Gatchel, R. H. The evolution of the concept.--Wilson, J. Indoctrination and rationality.--Green, T. F. Indoctrination and beliefs.--Kilpatrick, W. H. Indoctrination and respect for persons.--Atkinson, R. F. Indoctrination and moral education.--Flew, A. Indoctrination and doctrines.--Moore, W. Indoctrination and democratic method.--Wilson, J. Indoctrination and freedom.--Flew, A. Indoctrination and religion.-- White, J. P. Indoctrination and intentions.--Crittenden, B. S. Indoctrination as mis-education.--Snook, I. A. Indoctrination and moral responsibility.--Gregory, I. M. M. and Woods, R. G. Indoctrination: inculcating doctrines.-- White, J. P. Indoctrination without doctrines?

Peter Hobson; Some Reflections on Parents’ Rights in the Upbringing of their Children, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Page.

There is, on the face of it, a logical difficulty as well as a practical one about ascribing to parents both a right to give their children a religious upbringing and a duty to avoid indoctrinating them. Curiously, this logical difficulty was largely overlooked in the debate on religious upbringing and parental rights between Terence McLaughlin, Eamonn Callan and Peter Gardner in the 1980s. In this paper I set out the terms of the logical problem and propose a solution to (...) it. (shrink)

Although the word “indoctrination” in the English language originally had a neutral meaning almost equivalent to educative teaching, it gradually assumed the connotations of coercive teaching and became disassociated from the emerging concepts of democratic education. During this century it finally acquired a derogatory connotation similar to propaganda and brainwashing and came to be regarded as the antithesis of education for life in a democracy. McClellan regards indoctrination as a counterfeit of teaching in two crucial senses: While the counterfeit and (...) the genuine forms of teaching share the same properties, they differ in one property that crucially qualifies all the others. Counterfeiting subverts the institution that gives point to the counterfeiting itself. Indoctrination subverts educational institutions in their activity of teaching-andlearning. (shrink)

T H McLaughlin; Parental Rights and the Religious Upbringing of Children, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 75–83, http.

Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem.

Michael Hand's recent paper, ‘Religious Upbringing Reconsidered', re-opens a debate that was flourishing over a decade ago in this journal and, long before that, in the works of others. In this response I examine Hand's claims that earlier contributions to the debate passed over the central problem and that he can solve that problem. I endeavour to show that several of Hand's arguments, such as those dealing with indoctrination, as well as his claims may be flawed, that the relevance of (...) his inquiries is open to question, but that his hidden and, apparently, unacknowledged agenda should not remain hidden or passed over. (shrink)

Eamonn Callan; McLaughlin on Parental Rights, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 111–118, https://doi.org/10.1111/j.1467.

T H McLaughlin; Religion, Upbringing and Liberal Values: a rejoinder to Eamonn Callan, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Page.

Responding to claims to the contrary, this essay shows how liberal education, the education of critical exposure, indoctrinates students into a style of belief and belief formation. It argues that a common liberal view about what constitutes freedom from indoctrination is precisely the form of indoctrination feared by many conservative communitarians. While I support the style and procedures of liberal education, I argue that we cannot excise all indoctrinating components from it by semantic, logical or epistemic analyses of what indoctrination (...) or education means. (shrink)

Epistemological issues have inevitably been perennial issues for theism. For any claim to have insight into the nature and acts of the divine requires some sort of substantiation. And the appeal to faith typically made to meet this demand is often unconvincing. This raises a fundamental question: what could constitute proper grounds for theistic belief? In attempting to anwser this question, we will need to address the underlying epistemic issue of what justifies commitment to any world–view.

T H Mclaughlin; Peter Gardner on Religious Upbringing and the Liberal Ideal of Religious Autonomy, Journal of Philosophy of Education, Volume 24, Issue 1, 30 Ma.

Peter Gardner; Religious Upbringing and the Liberal Ideal of Religious Autonomy, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 89–1.

Ronald S Laura, Michael Leahy; Religious Upbringing and Rational Autonomy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 253–265, h.