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The industrialization and its consequential imperialism and colonialism have impacted this world for three centuries. India has been a colony of the British Empire for two centuries. These eventful two centuries of Indian history did see the influence of not only the political and economical might of the “great” Britain, but its influence on every milieu of Indian life. India’s indigenous education system was gradually displaced and the colonial model of education pervaded under the patronage from the colonial-state. The language, pedagogy, evaluation and knowledge of the colonizer became naturalis obligato for the population of the colony. India got independence in 1947 and took to the task of decolonizing education immediately. The attempts to decolonize education from various standpoints of political activism, universalism and religious nationalism are charted in this article. What decolonizing education should entail and how India has responded to this question in the last century and how the neo-liberal order has supported a particular ideology to have a dominant say in this process are concerns of this article. We analyse how re-schooling and indoctrination are projected as the most nationalist response for methodical decolonizing of education.

Dogmatic discourse and institutionalized control build a totalitarian state on two main pillars: propaganda and indoctrination. Our study analyzes the phenomena of cultural mimesis and ideological transplantation inside the Romanian communist system. The periphery and centre represent concepts that help us in the process of constructing our cultural theory about the propaganda system and its evolution during the years before the abolition of the monarchy, 1946-1947. The study is based mainly on archive documents. Therefore, we followed up the chronological paths in which the propaganda was used as an external weapon, and also as an internal indoctrination.

Analytical approach to the philosophy of education highlights to recognize and analyze concepts in education. The analysis derived from the philosophical and theological about definition of Education, Religious Education, Indoctrination and other concepts Lead to the rejection of «religious education» . One reason is absolute ugliness indoctrination and induction Religious teachings that is the process of religious education has become as “similar- education « and «anti-education» . This paper wants to collect different opinions about definition of indoctrination and review them. In order to, five opinions criticized And new opinion is proposed.