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Tässä artikkelissa käsitellään reflektiivisyyttä katsomuskasvatuksen kontekstissa filosofisista ja teoreettisista näkökulmista. Katsomuskasvatus tulkitaan tässä laajasti: se kattaa elämänkatsomustiedon ja uskontojen opetuksen lisäksi kaiken kasvatuksen, joka tukee katsomuksen muodostumista ja identiteettityötä. Reflektiivinen katsomuskasvatus asettuu vastakohdaksi indoktrinatiiviselle kasvatukselle, jossa pyritään iskostamaan tietynlaiseen oppiin tai uskomusjärjestelmään perustuva ajattelutapa oppilaiden mieliin. Reflektiivisen katsomuskasvatuksen tarkoitus on antaa lapselle ja nuorelle välineitä määritellä identiteettiään ja maailmankuvaansa. Artikkelissa esitetään uusi reflektiivisen katsomuskasvatuksen malli, jossa sovelletaan indoktrinaation kriittistä teoriaa sekä identiteetin ja kriittisen reflektion käsitteitä. Mallin pohjalta ehdotetaan, että katsomusreflektiivinen kasvatus edellyttää sekä kasvattajan minäpositioon kohdistuvaa identiteettireflektiivisyyttä että yhteisöön ja siinä vallitseviin kasvatuskäytäntöihin kohdistuvaa käytäntöreflektiivisyyttä., In this article, reflectivity is discussed in the context of worldview education from the philosophical and theoretical perspectives. Worldview education is understood in a broad sense: it covers not only teaching (secular) Ethics and religions but all education that supports worldview and identity work. Reflective worldview education contrasts with indoctrinative education, which seeks to instill a given doctrine or a belief system in students’ minds. The purpose of reflective worldview education is to provide children and young people with tools to achieve their personal identity and worldview. In this article, we introduce a novel model for reflective worldview education. In this model, theories of critical indoctrination, identity work and critical reflection are applied. Based on the model, it is concluded that worldview-reflective education requires both identity-reflectivity about the positioned self of the educator, and a practice-reflective approach to the prevailing educational practices.

The impetus of this study was to unpack teachers’ knowledge and use of indoctrinatory practices in the teaching of Christian Religious Studies in mission schools in the Central Region of Ghana. The study used the concurrent parallel design of the mixed-methods research approach. The population for the study was all CRS teachers from mission schools in the Central Region. The census method was used to get all the 39 teachers of CRS in the schools. The instruments for data assembling were a questionnaire and an observation guide. The Statistical Package for Social Sciences (SPSS) version 25 was used to analyse the data. Mission school CRS teachers were found to have moderate knowledge of what indoctrination is. They engaged in indoctrinatory practices at a lower extent when teaching CRS. There was no significant difference (t (37) =-.017, p=.987) in CRS teachers’ participation in indoctrinatory practices based on their religious backgrounds. It was consequently recommended that the Central Regional Office of Ghana Education Service (GES) should organise in-service training workshops and seminars for teachers to deepen their understanding of the meaning and consequences of indoctrination. Furthermore, the Ghana Education Service should encourage teachers to desist from any form of indoctrination during the teaching of CRS.

Con la evolución del concepto de seguridad existen viejas y nuevas amenazas, así como también nuevos fenómenos que amenazan la seguridad no solo de los Estados sino también el de las personas. A su vez, surgen diversos actores no estatales en el escenario internacional, entre ellos, grupos terroristas que desafían el statu quo. El Daesh nace como una organización radical, extremista y violenta con una ideología basada en el islamismo radical wahabíta. En su autoproclamación como califato en el año 2014 logró expandir su influencia en territorios como Irak y Siria. Durante su auge el Daesh reclutó hombres, mujeres, jóvenes y niños. Así mismo, logró conformar un ejército de niños combatientes llamados “Ashbal Al khalifa” también llamados, los “cachorros del califato” el fin de los niños soldado es crear una nueva generación de combatientes que continúen con la ideología del califato. Con la salida de Daesh en Siria e Irak en el año 2019, sus familias son llevadas al Norte de Siria al campamento Al Hol. Actualmente hay alrededor de 60.000 familias, 11.000 son extranjeros, un gran porcentaje de la población extranjera no han sido repatriados a sus países de origen y, más del 50% que habitan el campamento son niños que están expuestos al adoctrinamiento, radicalización y violencia. Los menores que se encuentran en Al Hol son rechazados por la sociedad y por sus países de origen, pues estos se abstienen de repatriar a sus ciudadanos y a los niños ya que los consideran como potenciales terroristas que podrían poner en riesgo la seguridad de sus naciones. With the evolution of the concept of security, there are old and new threats, as well as new phenomena that threaten the security not only of States but also of people. At the same time, various non-state actors emerge on the international stage, including terrorist groups that challenge the status quo. Daesh was born as a radical, extremist and violent organization with an ideology based on radical Wahhabi Islam. In its proclamation as a caliphate in 2014, it managed to expand its influence in territories like Iraq and Syria. During its heyday, Daesh recruited men, women, youth and children. Likewise, it managed to form an army of child fighters called "Ashbal Al khalifa" also called, “the caliphate cubs”, the aim of child soldiers, is to create a new generation of fighters who continue with the caliphate ideology. With the departure of Daesh in Syria and Iraq in 2019, their families are taken to the North of Syria to the Al Hol camp. Currently there are around 60,000 families, 11,000 are foreigners, a large percentage of the foreign population have not been repatriated to their countries of origin, and more than 50% of the people who live in the camp are children who are exposed to indoctrination, radicalization, and violence. The children who are in Al Hol are rejected by society and by their countries of origin, as they refrain from repatriating their citizens and children, considering them as potential terrorists who could put the security of their nations at risk. Pregrado Con l'evoluzione del concetto di sicurezza si susseguono vecchie e nuove minacce, così come nuovi fenomeni che minacciano la sicurezza non solo degli Stati ma anche dei singoli. Allo stesso tempo, vari attori non statali stanno emergendo sulla scena internazionale, compresi i gruppi terroristici che sfidano lo status quo. Daesh nasce come organizzazione radicale, estremista e violenta con un'ideologia basata sull'Islam radicale wahhabita. Nella sua proclamazione a califfato nel 2014, è riuscito ad espandere la sua influenza in territori come l'Iraq e la Siria. Durante il suo periodo di massimo splendore, Daesh ha reclutato uomini, donne, giovani e bambini. Allo stesso modo, è riuscito a formare un esercito di bambini combattenti chiamato "Ashbal Al khalifa" chiamato anche "i cuccioli del califfato", l'obiettivo dei bambini soldato è creare una nuova generazione di combattenti che continuino con l'ideologia del califfato. Con la partenza di Daesh dalla Siria e dall'Iraq nel 2019, le loro famiglie vengono trasferite nel nord della Siria nel campo di Al Hol. Attualmente le famiglie sono circa 60.000, 11.000 sono straniere, una grande percentuale della popolazione straniera non è stata rimpatriata nei paesi di origine e più del 50% delle persone che vivono nel campo sono bambini esposti a indottrinamento, radicalizzazione e violenza. I bambini che si trovano ad Al Hol sono respinti dalla società e dai loro paesi di origine, poiché si astengono dal rimpatriare i propri cittadini e bambini, considerandoli come potenziali terroristi che potrebbero mettere a rischio la sicurezza delle loro nazioni.

