenges of the 21st century. (shrink)