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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 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...

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.

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.

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.

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...

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.

In a letter to his father, Nick Azzaro explains the question he's looking to answer, which is: How can artwork and engagement counteract the impacts of racism, privilege, and unequal distribution of resources in the American public education system? Both are white American men who disagree on whether or not race plays a role in experience in the United States of America. Azzaro, who taught in an underserved public school district, argues that Black Americans are held to a perception of being academically low achieving, and oftentimes 'failed forward', which leads to a perpetual cycle of challenges. However, this perception is a manufactured one as sys- temic hurdles for Black Americans, and other non-white Americans, have been in place since the Reconstruction era. His father believes it's almost entirely based on bad choices and poor parenting, which becomes evident through the included dialogue. Throughout the letter he offers ways to counter such systems, such as how other artists are engaging communities and working with the youth to create opportunities where change can happen. He concludes with his thesis work, titled Undoctrination, which is what the letter is ultimately about. Undoctrination is the unlearning of the whitewashed history and manufactured perceptions that allows for the acceptance and perpetuation of oppression in America's underserved public schools.

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The use of images in education has received little attention despite the dual role of images in school textbooks, one aimed at the acquisition of knowledge (teaching function) and the other at the transmission of attitudes, values and norms (transforming function), that constitute a valuable source of historical, educational and communicative research. We will study, through the analysis of content, the characteristics of the catechisms, the legislation of the time related to the publication of school textbooks, the presence of images, types, the didactic function and the transmission of social models and ideology. The research suggests that the images of school catechisms are not simply reflections of a reality that facilitates the learning of the contents taught in schools, but that they also become an effective tool in the transformation of the values and ideological thinking of the social context in which they are produced. La utilización de la imagen en la educación ha recibido poca atención a pesar de la doble función que cumplen las imágenes en los manuales escolares, una vertiente dirigida a la adquisición de conocimiento (función instructora) y otra, a la transmisión de actitudes, valores y normas (función transformadora), que es una fuente valiosa de investigación histórica, educativa y comunicativa. Se estudian, mediante el análisis de contenido, las características de los catecismos, la legislación de la época relacionada con la publicación de manuales escolares, la presencia de las imágenes, los tipos, la función didáctica y la transmisión de modelos sociales e ideología. La investigación señala que las imágenes de los catecismos escolares no son simplemente reflejos de una realidad que facilita el aprendizaje de los contenidos que se imparten en las escuelas sino que, además, se convierten en una herramienta eficaz en la transformación de los valores y el pensamiento ideológico y religioso del contexto social en que se producen.

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.

This article addresses the political effects which the multidirectional activity of both the state and civil society institutions have on the voluntary movement. The state seeks to provide support with the purpose of indoctrination, whereas the aim of public organizations is civic activism. The authors of this paper confirm the hypothesis about the direct political impact of these efforts using the evidence of an empirical study of voluntary movements that was conducted in 2019 in the Khanty-Mansi Autonomous Okrug—Yugra. The authors conclude that just as state support provided to voluntary organizations does not incite the ‘pro-government’ discourse of their actions, so their ‘civil’ origin does not stir up oppositionist attitudes. Moreover, the state’s efforts to indoctrinate or block political socialization can trigger the opposite response, where volunteers start to act opportunistically and non-profit public organizations, designed to be the mainstay of civil society, can easily be transformed into agents of state policy.

PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.

This qualitative study explores how technological affordances of the digital space, facilitate the anti-feminist discourses which characterise the digital community Incel (Involuntarily Celibates). The data in this article are drawn from a variety of sources, including video ethnography and an analysis of long-form interviews drawn from a year-long documentary project, to examine the experience of young men in Incel communities, and the process of indoctrination into misogynistic extremism. Results reveal that contrary to the ‘lone wolf’ narrative that surrounds Incels, there is a sophisticated community that contributes to a 5-step pattern of behaviour, converting the lonely, into the angry and potentially violent. A rich toxic cultural tapestry, the Internet echo-chamber and the celebration of Incel mass murderers (Incelebrities), create a continuous loop that transforms digital hate speech into physical violence. These patterns of indoctrination can, and should, be monitored, and intercepted for the purposes of personal and public safety.

