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Social media offer unprecedented opportunities to terrorist groups to spread their message and target specific audiences for indoctrination and recruitment. In 2013 and 2014, social media, in particular Twitter, overtook Internet forums as preferred space for jihadist propaganda. This article looks into Arabic statements by Jabhat al-Nusra, Islamic State and jihadist forum administrators and online activists to argue that, beside the easier use of social media and disruption and infiltration of the forums, the conflict between the jihadist groups accelerated the migration to social media and the building of a presence on Twitter that provided relative resilience to suspensions.

This research reports on the experiences of higher education English language teachers who teach as critical pedagogues. The aim was to discover the key challenges of critical pedagogy and how this practice is understood. Thirteen teachers from higher education institutions around the world were interviewed and all had a clear agenda for greater social justice. Eleven had to contend with the criticism that critical pedagogues indoctrinate students and they recognised that this was difficult to avoid in such a distinct ideological space. Teachers endeavoured to withhold their own political views from students while accepting a certain degree of risk not normally associated with teaching a language. For some teachers, the impact of exposing students to culturally challenging political ideas was not fully considered and in general, the long-term impact of its social and linguistic goals remains unknown and should be a goal for future research.

Schools in the UK teach pupils about Fairtrade as part of Religious Education, Personal and Social Education, Citizenship, Geography and so on. There are also Fairtrade Schools, where the whole school, including staff and parents, is committed to promoting the brand. It is argued here that promoting this commercial brand to schoolchildren and using the schoolchildren to press adults to buy a product amounts to indoctrination using criteria of intent, methods of teaching and the subject matter. This conflicts with educational goals. It is also shown to be akin to the criminal offence of Unfair Trading: the methods used in teaching used would be unacceptable in normal commercial marketing. A completely separate criticism, based on a wide range of research evidence, is that the schools mislead by giving false information and by suppression of relevant information, again akin to the criminal offence of Unfair Trading. The question of who has the responsibility for preventing such actions is considered.

‘We teach all hearts to break’ was graffiti spray painted on a school building in London's Notting Hill Gate in 1968/69 by the Situationst-influenced group King Mob cited by two former members in Paddington Bear (1988). ‘Once upon a time there was a place called Nothing Hill Gate.’ Retrieved Sept. 30, 2011, from http://www.revoltagainstplenty.com/index.php/recent/34-archivelocal/120-once-upon-a-time-in-notting-hill Education is for anarchism, and what can very broadly be termed autonomism—that is, the many different schools of non-Leninist Marxism—of paramount importance in creating a society worthy of humanity, but this is not a simple formula of countering the dominant mode of institutional indoctrination known as schooling with libertarian propaganda, though that may have its place. The importance of education can be said to be “an-end-in-itself” prefiguring free social relations of community and reciprocity, comprised of autonomous individuals capable of comprehending both themselves and the world in ...

The term “political activity” can be interpreted in a myriad of different ways, but in this paper, it is taken to mean involvement in a variety of campaigns around issues affecting the way we live and the sort of society we want to live in. At a time when support for the main political parties has never been weaker, it is essential that teachers aim to combat cynicism and apathy among their young students by encouraging them to take an interest in all manner of social and political causes. It is, of course, true that teachers who do this are open to the charge of indoctrination, but this should not deter them from bringing relevant political issues into the curriculum. It is argued that this can best be done through such subjects as English, history, geography and religious education, rather than through a distinct and separate articulation of citizenship.

This essay highlights a shift in South African literature towards ideals of individualism and explores some of the paradoxes inherent in the competing claims of individuality and heritage. The characters created by Greig Coetzee in Happy Natives are examined as examples of identities constructed in terms of tradition, function and indoctrination. The comic potential of these incongruent identity constructions is then elaborated by means of Henri Bergson’s description of the humour arising from an inability to adapt to changing fashions. Ultimately, appeals towards tradition and individuality begin to look like similar proposals.

It is commonly assumed that attitudes and behaviors need to be modified to secure a sustainable future. This article examines insights from the social sciences in this extensive field. It first evaluates college faculty attitudes and classroom practices with respect to education for sustainable development (ESD) using a survey designed for that purpose. Results of the study indicate that college faculty exhibited a moderate level of attitudes toward ESD. Although they showed a strong preference for pedagogical approaches that were contrary to the basic tenets of indoctrination, they used teaching practices that hinged on indoctrination. That mismatch between faculty attitudes and behavior was carefully highlighted and discussed by taking account of the personal, physical, social, and institutional contexts that shape and constrain their choices. The study suggested following several safeguards practices against indoctrination when adopting a committed approach to ESD, offering special training courses for...