Статья выполнена на основе интерпретации универсальных компетенций феде-ральных образовательных стандартов поколения 3++ по направлениям бакалавриа-та, магистратуры и специалитета, которые рассматриваются авторами в каче-стве формализованных в нормативные тексты нарративов, а также проанализиро-ваны повествовательные структуры ключевых молодежных форумов России с 2019 года. Цель работы – установить на основе интерпретации нарративов индоктрини-руемых государством через систему высшего образования ориентиры социально-экономического поведения для молодежи, реализуемых как в рамках их трудовой дея-тельности, так и выходящие за границы профессиональной сферы. В результате установлены следующие нарративы: сетевого взаимодействия в социальных и эко-номических практиках; личной ответственности за результат; проектного мышле-ния и организации в профессиональной деятельности; непрерывного формального и неформального образования в профессиональной деятельности; ответственного финансового и экономического поведения; стигматизации коррумпированного пове-дения и исключительного использования современных информационных технологий для решения задач профессиональной деятельности. В ходе интерпретации нарра-тивов образовательных стандартов и проектных сессий молодежных мероприятий установлено, что как формализованные, так и не формализованные повествова-тельные структуры направлены на укоренение среди молодёжи идей о развитии предпринимательской инициативы, независимо от профессионализации выпускника, координации индивидуальной и социальной ответственности, важности поддержания и развития бриджингового социального капитала. В статье показано, что государ-ство через систему высшего образования и программы молодежной политики транс-лирует для современных студентов и выпускников нарративы экономического и тру-дового поведения, ориентированные на траекторию инновационного и цифрового развития, а также, на снятие противоречий между просоциальными и эгоцентричны-ми стратегиями поведения., The article is based on the interpretation of universal competences of the federal educational standards of generation 3++ in the areas of bachelor, master and specialist degrees, which are considered by the au-thors as narratives formalized in normative texts, and the narrative structures of the key youth forums in Rus-sia since 2019 are analyzed. The aim of the work is to establish, on the basis of interpretation of narratives indoctrinated by the state through the system of higher education, benchmarks of socio-economic behavior for young people, implemented both within their work activities and beyond the boundaries of the professional sphere. As a result, the following narratives were established: networking in social and economic practices; personal responsibility for the result; project thinking and organization in professional activities; continuous formal and informal education in professional activities; responsible financial and economic behavior; stigmati-zation of corrupt behavior and exclusive use of modern information technologies to solve problems of profes-sional activities. The interpretation of narratives of educational standards and project sessions of youth activi-ties has established that both formalized and non-formalized narrative structures are aimed at entrenching among young people ideas about the development of entrepreneurial initiative, regardless of professionaliza-tion of the graduate, the coordination of individual and social responsibility, the importance of maintaining and developing bridging social capital. The article shows that the state through the system of higher education and youth policy programs translates for modern students and graduates the narratives of economic and labor behavior focused on the trajectory of innovation and digital development, as well as, to remove the contradic-tions between prosocial and egocentric strategies of behavior., Цифровая экономика, Выпуск 1 (23) 2023, Pages 72-83

The purpose of this essay is to revisit the notion of indoctrination in education by providing a summary of the field and highlighting the role of affects and emotions in the aftermath of the ‘affe...

A neurociência tem uma colaboração efetiva para o conhecimento do funcionamento cerebral embasando-se em sua neuroanatomia. O terrorismo são atos desumanos e violentos que podem estar relacionados com a estimulação neural, sobretudo no córtex pré-frontal onde os terroristas tem uma maior estimulação devido a constante doutrinação. Assim, os objetivos deste estudo de cunho qualitativo, exploratório e sistemático foi realizar uma breve revisão sobre como funciona o cérebro de um terrorista bem como, a contribuição da neurociência para tal compreensão. Os materiais foram levantados em bases de dados online. É prudente acreditar que estes indivíduos tenham uma maior estimulação neural, sobretudo nos lideres e que os doutrinados sejam moldados culturalmente dentro de um fundamentalismo o que lhes dá uma satisfação em cometerem tais atos.

The emergence of neo-liberalism as a hegemonic ideological doctrine followed both the awkwardness of social democracy and the demise of communism, during the 1970s and 1990s. The main objective of neo-liberalism was to achieve socioeconomic development and political stability; using its unique instruments of liberalization, deregulation and privatization policies. To achieve these objectives, ideological indoctrination was the entire agenda of neoliberalism. Those who are baptized by this ideology, orchestrated neoliberalism as alpha and omega as well as the holy water needed to cure all human beings from socioeconomic and political disaster. Unfortunately, it became a cause of catastrophe instead of panacea since its advent time. From 1990 to 2000, neoliberalism recorded its first socioeconomic and political crises and failed at it; thus, other alternatives have emerged. After 2010 western’s climax crises, neo-liberalism shifted to a new dogma of neo-populism. Consequently, this paper explores the concept and ideological hegemony of neoliberalism and how neo-populism became a reaction of neoliberalism. The study examines the ideological paradox and its crises and demonstrates how it became an end and new beginnings. Key words: Neoliberalism, neopopulism, world-crises, end-of-history, new-alternatives, Fukuyama.

This article emerges from a stream of scholarship demonstrating the inadequacy of broad arguments favouring ‘neutrality’ as an alternative to ‘directive normative instruction’ in the early childhoo...

During the Franco era, summer camps were conceived as the flagships of an ideological mass movement of children and adolescents. The object of this study is to inquire about the link between the II National Demonstration and the first summer camps of the Youth Organization (1937-1939) of FET and JONS. Based on the review of original documentary sources and other research material, a hermeneutical discourse is approached on the underlying message of the Youth Organization in the channelling and domination of childhood and youth. The summer camps are shown to have been used to train up the young generation by grouping inmates in militias and indoctrinating them in discipline, obedience and the sublimation of violence. They went through a system of open-air living to instil them with ideals before moving on into a process to select and indoctrinating fighters for the internal defence of an imagined community: a Spanish nation.