The saying “no victim - no crime” suggests police intervention is victim dependent. Policing that relies solely on identifying a victim elevates the status of the perpetrator. When suspicion of illegality (victimization) – whether against individuals or government statutes – must occur to justify police involvement, the intervention is victim-dependent. A consequence of this practice is that by the time legal thresholds are achieved to arrest would-be perpetrators it is often too late. Opportunities to affect behaviors of would-be perpetrators may not be influenced within the victim-dependent response to crime fighting. Alternatively, teaching laws to school-aged youth has been used to dissuade perpetrator behavior and violence. Educating youth, to curtail perpetrator behavior, may be the future of crime fighting.

The purpose of the study is to identify the essence of the historical process of Japanese army capture in a changing world. Research Methods. The choice of research strategies contributing to the disclosure of the goal determined the application of a systematic and integrated approach, as well as comparative and historical-chronological methods, due to the active development of military-political processes at the final stage of World War II. The use of these research methods contributed to obtaining their own theoretically significant results. The scientific novelty of the research lies in the formulation and development of an actual topic that did not receive adequate attention in the scientific dimension. The idea is consists in the fact that the process of capturing the Japanese army by Soviet troops, besides labor utilization, had a political education of soldiers mass as its political goal. The set political goals actually marked the transition to a confrontation between the USSR and the USA in the Far Eastern theatre of military operation. Results. The end of World War II and the capture of the Japanese army by Soviet troops for their subsequent labor use on the territory of the USSR witnessed the emergence of a new global process, which later became known as the Cold War. The Soviet Union showed a flexible reaction to the prospect of a military confrontation with the United States in the face of a nuclear threat. The stay of the Japanese army prisoners on the territory of the USSR as a labor force was used for ideologically process the soldiers mass and preparation an active asset for the Communist Party of Japan. Ultimately, the goal of political indoctrination can be the control putting over domestic and foreign policies of Japan and US full prevention of control over Japan. Keywords: World War II, USSR, USA, Japan, Japanese prisoners of war, political indoctrination, Kwantung army.

Purpose The purpose of this paper is to explore the benefits of incorporating the tenants of followership into leadership curriculums as a means of increasing employee engagement in the organization’s mission. Design/methodology/approach Five years ago, the author reported on the impact instruction in followership had in helping a government agency achieve a significant change in workplace culture. This paper provides an update on the agency’s followership instruction, insights on how development of followership skills can enhance organizational agility, collaboration and engagement and strategies for incorporating followership into a leadership development curriculum. Findings The literature suggests that followers can partner with the leader to advance organizational objectives and enhance outcomes through proactive participation. Evidence from three followership programs suggests that indoctrination in followership principles leads to better understanding of the impact follower contributions play in achieving mission-related goals. Research limitations/implications Much of today’s leadership instruction leverages industrial-age concepts on treatment of followers in the workplace. This type of instruction limits leader/manager thinking on how to best leverage the knowledge-age talents resident in the workforce. This paper suggests that followership instruction increases the potential for followers to make meaningful contributions that enhance organizational agility and competitiveness while simultaneously improving leader strategies for engaging followers. Originality/value Instruction in the principles of followership is gaining momentum in academia and in the public and private sectors. Yet, the number of resources for teaching the subject is limited. This paper provides insights into the impact of teaching followership, suggestions on structuring a followership curriculum and recommends resources for creating meaningful instruction.

I have written about Rob before – about his colossal influence on social and environmental accounting research and practice and his immense contribution to accounting academia more broadly. Not only did Rob establish the Centre for Social and Environmental Accounting Research (CSEAR) and Social and Environmental Accountability Journal (SEAJ), but he was instrumental in establishing the British Accounting and Finance Association (BAFA) and The British Accounting Review (BAR). For these reasons alone, there are probably thousands of accounting scholars across the world who have benefited enormously from Rob’s trailblazing achievements. In this contribution, I want to remember Rob for another significant aspect of his scholarship. More specifically, I want to remember Rob as an inspirational accounting educator – as someone who cared deeply about his students, his subject and his profession. Postprint

