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Academic medicine often seems to be swayed more by fashion than science. Establishment team consensus is only needed where there is ambiguity. Evidence-based medicine is a new term for informed decision making and facilitated learning is purported to do away with authoritarian indoctrination. Problems that arise from the emphasis on team decisions, evidence based medicine and facilitated learning are discussed.

Traditional animal science curricula ignore sociological aspects of scientific research and therefore portray scientific knowledge as value-free. This view gives rise to a teaching method that involves imparting lists of scientific facts that are to be accepted by students without critical evaluation. This amounts to little more than indoctrination and misrepresents science as a system of knowledge. An alternative approach is based on the view that science is a creative human activity that reflects the values and biases of its practitioners. The goal of this approach is to teach students to think analytically and to make independent judgments about scientific claims. This requires a scientific literacy: an understanding of principal scientific theories, the nature of scientific research, and the relationship between science and society. To achieve this goal, a teacher must become less of an authority figure, whose role is to simply pass on information, and more of a facilitator, whose role is to promote questioning, exploration, and synthesis. This requires a learning community in which students feel comfortable taking risks and develop the courage to make and defend judgments. This teaching approach enhances the intellectual and ethical development of students, allowing them to serve themselves and society in responsible ways.

These rules apply to all LLNL employees, non-LLNL employees (including contract labor, supplemental labor, vendors, personnel matrixed/assigned from other National Laboratories, participating guests, visitors and students) and construction contractors/subcontractors. The General Safety and Health rules shall be used by management to promote accident prevention through indoctrination, safety and health training and on-the-job application. As a condition for contracts award, all contractors and subcontractors and their employees must certify on Form S & H A-1 that they have read and understand, or have been briefed and understand, the National Ignition Facility OCIP Project General Safety Rules.

To the Editor. I served on the curriculum committee in our college for the past 3 years and in the role of chair this past year. We were challenged to consider what changes were needed in our doctor of pharmacy prerequisites and program of study to prepare graduates for roles in the evolving health care environment. As I served in the role of chair, I wanted to be wise in the eyes of my fellow colleagues. I thought back to when I first entered academia – about 17 years ago. During my first year of “academic indoctrination” by faculty colleagues at another institution, I learned that there were 2 groups of faculty members: the researchers and the teachers. It was critical for the researchers to increase their specialized knowledge so that they could bring acclaim to the college and garner grants that funded their work and subsidized college operations. This group was required to do some teaching but many of them didn’t really like teaching. The teaching faculty members were asked to bring their real world experiences to the classroom and challenge students to “think critically.” They were not expected to complete formal research nor bring in grant money per se. However, they were encouraged to develop their clinical practice sites and specialization in particular areas so that they might also gain national acclaim for their work. Many of them didn’t really like research. While thinking about this dichotomy one morning during one of my long commutes to work, I had an epiphany: we have created a barrier for success through the infrastructure that currently supports us. We are engaged in the “business of education.” Deans in colleges and schools of pharmacy are acutely aware that their “businesses” must earn money and be successful or they will close. “Student customers” pay for the classroom courses and unique experiences that pharmacy colleges and schools offer so that they can earn a degree, become licensed, and eventually earn their own living. Businesses must constantly appraise their external environments, consider market forces, evaluate and outpace the competition, and reengineer their processes on short notice if they are to survive and thrive. If we truly are engaged in the “business of education,” as some argue that we are, then we have problem: a curricular conundrum. The committee at our college finished its “market analysis” and developed a proposed plan for prerequisite changes and new courses. We felt a great sense of pride about our work and were eager to present our findings to the rest of the faculty. Then it happened. A member of the committee posed a troubling question: Who is going to teach these new courses? I sat quietly thinking, “Huh? Is this a trick question?” It really wasn’t. Although we have a functional and able-bodied faculty, our college has prized specialization above all else because specialization usually leads to recognition, favor, and funding. Faculty members have spent countless hours testing hypotheses, developing clinical practice sites, gaining national reputations, and becoming specialists. While many businesses require cross training of their employees to maintain the employees’ agility and the company’s viability, this approach is frowned upon in academia. As I considered the question about our innovative courses, I realized that many have become so specialized that they are unable to teach the content we now need. In his book, Good to Great, author Jim Collins advises us to “get the right people on the bus and get the wrong people off the bus” to accomplish strategic initiatives. If our committee developed innovative courses that are critical for our graduates but none of our faculty members would or could teach them, do we have the wrong faculty or the wrong courses?