With the recent rise and fall of IS, academics and policy makers around the world are expressing concerns about the fate of children of former foreign fighters. Will they follow in their parents’ footsteps? In this paper, we argue that in light of this discussion, the intergenerational transmission of extreme beliefs deserves a research agenda of its own. The transmission of extreme ideologies, such as extremism and cultism, constitutes a unique topic, not previously captured in traditional transmission studies. The concepts commonly used in popular media, such as ‘brainwashing’ and ‘indoctrination’, similarly fall short when trying to understand this phenomenon. Instead, a multidisciplinary approach centered around the concept intergenerational transmission is proposed. We present some of our preliminary literature findings on this topic, and consider their relation to broader theoretical frameworks. We conclude with several considerations and suggestions for future research, to better understand the intergenerational transmission of extreme ideologies in all its complexity.

V magistrski nalogi obravnavamo problematiko zagotavljanja pravice staršev do vzgoje in izobraževanja svojih otrok skladno z njihovim verskim in filozofskim prepričanjem v javni šoli, kot izhaja iz določbe 2. člena Protokola številka 1 k Evropski konvenciji o varstvu človekovih pravic in temeljnih svoboščin (1954). Sprva smo opredelili pojem vzgoje in pri tem pokazali, da se javna šola ne more izogniti svoji vzgojni nalogi ter posredovanju vrednot. Pri tem lahko prihaja do nasprotja vrednot javne šole z vrednotami in prepričanji staršev, zato smo v nadaljevanju na temelju uradne interpretacije omenjene pravice staršev pokazali, kaj mora javna šola pri svojem vzgojno-izobraževalnem delu upoštevati, da ne bi prihajalo do kršitve te pravice. Ob tem smo utemeljevali, da mora vzgojno-izobraževalno delo v javni šoli temeljiti na odsotnosti indoktrinacije in s tem na spoštovanju načel objektivnosti, kritičnosti in pluralnosti. V povezavi s slednjim smo pokazali, da morajo pedagoški delavci oz. delavke javne šole dopuščati pluralnost partikularnega, pri čemer predstavlja mejo izražanja posameznikovih vrednot in prepričanj skupen okvir vrednot, ta pa izhaja iz formalnega okvira, ki objektivno določa delovanje javne šole. V zadnjem delu naloge nas je zanimalo, na katera vprašanja se v povezavi z vzgojno-izobraževalnim delom v javni šoli nanašajo pritožbe staršev na Evropsko sodišče za človekove pravice, pri čemer smo podrobno predstavili dve pritožbi staršev. The master's thesis examines issues in the field of education in public school, which are related to ensuring the right of parents to educate and teach their children in conformity with their own religious and philosophical convictions, as derives from the provision of Article 2 of Protocol No. 1 to the Convention for the Protection of Human Rights and Fundamental Freedoms (1954). Initially we defined the concept of education and shown that public school cannot avoid its task of the transmission of values, which is constitutive part of education. The values that pupils are facing with in public school may conflict with values and convictions of their parents, but as we want to show in the thesis, the subjective judgements of parents do not lead to conclusion, that their right has really been violated. Based on the official interpretation of the aforementioned right we have shown what are the key principles that public school must take into account in its educational work, so that this right will be respected. We argued that the right of parents safeguarded against indoctrination, not against acquiring knowledge. Thus, that means that educational work in public school must be based on respect for the principles of objectivity, criticality and plurality. In connection with the latter, we have shown that teachers must allow for the plurality of values and convictions, whereby the limit of the expression of individual values and convictions is always represented by a common framework of values that derives from the formal framework that objectively determines the functioning of the public school. Furthermore, we have shown which issues related to educational work in public school are addressed by parents' complaints to the European Court of Human Rights, and we also presented two of the parents' complaints in detail.

In this article, Thomas Kuhn's impact, who is known as a philosopher of science, on science education are mentioned. Science education aims to develop the skills and understanding necessary for science learning, with a focus on developing ideas about science and the nature of science. One of the main purposes of science education is to determine the true nature of science and to determine an education model in this direction. In this context, the concept of paradigm, which Kuhn put forward as a result of his studies on the history of science, has led to a change in views on the nature of science and science education. For Kuhn, science education is the process of conveying the paradigm underlying the current way of doing science to scientists and students because science education is possible only in the normal science period. Kuhn's educational model is carried out through students who repeatedly try to solve puzzles or problems encountered in relation to the current paradigm. Kuhn's understanding of science education is seen by Karl Popper, John Watkins and Richard Bailey as a rigid, conservative, dogmatic and indoctrinational education approach with the claim that it prevents critical thinking. In this context, the article primarily examines Kuhn's thoughts on science education and the reflections of these thoughts in the field of education. Then, it is argued that Kuhn's views on science education are not dogmatic as claimed, he does not emphasize indoctrination, and that such interpretations cannot go beyond a radical approach. Finally, in the article, it is emphasized that Kuhn's understanding of science education should be evaluated only as a description of science education., Bu makalede, bilim felsefecisi kimliğiyle tanınan Thomas Kuhn’un eğitim ve özellikle fen eğitimi alanındaki görüşlerine değinilmektedir. Fen eğitimi, bilim, bilimin doğası ve bilim uygulamaları hakkında düşünceler geliştirmeye odaklanarak fen öğrenimi için gerekli olan beceri ve anlayışın geliştirilmesini amaçlamaktadır. Fen eğitiminin temel amaçlarından biri bilimin gerçek doğasının tespit edilmesi ve bu doğrultuda bir eğitim modelinin belirlenmesidir. Bu çerçevede Kuhn’un bilim tarihine yönelik incelemeleri neticesinde ileri sürdüğü paradigma kavramı bilimin doğası ve fen eğitimi konusundaki görüşlerin değişimine yol açmıştır. Kuhn açısından fen eğitimi yürürlükteki bilim yapma tarzının temelinde yatan paradigma ve öğretilerinin bilim insanlarına ve öğrencilere aktarılması sürecidir, bu nedenle fen eğitimi yalnızca olağan bilim döneminde mümkündür. Kuhn’un eğitim modeli, mevcut paradigmayla ilişkili olarak karşılaşılan bulmaca ya da sorunları çeşitli örneklerden hareketle tekrar tekrar çözmeye çalışan öğrenciler aracılığıyla gerçekleştirilir. Kuhn’un olağan bilimin sınırları içerisinde kalarak değerlendirdiği fen eğitimi anlayışı eleştirel düşünceyi engellediği iddiasıyla Karl Popper, John Watkins ve Richard Bailey tarafından katı, tutucu, dogmatik ve endoktrinasyonu vurgulayan bir eğitim anlayışı olarak görülmektedir. Bu çerçevede makalede, öncelikli olarak Kuhn’un bilimin doğası ve bilimin gelişim tarzına yönelik belirlemeleri doğrultusunda fen eğitimine yönelik düşünceleri ve bu düşüncelerin eğitim alanındaki yansımaları incelenmektedir. Ardından, Kuhn’un fen eğitimi üzerine görüşlerinin iddia edildiği gibi dogmatik bir yapıda olmadığı, endoktrinasyonu ya da zorla öğretimi vurgulamadığı, bu tür yorumların radikal bir yaklaşımdan öteye gidemediği ileri sürülmektedir. Son olarak makalede, Kuhn’un fen eğitimi anlayışının yalnızca bir durum tespiti ya da bir fen eğitimi tasviri olarak değerlendirilmesi gerektiği düşüncesi ön plana çıkarılmaktadır.