This article addresses a key debate within the terrorism literature—the relative importance of madrassahs for training terrorists. It argues that the two contending positions—madrassahs are not important for recruitment of terrorists and madrassahs are breeding grounds for terror are both overstated. Using a dataset constructed from Jemaah Islamiyah (JI) members, the author finds that JI-linked radical madrassah exposure is strongly associated with terrorist activity and is associated with more important roles on terrorist operations in Indonesia. The article argues that traditional scholarly theories and public debates on the importance of madrassahs are misguided because they only address top-down ideological indoctrination. The author's theory is that radical madrassahs provide a staging ground for both top-down recruitment and the creation of focal points that lead to tight knit social networks that radicalize members. In effect, they provide a “ready-made social network” for males, “give religious an...

In an effort to bring doctors back to the bush the Australian government has resourced a number of rural clinical schools (RCS). At the RCS in the University of Western Australia students were allocated in small groups to rural sites for the entire fifth year of a six-year course, sitting the same final examinations as city students. Key factors guiding the successful outcome were the resourcing and implementation of the infrastructure and teaching and learning pedagogy. In designing support, the disconnection of students from their city colleagues was anticipated as an issue, as was the pedagogical indoctrination of the teachers. The curriculum implementation was adapted in this light. The role of the Web in teaching and learning, and their status as 'student colleagues' and independent learners were pivotal aspects. As students settled at their site, their confidence grew and their anxiety over urban disconnection dissipated. By benchmarking themselves using Web-based formative assessments and in formative 'objective structured clinical examinations' staged for them by the RCS, the students received ongoing feedback on their progress. This model of embedding students in rural centres for an extended period with rural practitioners as teachers was successfully implemented at multiple sites geographically vastly separate.

This article explores the notion of sound judgement by citizens in environmentally attentive democracies. The argument is against indoctrination, and in favour of greater continuity and progression throughout all phases of education. A democratic education that is attentive to issues of environmental sustainability will need to draw on the evidence base of science. This is necessary but not sufficient. Learners need to be able to synthesise understanding from a range of disciplines, including those that address questions of value and judgement. Knowledge and understanding alone do not necessarily lead to a commitment to action for sustainability, and this can result in temptations to take short cuts that result in pupils making rhetorical commitments. The paper looks to the liberal educational philosophy of Paul Hirst as a basis for curriculum analysis and argues that the ability to synthesise an understanding of environmental and sustainable development issues from the irreducible forms of knowledge prop...

Understanding “how things are done around here” is an integral part of managing any organization. Organizational culture may impact the attitudes and behaviour of members, and the performance of the organization as a whole. Thus, the indoctrination of positive values, that become widely understood, is the likely intention of the organization's leaders. This study examined leader intentions and employee perceptions of organizational culture, as well as the existence of distinct subcultures, and the further influence of subculture on staff behaviour (intent to leave) and organizational performance (profit margin, client retention). Qualitative and quantitative methods were used to describe the specific culture of the focal organization. The study revealed a significant culture gap between the leaders’ intentions and employee perceptions, and the existence of subcultures by organizational level (head office versus club). The strength of the respective subcultures was inversely associated with employ...

This study examined the design of the associate dean's position within the context of the top 50 colleges and schools of education. Three design parameters of individual positions developed by Mintzberg (1983) were used to examine how associate deans' positions are designed: (a) the specialization of the job, (b) the formalization of the behavior in carrying out the job, and (c) the training and indoctrination required for the job. The conclusion and implications provide guidelines for the organization and governance of the dean's office.

For some Americans, the growing number of heritage language speakers in the United States signals a threat to the cultural fabric of U.S. society. For these individuals, English is the only language that is appropriate for the indoctrination of youth into our nation's social order. Recent events in the United States' political landscape, such as the passage of California's Proposition 227 and Arizona's Proposition 203, attest to the notion that schools remain one of the most ardent battlegrounds for the English language policy debate. Nonetheless, school-based language policy decisions have been made too hastily, often relying on rash assessments of public opinion or personal biases. What school language policymakers have failed to consider are the potential long-term consequences to the social, academic, or linguistic development of heritage language speakers these policies affect. In the present paper, several accounts of Spanish speakers whose heritage language clashed on school grounds are pr...

This article analyses ‘Education for the environment: a critique' (Jickling & Spork, 1998). It illustrates ways in which the critique is a partial analysis of education for the environment. Thus, the article addresses Jickling and Spork's concern that education for the environment is a universalising discourse that seeks to marginalise other approaches. It does this by showing how it may be Jickling and Spork's lack of reflexivity over their own ideology of education which leads them to construct such a partial interpretation of education for the environment. This article also argues that the critical pedagogy of education for the environment provides a professionally-ethical way of teaching which contrasts with the allegations of indoctrination in the critique. The article nevertheless reflects an appreciation of the opportunity to engage constructively with contesting ideas in environmental education and concludes with suggestions for further avenues of inquiry for those wishing to engage in discourse a...