Esta resenha apresenta o documentário-ficção Ex-Pajé (2018), dirigido pelo cineasta Luiz Bolognesi, que aborda a história recente do povo indígena Paiter Suruí, situado na fronteira entre os estados de Mato Grosso e Rondônia (Brasil). A narrativa se desenvolve sob o ponto de vista de Perpera Suruí, antigo pajé que foi destituído da função depois que a religião evangélica impactou as crenças tradicionais dos Paiter Suruí. Por meio de um trabalho de memória e de encenações realizadas pelo ex-pajé, amigos e familiares, o referido documentário mostra os impactos que a indústria madeireira, o agronegócio, e a doutrinação evangélica vêm causando entre os Paiter Suruí desde o primeiro contato com os brancos, em 1969, até os dias atuais. O foco se concentra, sobretudo, nos impactos culturais causados nesse povo pelos brancos, que vão desde a demonização de suas práticas religiosas até a busca em apagar sua tradição e memória, transmitidas, oralmente, no convívio entre as gerações. Em uma primeira compreensão visual, Ex-Pajé pode levar o espectador a entender que no contexto retratado o que sobra são restos, resíduos da cultura e da memória dos Paiter Suruí. Contudo, tal narrativa também pode ser analisada sob a ótica da resistência, verificável, entre outros indícios, no trabalho de memória pelos Paiter Suruí e na criação de suas encenações, que se tornam uma forma de denúncia.

This article refutes dominant views that define evangelical indigenous media as intrinsic tools for religious indoctrination. The case of the Colombian Misak community shows that evangelical radio stations can contribute to community building. However, the degree of the positive or negative contribution of evangelical media depends on the dominance of evangelical presence at indigenous localities. The rapid expansion of indigenized evangelical groups via the provision of social services has radicalized Evangelicals against views different from their own. As a result, these evangelical media are progressively leaving their role as promoters of positive social change to become tools for religious indoctrination.

This article analyses Bell Hill (Kane no naru oka), the NHK radio drama designed by US-occupation personnel, and the fervent audience response, while treating this redemption story of war-affected homeless children as a trope for Japanese reorientation under American tutelage. Specifically, it examines the two major tenets of the rehabilitative vision delineated in the serial, liberal guidance based on the principles of self-government and sentimental brotherhood. Questioning the underlying assumption of post-war discourses that they were new, humanitarian fundamentals for Japan's democratic transformation, this study considers liberal principles and sentimentalism as technologies of power and the self that affected both drama's characters and receptive audiences to refigure themselves as responsible and empathetic members of the newly imagined national community. Through this approach, the article suggests a way to resist a simplistic account of Japan's post-war reorientation as either unilateral indoctrination or liberation. The historical experience is instead rearticulated as a process of self-rehabilitation within the biopolitical order of American Cold-War governmentality. This rearticulation opens a further possibility to locate the specific rendering of Japan's post-war rehabilitation within a wider trans-war continuum of human reformation projects implemented through similar technologies of power and the self in Japan and beyond.

For tens of thousands of years, Indigenous Peoples in the country now known as Australia have had a very successful education system in place, from place. Currently, many Aboriginal and Torres Strait Islander students experience systemic harm in Australia's public and private schooling systems at unacceptable levels and are consistently positioned as deficient in both the practices and outcomes of formal schooling in Australia. Under the pretense of ‘getting a good education’, many Indigenous students feel coerced into compliance, with schools used as vehicles of institutionalisation, indoctrination and assimilation. As a Gamilaroi woman, I find issue with this and am concerned about the intergenerational consequences if Indigenous students remain in this system. Yet, there are few education options available outside the dominant Western, compulsory schooling model. This paper proposes an envisioning of Indigenous education sovereignty, grounded in Aboriginal axiologies, ontologies and epistemologies as an education option for all students.

The intent of recording classes as a means to consubstantiate claims against teachers and professors for so-called “indoctrination” has recently gained legal relevance. Inciting the recording and unauthorized public exposure of classes is one of the tactical expedients adopted by the “Escola Sem Partido” (ESP) – School Without Parties – movement, which pursues a multilevel agenda of statutory change geared towards restricting academic freedom. ESP is presented as non-partisan by its partisans, who attempt to cover their strong denial of political pluralism embodied in the Brazilian Constitution of 1988. The Brazilian legal system protects classes as copyright property pertaining to teachers/professors, to which moral and material entitlements ensue. Such legal protection means unauthorized public disclosures of videos or recordings of classes violate author’s entitlements and implicate civil liability of those responsible for unduly recording and disclosing them. This paper intends to highlight procedures available to teachers and professors whose copyright entitlements over classes have been breached. The main objective is to provide answers to the question: that rights do teachers and professors whose classes have been recorded and divulged without their authorization have, especially in a context of persecutory incentives carried out by political movements such as the ESP?