This paper provides an autoethnographic accounting and analysis of my own mystical experiences, called connection experiences in this paper. This account, which is structured around a description of my early experiences, attempts to weave together psychological, sociological, historical, and methodological themes into a coherent contribution that advances our understanding of connection experience. The paper includes an explication of the four stages of the research project that developed as a consequence of these experiences as well as an examination of the processes, tools (i.e., MediWiki), and emotional, psychological, professional, and scholarly challenges of collecting and analyzing the autoethnographic data of mystical experiences. The denouement of the paper is the presentation of a conceptual schema aimed at overcoming nomenclature confusion and providing a basis for description, analysis, and discussion of connection and connection experiences. The utility of the schema is demonstrated when it is used to provide a clear overview of my own connection experiences, and the connection experiences of others. In order to facilitate critical discussion of the conceptual framework, a glossary of terms developed and presented in this paper is provided at the end.

In this work, we consider the dynamics of opinion among three parties: two small groups of agents and one very persuasive agent, the indoctrinator. Each party holds a position different from that of the others. In this situation, the opinion space is required to be a circle, on which the agents express their position regarding three different options. Initially, each group supports a unique position, and the indoctrinator tries to convince them to adopt her or his position. The interaction between the agents is in pairs and is modeled through a system of non-linear difference equations. Agents, in both groups, give a high weight to the opinion of the indoctrinator, while they give the same weight to the opinion of their peers. Through several computational experiments, we investigate the times required by the indoctrinator to convince both groups.

La cultura visual se compone de un conjunto de imágenes fijas o en movimiento que son utilizadas para generar un adoctrinamiento en quienes las consumen de forma pasiva. Se rescata Disney como productora de animación que perdura posicionamientos de la sociedad heteropatriarcal y se estudian largometrajes de su colección debido a la influencia que generan entre el público que los consumen a lo largo de un siglo de existencia. En esta ocasión se analiza de una manera cualitativa a través de una metodología de IBI o Investigación Basada en Imágenes una muestra de 10 películas clásicas Disney y protagonizadas por princesas. Concretamente, se atiende al concepto de arte y a la manera en la que la productora lo difunde a través de sus secuencias; así como también, interesa discutir la manera en la que recurre al arte de manera tradicional para perdurar los principios de las comunidades occidentales y tradicionales. Como conclusiones más significativas, se advierte un tratamiento clasista de disciplinas como la arquitectura, la escultura y la pintura; estos son medios a través de los que difunde y defiende la monarquía como forma política de gobierno en un territorio. Otras disciplinas como la danza se caracterizan por perdurar roles de género y estereotipos sexuales.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) In the past few years, the self-styled No Party School Movement (MESP) and their discourses have risen throughout the Brazilian scene. It is understood that the MESP has the potential to cause drastic and at the same time retrograde changes in Brazilian education, especially over the school and in the way it relates itself with the students. Hence, to comprehend the historical construction of the MESP as a discourse, the concepts on which it is based and the types of subjects it seeks to produce and silence, configure an important topic of study in contemporary times. The research developed took the discourses supported by MESP as object of analysis. The analysis undertaken was supported by Michel Foucault's contributions regarding his studies on the production of truths and discourse. In addition, a study was developed on the appropriation and meaningfulness adopted by MESP regarding the concept of ideology, one of the pillars of the Movement, as well as its self-denomination as a social movement. The results provide a broad understanding of MESP as inserted in a neoconservative and neoliberal discursive field, defending an antidemocratic and excluding education project. Consequently, it points to the effects of MESP on teaching subjectivities in terms of control, repression and the construction of the other as a threat. Nos últimos anos, o Movimento Escola sem Partido (MESP) e seus discursos ganharam significativa relevância no cenário nacional. Entende-se que o MESP tem potencial para provocar drásticas e ao mesmo tempo retrógradas mudanças na educação brasileira, sobretudo na escola e na forma como esta se relaciona com seus alunos. Para tanto, compreender a construção histórica do MESP como discurso, os conceitos nos quais se apoia e os tipos de sujeitos que busca produzir e silenciar, configuram um importante tema de estudo na contemporaneidade. A pesquisa desenvolvida tomou os discursos sustentados pelo MESP como objeto de análise. A análise empreendida apoiou-se nas contribuições de Michel Foucault quanto aos seus estudos sobre produção de verdades e discurso. Além disso, foi desenvolvido um estudo sobre a apropriação e significação adotada pelo MESP quanto ao conceito de ideologia, um dos pilares do Movimento, bem como da sua autodenominação como um movimento social. Os resultados apontaram para a compreensão do MESP como inserido num campo discursivo neoconservador e neoliberal, defendendo um projeto de educação antidemocrático e excludente. A ressignificação dos sentidos em torno da ideologia e dos movimentos sociais caminham em favor da desmobilização social e do apagamento de sentidos. Consequentemente, aponta-se para os efeitos do MESP nas subjetividades docentes no que se refere ao controle, à repressão e à construção do outro como ameaça. 88887.502329/2020-00

The ideological and political curriculum in high schools as a fundamental course for the implementation of moral education plays an important role in cultivating students’ labor values. However, the traditional and indoctrination teaching methods used by some teachers are not suitable to cultivate these values. This article proposes a new teaching method in high schools’ ideological and political lessons to cultivate students’ labor values in four aspects which are students’ knowledge, feeling, meaning, and action. By setting topics to emphasize on labor values, circulating and discussing these topics to cultivate labor emotions, promote thinking for firm labor faith, and promote action in the practice of labor behaviors to cultivate students’ labor values, improve their rational cognition and emotional identification of Marxist labor values, as well as internalize labor values in their minds and externalizing them in practice.