Over the span of his long and prodigious career, Paul West has produced a body of fiction that is as varied as it is demanding. He has never been content to rest comfortably in any current fashion nor to adjust his works to fit the tastes of some imagined audience. All of that is to say that West is something of a literary iconoclast, a writer who consistently follows his own lights and goes his own way. For the most part readers and critics willingly have journeyed with him through his various experiments and fresh literary excursions; however, often there also has been a note of discord, especially from critics who feel his imagination is too amply stocked and too willingly displayed.

Because norms related to sexuality are an important determinant of the nature of society, sexuality education in schools is the subject of passionate debate. This discourse reflects a struggle between Restrictive and Permissive sexual ideologies. These ideologies compete for influence in shaping sexuality education. As a result, some sexuality education programmes constitute ideological indoctrination. Many other programmes, because of the ideological conflict surrounding sexuality, omit important sexual health information. The objective of this paper is to articulate the basic parameters of a democratic philosophy of sexuality education. The aim of this philosophy is to accommodate ideological pluralism related to sexuality while simultaneously ensuring that educational programmes provide the necessary information and skills to facilitate the human right to sexual health. Based on Rawls’ (1993) theory of political liberalism, this philosophy proposes that sexuality education ought to be centred ...

In a recent essay on writing instruction, Alan France (1993) defined writing as "an active means to transform the existing social inequities of commodity capitalism" (593). To view education as a means for social change and action is nothing new, of course. Though he didn't refer directly to commodity capitalism as a form of oppression or writing as a mechanism for critique, John Dewey believed in the active capacity of students to use their education to change their own worlds, arguing that if education actually liberated and guided students' critical capacities, they "would be kept busy in studying all indications of power, all obstacles and perversions. . . " (270). Although we would all agree that criti cal awareness is one goal of education and that writing can serve our students' analytical capacities, we may not agree on the best ways to encourage that cri tique. We want to avoid overt, dogmatic indoctrination of a political agenda while teaching our students to view writing as a means for examining and transforming the inequities they encounter in their own lives. Unfortunately, we also know how difficult it is to discern whether students are writing out of a sincere personal desire or whether they are merely trying to get a good grade. To strive for a class room environment that breeds conscious

Summary December 1989 meant for the Romanian academie world the break off with the communist dogmaticism and the politics of indoctrination and also the possibility of installing a critical analysis and the continuity of the true values of Romanian universities. Two inquiries conducted in 1990 and 1991 among students and Professors revealed a strong contesting pathos (persons, teaching contents and methods. The entire educational System were contested) and also a true desire to find out the critical aspects which enhances a new ideology in the higher education System. Students and a part of the faculty have discovered expressions like “academic freedom” and “academie autonomy”. They started to use concepts like “change”, “academic democracy”, “social responsibility”. New expectations concerning the behavioural offer of Professors occurred. When defining the direction of this change, authors chose the expression “toward normality”. Indices of normality could be the assumption by the university of new funct...

This paper attempts an analysis of moral education in the People's Republic of China from 1949 to 1989. It reveals that moral education in China is basically the expressed thoughts of political leaders, which intrude into other branches of education. As such, it is a means of political indoctrination. Unchanging in purpose, it varies in degree and content, as political leaders and/or policies change. The conclusion reached is that, divorced from personal and everyday life, moral education in China succumbs to confusion in personal and social life, as demonstrated during the Cultural Revolution from 1966 to 1976. Moral education is clearly for the benefit of the government rather than for the individual person.

Moral education is often criticized on the strength of premises, such as, no one can say what is right or wrong in morals or morals are relative. In other words, moral education faces criticisms which are based on certain meta‐ethical foundations. In this paper several of these criticisms are outlined. It is argued that there may be ways of responding to such criticisms which might cover most of ethics or the nature of indoctrination or questions to do with neutrality in moral education. However, it is also argued that the most powerful and effective response to many criticisms of moral education which stem from some meta‐ethical foundation is to draw attention to the inconsistency of those criticisms.

The importance of methods of persuasion is increasing, particularly in the face of the all-out effort to build communism in our country. The indoctrination of all Soviet people (including youth) in the spirit of communist consciousness is the central task in ideological work. Much attention is devoted to this question in the documents of the Twenty-Fourth Congress of the CPSU.

Party propaganda is one of the most important means for shaping a Marxist-Leninist world view in communists and in all working people. Its mission is to help people to gain a correct understanding of the world and of the laws of social development, to grasp the sense of processes and phenomena in the world, to make a class-and Party-oriented evaluation, to have a good understanding of our Party's policies, and to participate actively in their implementation. To an immense degree, the solution of these tasks depends both on the ideological content of propaganda and its scientific-theoretical level, as well as on the effectiveness of methods and means used in education and indoctrination.