Synopsis Scientific culture and structure organize biological sciences in many ways. We make choices concerning the systems and questions we study. Our research then amplifies these choices into factors that influence the directions of future research by shaping our hypotheses, data analyses, interpretation, publication venues, and dissemination via other methods. But our choices are shaped by more than objective curiosity—we are influenced by cultural paradigms reinforced by societal upbringing and scientific indoctrination during training. This extends to the systems and data that we consider to be ethically obtainable or available for study, and who is considered qualified to do research, ask questions, and communicate about research. It is also influenced by the profitability of concepts like open-access—a system designed to improve equity, but which enacts gatekeeping in unintended but foreseeable ways. Creating truly integrative biology programs will require more than intentionally developing departments or institutes that allow overlapping expertise in two or more subfields of biology. Interdisciplinary work requires the expertise of large and diverse teams of scientists working together—this is impossible without an authentic commitment to addressing, not denying, racism when practiced by individuals, institutions, and cultural aspects of academic science. We have identified starting points for remedying how our field has discouraged and caused harm, but we acknowledge there is a long path forward. This path must be paved with field-wide solutions and institutional buy-in: our solutions must match the scale of the problem. Together, we can integrate—not reintegrate—the nuances of biology into our field.

En este artículo se estudia la pintura titulada Curación de una india endemoniada... (1697-1706) de Miguel de Santiago en el contexto de la evangelización indígena en la segunda mitad del siglo XVII. Esta imagen, ubicada en la iglesia de Guápulo como parte de la serie “milagros de la virgen” ofrece la posibilidad de exponer dos sentidos que anidan en su propósito devocional. Por un lado, el cuadro condensa el imaginario sobre la extirpación de la idolatría indígena en los Andes al formar parte de un conjunto de recursos destinados para su adoctrinamiento, y, por otro, la forma en que las elites imaginaban la estructura socio política en Quito que se concretaría mediante la implantación de un gobierno civil y moral. A partir de esta doble entrada se propone observar que esta representación, aunque surgió del amplio proyecto contrarreformista en América, respondía a la expresión local de una sociedad que intenta constituir su propia forma de poder. Para ello, se contextualiza la obra, luego se analiza su lenguaje pictórico y finalmente, se extrae algunas inferencias sobre la función de la imagen en el espacio litúrgico.

Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the ‘rationalistic justification project’. Michael Hand’s recent book, A Theory of Moral Education, is representative of this approach. My essay has three parts. First, I show that Hand’s justificatory procedure – the problem-of-sociality justification – cannot serve the purposes he has in mind; it fails on its own terms and may even cause the teacher to inadvertently slide into indoctrination. Second, I argue that the causes of this failure lie deeper than Hand’s particular approach to the rationalistic justification project; rather, it is the broader project itself that is misguided, largely due to its narrow conceptions of morality and rationality. Third, I offer an alternative way of framing the issue of indoctrination, by drawing on Aristotle’s philosophy of rhetoric. My suggested approach recontextualizes the issue of indoctrination and brings into focus a broader set of relevant features of the teaching–learning situation.

Sean Murphy’s six instalment series Punk Rock Jesus explores the interaction between faith, reason, the media, and American society. The narrative follows the creation, indoctrination, and apostasy...

In 2015, after Boko Haram pledged allegiance to the Islamic State of Iraq and the Levant and became the Islamic State West Africa Province, online social media’s dominance was nearly instantaneous. This paper analyzes whether Boko Haram’s use of social media results in more effective recruitment and, if so, what trends can be observed in the former that contribute to the latter. I conclude that social media plays an instrumental role in the terrorist organization’s online recruitment since Boko Haram can disseminate instant messages to large online audiences while also exercising control over their visual content. Additionally, Boko Haram’s use of social media ties into recruitment as there is a link to radicalization, religious indoctrination, and sharing its narrative. Finally, the group uses social media to depict itself as the winning entity by representing strength, unity, and taking advantage of the country’s anti-government sentiment. While online influences are undoubtedly crucial for recruitment, it must be emphasized that they are usually coupled with offline physical connections in the Nigerian context.

The article aims to analyze the place and significance of happiness in educational discourse. The analysis reveals ambivalence of happiness education, following positive education patterns. The ambivalence stems from the fact that happiness is narrowed down to the first component of the following dichotomies: subjective/objective, active/passive, individual/social. As we explain in our article, such clipped happiness education may involve the following consequences: necessitating ‘therapeutic education’ for students; neglecting matters of social justice; imposing ideas of happiness on a child through ideological indoctrination. Yet, we can conclude that the dual potential of positive education methods makes it possible to offset the above and other adverse consequences of the promoted idea of happiness.

Howard Zinn's A People's History of the United States is a polarizing historical survey that has become a common subject of social studies curricular battles. This mixed methods study uses survey data and interviews with teachers who frequently assign the book to understand who uses this text and why. Findings reveal that the text has functional, pedagogical, and political appeal for teachers who are committed to including multiple perspectives and critiquing historical narratives. That these teachers are not primarily animated by Zinn's intention for the text to inspire students’ participation in social movements should undermine critics’ fears of indoctrination and sloppy history teaching, but may disappoint supporters of the text hoping for more critical pedagogical motivations.

El presente artículo analiza la instrumentalización política del baile flamenco durante la dictadura franquista a través de la Sección Femenina de Falange Española Tradicionalista y de las Juntas de Ofensiva Nacional Sindicalista (en adelante, FET y de las JONS). Se ha empleado el método histórico a partir de un estudio sistemático de fuentes primarias consistentes principalmente en publicaciones periódicas, gráficas, audiovisuales y orales, así como en documentos oficiales de la época, además de las obras ya publicadas que han abordado de manera sucinta el folclore andaluz durante la etapa franquista. Los resultados muestran una primera etapa autárquica, la de los años cuarenta, en la que se instrumentaliza el baile flamenco bajo el mito de la unidad de la Patria, para a partir de los años cincuenta, como parte de la estrategia desarrollista en lo económico y aperturista en lo político, el flamenco se convierte en arma de adoctrinamiento político para reforzar y simbolizar la nueva identidad nacional. Se pone así en valor la idea de construcción identitaria del referente español (la españolidad) generado por el baile flamenco y sus mecanismos de adoctrinamiento. This article analyzes the political instrumentalization of flamenco dance during the Franco dictatorship through the Feminine Section of Traditionalist Spanish Falange and the National Syndicalist Offensive Boards (hereinafter, FET and JONS). The research method used for this work is the historical based on a systematic study of primary sources consisting mainly of periodic, graphic and oral publications, as well as official documents of the time, in addition to the already published works that have addressed succinct andalusian folklore during the Franco period (1940-1975). The results show a first autarchic stage, that of the forties, in which flamenco dance is instrumentalized under the myth of the unity of the homeland, for from the fifties, as part of the developmental strategy in the economic and openness in politics, flamenco becomes a weapon of political indoctrination to reinforce and symbolize the new national identity. In this way, the idea of identity construction of the spanish referent (spanishness) generated by flamenco dance and its indoctrination mechanisms is valued.

The article substantiates the possibility and necessity of the development of the political science of war in Russia as a relatively independent branch of political science. To solve this problem, a retrospective review of the emergence and development of a political component in the system of scientific knowledge about war is provided. This process was controversial in Russia. Some credible thinkers, including military scientists, denied the science of war as such. The study of war as a political phenomenon was usually disregarded. Eventually, in the pre-revolutionary period, there prevailed the free-from-politics paradigm of understanding war (the ways and means of its conduct, its causes and consequences for an individual, society, and government agencies). Such an approach had negative consequences for political elite, training of military personnel, and public consciousness, which was especially evident in the period of social disasters. During the Soviet period of history, as a result of the indoctrination of social sciences, the politicized study of war had prevailed, which also did not ensure its holistic perception and had negative consequences in the preparation and handling of military force. A comparison of the approaches of military science and social sciences shows that they study the phenomenon of war in fragments, within the framework of their method. At the same time, many valuable scientific works on philosophy, sociology, and psychology of war have been prepared. In conditions when it is generally recognized that war is a continuation of politics, the undeveloped political science of war is illogical, its absence does not provide a holistic perception of this complex phenomenon. The article concludes that nowadays Russia has the necessary prerequisites and conditions for the development of the political science of war.

The basic principles of modern sociolinguistic engineering as a tool for population indoctrination, subjugation, and control have their beginnings in the strategies designed by Joseph Goebbels of the NAZI regime and also those of the USSR. The redefinition of semantics is a dangerous tool used by propagandists to influence the individuals' sense of reality using language on a psychological level. This creates a populace that is more willing to follow harmful ideologies. The study will investigate existing legislation of Australia, the United Kingdom, the United States of America, and Canada about guarantees on free speech especially in academia, and the classification of hate speech. This study further looks at a microcosm of language used by the diversity, Inclusion, and Equity" movement focusing on an analysis of a glossary created by the University of Washington. It also discusses some terminology that is similarly erroneous but not included in the glossary. The history of terminology and their development is discussed as well as the scientific and linguistic validity of the provided semantic definitions in contrast to the original semantics. The study found that sociolinguistic engineering was taking place in universities and wider society which follows the historic pattern of the Third Reich and USSR. The study recommends that universities and education systems desist from such indoctrination and return to the traditional academic foundations of open inquiry and critical thinking.

The Book of Lord Shang, which is commonly identified as a major work of the so-called Legalist school, is also an important—and much neglected—treatise in the history of Chinese military thought. Beyond specific recommendations concerning both defensive and offensive warfare, the book presents a coherent vision of the state that should restructure its socioeconomic and cultural policies so as to turn every man into a valiant soldier. The book epitomizes the ideology of “total war,” in which the differences between civilian and military affairs are blurred. The society is profoundly militarized; the army, in turn, is profoundly bureaucratized. My paper explores military thought of the Book of Lord Shang, focusing on its views of mobilization, of indoctrination of the soldiers, of military discipline, of rules of military engagement, and of military command. I furthermore deal with the question of why the book’s military ideology was all but neglected after the end of the Han dynasty.

Este artículo tematiza sobre el papel de la prensa durante la lucha independentista cubana, en relación a la participación de españoles en la contienda a favor de la emancipación de Cuba. La fuente principal de este estudio es el periódico Patria fundado por José Martí, al que consideramos principal exponente de la prensa cubana revolucionaria en tiempos de preparación de la guerra anticolonial. El objetivo específico consiste en analizar el discurso que el medio dirige particularmente a la comunidad hispana, observando los modos de interpelación y argumentos discursivos que desarrolla para convencer a los propios españoles de apoyar la independencia de la Gran Antilla y su separación de España. Al mismo tiempo, se plantea un diálogo imaginario, un debate periodístico e ideológico, entre Patria (prensa revolucionaria) y la prensa peninsular oficial (liberal-conservadora), que, a través de argumentos contrarios, también se disputaba la participación de la comunidad ibérica en la guerra de Cuba. El recorte temporal que se selecciona (1892-1895) se ancla en los años inmediatamente anteriores al estallido de la denominada Guerra Necesaria (1895-1898), etapa vital de adoctrinamiento y organización de la revolución, que a su vez coincide con el período en que Martí dirige el periódico, hasta su muerte en batalla.

With mathematics education dominated by practices of standardized test alignment, the quest for mathematical understanding is adrift despite so much talk about the importance of STEM subject matters. To add to the confusion there has long been worries among educators about any curricular programs or instructional practices that can be labeled indoctrinative. The worse combination of practices seems afoot. Standardized testing has led to unmitigated indoctrination throughout much of public education yet the term is indoctrination is shunned as bad pedagogy. The argument here is that entry into any new discipline from times of antiquity to the present necessarily involves responsible and warranted indoctrination. Acknowledging the fruitful role of indoctrination early on should enable educators to benchmark when the practice has become excessive or otherwise inappropriate. Threshold moments demarcate between early instruction enabling the study of math from advanced and independent study wherein students’ development skills of reflection and evaluative deliberation relevant to mathematic thinking.

This paper argues that there are compelling grounds for thinking that coercive indoctrination can defeat or mitigate moral culpability in virtue of being a form of non-culpable moral ignorance. That is, I defend a two-tier account such that what (at least partially) excuses an agent for a wrongful act is the agent’s ignorance regarding the moral quality of their act; and what excuses the defendant for their ignorance is that coercion or manipulation deprived the defendant of a fair opportunity to avoid that ignorance. I further argue that criminal defense theory would better track moral culpability were it to broaden existing defenses whose desert-base is moral ignorance—such as insanity or mistaken-belief self-defense—to include non-culpable ignorance due to diminished situational control. In this way, criminal law can plausibly recognize a defense of coercive indoctrination without postulating any new categories of defense.