In responding to questionnaires, directors of 37 of the 49 approved residency programs in preventive medicine (excluding aerospace medicine) reported that 285 physicians had entered such training in the academic years, 1960 to 1968. Of these, 92% proceeded into the second year, but only 45% continued into the third. Gainful employment, military service, and residency programs in other specialties were major avenues of loss. The chief difficulty in recruitment appeared to be lack of teaching and indoctrination in preventive medicine during medical school. The greatest monetary difficulties were related to instability of governmental funding and the fact that residents in preventive medicine usually do not fulfill a “service function” in academic settings. A significant number of full-time faculty positions in departments of preventive medicine are vacant. Respondents provided a number of suggestions for improvement.

IT IS generally accepted that college students should learn to think for themselves, that they should take nothing for granted, that they should weigh alternatives and arrive at their own truths free from indoctrination. This ideal implies a campus community which not only permits but invites the expression of widely divergent views upon which a student can exercise his critical judgment. When such an intellectual environment is encouraged, controversial issues and unpopular speakers are bound to appear. This encouragement should be inspired for the values that result from the free expression of ideas and not merely to create controversy for the sake of controversy. Since our academic communities value their independence and since freedom of learning and teaching are widely accepted as being desirable for both students and teachers, one might assume that colleges would eliminate restrictive policies and would discourage pressures from outside sources. Unfortunately, this is not always true. When controversy hits head on in the form of a speaker with an uncommon message, a lack of clear purpose and policy often leads to panic and ill-considered action. But when we attempt to formulate standards for a policy on controversy, we too often use either the rhetoric of the extreme libertarian or that of the overly cautious restrictionist. Neither is adequate. The former excludes any qualitative standards; it reiterates the "free market place of ideas" argument which assumes that truth will automatically emerge if all sides are heard. The latter sells the student short and assumes that his impressionable mind needs shelter from any point of view not already widely accepted. The extreme libertarian view does not recognize the need to distinguish among issues on the basis of their relevancy to the intellectual goals of the college. The restrictionist view is even more unacceptable because it combines fear with a defense of the status quo and denies the values of free speech and assembly without which there can be no understanding of the crucial issues of the day. The central place which controversy should occupy on any campus derives from the ancient purposes of higher education-teaching and intellectual inquiry. The farther we stray from these central purposes

AMONG the key words in the revision of practices in higher education today are "orientation," "integration," and "comprehensive examination." In the graduate work of the Teachers College of the University of Cincinnati a serious attempt has been made for the past two years to give concrete expression to the ideals back of these catch phrases. The chief medium for this purpose is a general graduate seminar covering the main fields of education, and shared by both students and the entire graduate faculty in education. This provides upwards of half of the instructional program for the degree of Master of Education. At the close of the year comprehensive examinations on the various areas of the seminar replace the oral examination on courses for Masters' candidates. Through this program the faculty hopes to produce candidates for the higher degrees who have perspective and depth of insight, coupled with critical and problem-solving attitudes, rather than candidates notable for high degrees of specialization or for some specific indoctrination. At the same time, the project is designed to stimulate the participating staff members to personal growth, to develop in them tolerance and understanding of each other's views, and to encourage a reasonable integration of their teaching. A brief explanation of the general organization of the seminar system will give a setting for a more detailed account of objectives and procedures in the various major fields. Four areas were first blocked out, and faculty chairmen and committees selected to have primary responsibility for these fields. These major divisions of the seminar work are as follows: the school in relation to society and the social order, organization of the American school system, educational psychology and principles of learning and teaching, and scientific method and research in education. More conventionally, these deal in turn with educational history, sociology, and philosophy; educational administration; educational psychology; and educational measurement and research. Each of these topical areas or sections is scheduled for a seminar session of two hours once every two weeks. A student registered, as most of the twenty-five or thirty members of each section are, for all four sections of the seminar, thus attends

mT HE United States National Student Association (USNSA), in addition to its leadership in college students' thinking and activities within this country,' is building bridges of friendship with the college students of other countries. Such friendship is important because all students must live and act together in a world becoming progressively more close-knit. It is especially vital when it involves students who are already playing an important r8le in their own countries. In spite of indoctrination and suppression, college students in many places are now fighting for freedom both by word and deed. In some countries the scarcity of college-educated people means that their college students will have positions of national leadership and responsibility soon after graduation. If students learn to understand each other while students, they will be better able to deal with each other later. The chief means of contact which the USNSA has with students in foreign countries are the annual meetings of the International Student Conference, which has been called "the United Nations of the student world" since the Conference now includes nearly sixty national student unions in all parts of tlhe world. The Inter