The article analyzes the customs of overcoming “desecration” (self-isolation from the modern world), actualizing among the Siberian Old Believers of different religious trends (accepting and not accepting the priesthood) during the spread of the new viral infection COVID-19. These interviews show that the Novosibirsk Old Believers have a firm conviction about the sinfulness of the “world” and its inhabitants as the root cause of the spread of the dangerous epidemic, but there is a difference in views between supporters of different directions, as well as on the acceptability of vaccination. Social upheavals throughout the history of mankind were accompanied by many concomitant factors, one of which was an appeal to the patterns included in the ethnocultural memory of peoples. At the beginning of the 21st century, the ideas and customs of the Old Believers were updated, which helped them to survive earlier during periods of epidemics (for example, the plague of 1771). As in the 18th – 19th centuries this is the observance of the tradition of eating exclusively from “their own dishes”, minimizing communication with the worldly (atheists, infidels, etc.), greeting each other with a bow at a distance, etc. New original materials (interview in 2021) on the actualization of the customs of avoiding contacts and the traditional self-isolation of the Old Believers of Siberia, collected by the author, testify to the existence of a living connection between times and their transmission from generation to generation, even if there was a gap between two or three generations during the existence of the Soviet Union. This allows us to speak about ethnocultural memory as that part of knowledge, cultural practices and ideas of peoples that is not subject to state indoctrination. “Useful” knowledge and practices are actualized at certain periods of life, which are labeled by the citizens themselves as “important” or “critical”. It is important that modern Old Believers emphasize the fact of the acceptability of a lifestyle that excludes gatherings and entertainment, without any protest or depressive moods. © 2021, Amur State University. All rights reserved.

The study of leadership has become an important part amid a multidimensional crisis and a decline in morality in various leadership settings; the significance of this leadership influences the organizational system's sustainability. Thus, this research study aims to build a portrait of Islamic education leadership as an ideal leadership model through the internalization of al-Fatihah's values. This study aims to unpack Islamic school leadership values and principles from al Fatihah verses as an ideal leadership model by internalizing al-Fatihah's values. The findings suggest a) Surah al Fatihah contains Islamic school leadership value derived from rabbaniyah value (monotheism) and Insaniyah value (relationship with others). b) changing Islamic school leadership paradigm from indoctrination to active participation. This study demonstrates that all Islamic education organizations should act by inspiring without indoctrination, awakening without hurting, and arousing without forcing.

Understanding the mechanisms behind memory, learning, and behavior is crucial to human development and significant research has been done in this area. Classical and operant conditioning and other theories of learning have elucidated different mechanisms of learning and how it modulates behavior. Even with advances in this area, questions remain on how to unlearn faulty ideas or extinguish maladaptive behaviors. In this paper, a novel theory to improve our understanding of this area is proposed. The theory proposes that as a consequence of the brain’s energy efficiency evolutionary adaptations, all learning following memory consolidation, reconsolidation, and repeated reinforcements or strengthening over time, results in a phenomenon called mental representation block. The implications of this block on learning and behavior are significant and broad and include cognitive biases, belief in a creator or God, close-mindedness, dogmatism, physician misdiagnosis, racism, homophobia, and transphobia, susceptibility to deception and indoctrination, hate and love, artificial intelligence and creativity.

Snowpiercer is a sci-fi thriller movie directed by Bong Joon-ho. This movie presents the world’s survivors that live in a train creating their own economy and class system. The depiction of the movie is how power and ruling position could be achieved by conducting a process of moral and intellectual leadership rather than exercising full coercion . In Snowpiercer, Wilford as the dominant class attempt s to gain power and authority to control the society through ideological indoctrination by the apparatuses . Th e study employs a sociological approach to literature to reveal the operation of hegemony in Snowpiercer . This study use s Antonio Gramsci ’s concept of Hegemony as the main theory and Max Weber’s theory about power as supporting theory . In analyzing the data, this study uses a narrative and non-narrative approach. T his study aims to describe hegemony through five stages of hegemony operation in Snowpiercer. Secondly, revealing the impact of hegemony on the subaltern class in Snowpiercer. Moreover, as the result shows that In S nowpiercer, hegemony is a process of gaining power through Indoctrinating ideology in which the role of coercive elements is necessary to maintain the power and authority obtained by the dominant class when the hegemony has weakened. This explains how hegemony conducted by Wilford lasts long and strong as it affects particular main aspects such as economic, military, education, culture, etc. Moreover, The dominant class's hegemony arises an impact on the subaltern class in the tail section, many people in the tail section get isolated, oppressed, and exploited.

En el siglo XIX surgió la economía social como resultado de la movilización de grupos de obreros que se organizaron para generar alternativas a los trabajos que desempeñaban en una búsqueda para contrarrestar las condiciones de explotación que vivían. De esta manera, comenzaron una serie de movilizaciones sociales para buscar condiciones laborales más dignas. Aunque las expresiones más conocidas de estos emprendimientos son las cooperativas o mutualidades, existen otros movimientos que se adhieren ideológicamente a las premisas de la economía social o economías alternativas como los espacios de trueque, los mercados o tianguis alternativos. En este sentido, en el presente artículo se expone un estudio cualitativo realizado en el Estado de Aguascalientes, México. La investigación se llevó a cabo en dos espacios distintos: 1) tianguis y mercados alternativos y 2) lugares con prácticas de trueque. Se utiliza como método la teoría fundamentada. Las categorías centrales identificadas son: 1) instrumentalización de las etiquetas, 2) perfil de quien participa, 3) espacios para difundir ideología y 4) alternativo . Se observa que estos espacios funcionan principalmente como una expresión de una adhesión ideológica donde el activismo es parte fundamental de estas prácticas.

In an era where terrorism has become modernized and globalized, the international community and the French authorities remain cautious about an invisible, yet very present army, that of the "fighters in becoming ", whose indoctrination is privileged by the Islamic State: the minors. In these times of crisis, what legal apprehension can be brought to caregivers confronted with radicalised minor patients or undergoing radicalisation? Several limitations can be pointed out on this subject in the international response. Despite this, it is possible to give some guidance to caregivers confronted with situations of radicalized minors, or undergoing radicalisation, facing the dangers they represent for themselves and for society.

O presente artigo aborda as releituras da obra Pinóquio (1883), comumente denominadas pinocchiate, enredos breves que foram publicados na Itália após a morte de seu autor, o jornalista e escritor Carlo Lorenzini, mais conhecido por Carlo Collodi (Florença, 1846-1890). O que motivou este exame foram os questionamentos acerca do valor simbólico da literatura para infância, de seu aspecto permeável a diferentes ideologias e de sua sujeição a diversos tipos de apagamentos, especialmente ao longo do século XX quando estados autoritários encabeçaram ações capazes de questionar a própria noção de civilização ou humanidade. Governos de caráter autoritário tendem a tomar a educação escolar como canal de cooptação aos seus regimes e, por consequência, os livros de leitura escolar se transformam em vetores modelares para que tal arregimentação se efetive. As derivações da obra Pinóquio destinadas ao uso escolar cujos enredos tomaram por base ideais defendidos pelo regime fascista italiano encabeçado por Benito Mussolini (Forlì 1883 – Mezzegra 1945) são exemplos concretos destes veículos de doutrinação.

The ancient Indian aesthetic theory identifies bībhatsa, “disgust / aversion”, as one of the nine sensory states that determine the mood of dramatic and poetic works and by means of visual / verbal techniques affect a spectator/a reader. This term from Bharata’s Nāṭyaśāstra was adopted by Christian missions in India and used as an argument against the cultural traditions of the conquered subcontinent. The translation into Marathi (1864) of The Little Clay Cart, a Sanskrit drama by Shudraka, became the object of violent public controversy initiated by Rev. Henry Ballantine who found the image of the protagonist Vasantasena, a hereditary courtesan, “disgusting” and the play “shameful”. The final subjugation ofIndia after the defeat of the Sepoy Mutiny (1857–1858), and its transition under the British crown rule intensified the process of emotional indoctrination of subjects by resort to the notion of “disgusting” understood as anything not compatible with the Christian morality norms.

O presente artigo tem como objetivo discutir o Ensino Religioso - ER e a prática pedagógica em uma escola municipal na Amazônia marajoara. Trata-se de um recorte do resultado de pesquisa elaborada como atividade de Trabalho de Conclusão de Curso – Licenciatura em Pedagogia na UFPA – Campus Universitário do Marajó - Breves. A pesquisa utilizou-se da abordagem qualitativa, por meio de um estudo de caso em uma escola de ensino fundamental, tendo como objetivos: verificar se o currículo adotado pela escola contribui com o respeito e a aceitação das religiões existentes na sociedade; Identificar se as práticas pedagógicas desenvolvidas pelos professores contribuem para fomentar o respeito e combater a intolerância religiosa em sala de aula e discutir a importância do ER na promoção do respeito e na valorização do ser humano. Para análises dos dados buscou-se fazer os debates sobre o ER na perspectiva de autores como: Custódio (2017, 2016, 2015), Junqueira (2017) e Holanda (2017). Os resultados da pesquisa apontaram que a prática pedagógica do ER, neste período, oscilava entre um ensino crítico e libertador e um ensino que se aproximava à doutrinação, ao proselitismo. Promovia o respeito e a tolerância, religiosa, de gênero, e racial em sala de aula. Entretanto, na dicotomia de concepções, não se pode afirmar, se o que os alunos e alunas levarão para a vida social, serão as aprendizagens que valorizam a vida humana, ou a influência dos fortes discursos religiosos que se apresentavam no decorrer das aulas.

This article aims to demonstrate the role of the children’s periodicals and magazines in the process of formation of the divine and the greatest sultan character in the minds of children between 18...

The main issue the paper concerns is the theoretical and cultural interpretation of the 1940- 1950s social realist art depicting the Soviet school. The study advocates for a closer attention of cultural studies to the intertwining phenomena of Soviet mundanity and politically-charged painting. Hypothetically, the interconnection could be attributed to the transformation of the Soviet culture as a whole, with the pedagogical model of Soviet school as one key institutional elements. As Soviet art represented the state political project, each topic and body served some ideological needs. Thus, the paper aims at clarifying the cultural functions school art played. The analysis is dedicated to the post-WW2 canvases, to the period of the late 1940s‒1950s in particular due to the basic shifts in socialist realist painting both in terms of form and essence, which paralleled social and political transformations. The visual studies’ approach to artistic objects adopted by the authors serves as methodological contribution to cultural studies closely connected to political history, as it highlights the ideological sources of Soviet school painting and implicit pedagogical strategies designed to implement the Soviet social policy. The article provides the examples of the most significant paintings concerning the issue. The study has revealed that the era of school art combined a significant feature of early Soviet art – monumental pathos (however, deprived of motifs connected with the Great patriotic war and the 1917 revolution) – with micro-level mundane topics, mostly labour episodes. What is particular about school as such a topic is the role this institution played in the Soviet anthropologic project. As early stages of education are proved to be the most efficient in accelerating a new type of a socialist person, a future Soviet worker, the school realm was the base of value and practices indoctrination. The state policy translated the societal needs and purposes into the art. Having examined the key ideological concepts of the Soviet culture being inherent in Soviet school painting, certain functions were discovered. School is firstly depicted just as a background of state apotheosis. Secondly, it is perceived as a sacral locus where one becomes a Soviet person is both rituals and practices. Thirdly, school art is used to explain the novel principles of constructing a new person – personal approaches combined with growing group responsibility. And, finally, all that contributes to depicting the character traits which pupils was supposed to develop at school.

Present academic elitism in command, parents busy at work and increasing divorce rate, and mass media’s deviant value indoctrination result in serious upbringing problems of child, revealing the urgency and difficulty of character education. Physical education, presenting high behavior interaction, teaching students about morality, and facilitating students to present specific prosocial behavior, has been considered as an important goal of physical education. Taking a university in Fujian as the experimental object, total 204 students are preceded the 15-week experimental research with TPSR integrated sport education model. The experimental teaching research is preceded for three hours per week (total 45 hours). The research results are concluded as below: (1) TPSR integrated sport education model would affect responsibility; (2) TPSR integrated sport education model would affect exercise self-efficacy; (3) Responsibility shows significantly positive effects on cognition in exercise self-efficacy; (4) Responsibility reveals remarkably positive effects on motivation in exercise self-efficacy; (5) Responsibility appears notably positive effects on mood or affection in exercise self-efficacy. According to the results, suggestions are proposed, expecting to provide strategy and improvement reference and directions for the promotion of physical education students’ responsibility and the enhancement of students’ exercise self-efficacy.

The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.