It was early in April in 1928 when the word went out in Moscow that Alexander Bogdanov had died. He was a controversial figure, an old Bolshevik who had left that party long before the 1917 revolution and never returned. All the same, he had had Lenin's respect as a scientist (as long as he stayed out of politics). More recently, he also had the support of the new party strong man, Stalin. Bogdanov opposed the growing despotism of the "dictatorship of the proletariat", under which slogan Communist autocracy was being developed. But he was respected as a tireless propagandist for the socialist cause, an enthusiastic teacher of the proletariat, and a writer of arcane science and philosophy. Bogdanov was held in such respect that Communist bigwigs spoke glowingly at the funeral, praising his intellect, courage, and dedication to science and humanity. They did not fail to point out that he had split with his one-time friend, Lenin, and had succumbed to ideological "errors". Indeed, he had powerful enemies in the early Soviet state. Bogdanov was a physician, economist, philosopher, natural scientist, writer of utopian science fiction, poet, teacher, politician (unsuccesful), lifelong revolutionary, forerunner of what we now call cybernetics and organizational science, and founder of the world's first institution devoted entirely to the field of blood transfusion. You could call him a Renaissance man. Although he clearly fitted the category of the late-nineteenth-century Russian intellectual revolutionary, Bogdanov differed from most of them in being no dilettante. More than just a theorist, he was an active scientist and physician. As a teacher, he firmly believed that education and indoctrination could alter people's ways of thinking and behaving, and that humanity could be perfected under socialism. Like many revolutionaries, Bogdanov tried to keep ahead of the Tsar's police by using a variety of pseudonyms, among them Riadavoy, Werner, Maximov, and Bogdanov. After the revolution, he kept the name Bogdanov.

Article-at-a-Glance Background An improvement initiative begun by nurses at Parkview Episcopal Medical Center (Pueblo, Colo) to develop patient-focused care delivered by multiskilled workers followed a quality improvement methodology. Implementation of the new care delivery system on a model unit-2 South-provided the opportunity to plan, analyze data, and make changes as appropriate. Parkview's indoctrination of the teachings of W. Edwards Deming has helped leaders and staff realize the integral role of training in improvement activities. In his 14 points, Deming emphasizes the importance of employee education and of the employee having a clear understanding of his or her job. The time and money put into up-front education should help ensure the long-term success of this initiative. Defining the CarePartner Three new multiskilled positions were developed on 2 South–a Personal CarePartner, a Business CarePartner, and a Clinical CarePartner. By cross-training each of these roles to perform duties formerly done by centralized departments, 2 South was able to cut costs and time while ensuring quality care. Training the CarePartner An internally developed training program provided the new CarePartners with up-front education to prepare them to deliver patient-centered care. Results 2 South has experienced drops in patient falls and medication errors-areas that are often negatively affected when multiskilled programs are instituted. Patient and physician surveys have shown increased satisfaction with care provided on the unit. The increased efficiency of the model unit has produced these outcomes while cutting costs substantially. Lessons Learned The interdisciplinary team coordinating the improvement project learned many lessons in the process, including the importance of communication, education, and a sense of humor.

At Los Alamos National Laboratory, a national defense laboratory with a history of working in seclusion and secrecy, scientists and engineers have received an important new mission to partner with industry. The scientists and engineers need to expand their skill base beyond science and understand the business of innovation to be successful in this new environment. An administrative field experiment of conducting intensive, immersion training about the commercialization process was piloted at Los Alamos in September, 1992. This Field Research Project addresses the following research question: {open_quotes}Does {open_quotes}immersion{close_quotes} commercialization training complement organizational goals and does the method accelerate cultural change?{close_quotes} The field experiment first began as a pilot Commercialization Workshop conducted for twelve scientists in September, 1992. The objective was to create commercialization action plans for promising environmental technologies. The immersion method was compared to the indoctrination method of training also. The indoctrination training was a one-day lecture style session conducted for one hundred and fifty scientists in July, 1993. The impact of the training was measured by perceived attitude change and the amount of subsequent industrial partnerships that followed the training. The key management question addressed on the job was, {open_quotes}With a limited budget, how do we maximize the impact of training and achieve the best results?{close_quotes}

Background The effect of a required six-week third-year family medicine clerkship was examined within a framework of professional socialization. Socialization was considered to consist of an institutional process, i.e., value indoctrination, and a learner process, i.e., value clarification. Method Pre- and postclerkship data from 1,095 students (classes of 1981-1993) at the University of Arizona College of Medicine were analyzed. In addition, specialty match data were obtained. Factor analysis of 19 items on the pre- and postclerkship questionnaires was used to derive four scales measuring attitudes related to family medicine. The students were first grouped into four groups: those who preferred family medicine before and after the clerkship, those who preferred other specialties both times, those who switched to family medicine, and those who switched away from family medicine. Then the students were grouped into eight groups by dividing each of the specialty-preference groups into two sections: those who matched to family medicine and those who did not. Statistical comparisons involved the use of the t and F statistics. Results Usable data were available for a maximum of 997 students (91%). The students' attitudes about family medicine changed during the clerkship to become more consistent with their postclerkship specialty preferences. In addition, more students preferred family medicine after the clerkship than before it. When each group was further divided into those matching and not matching into family medicine, no significant difference in attitudes was found between those matching and those not matching. Conclusion These results reflect both a value clarification process and a value indoctrination effect. The discrepancy between postclerkship specialty preferences and later match data indicates that the indoctrination effect and clarification process continue into the fourth year.

ULTURAL historians have identified James Fenimore Cooper's The Last of the Mohicans as one of approximately forty novels published in the U. S. between I824 and I834 that together suggest the existence of a virtual "cult of the Vanishing American" in the antebellum period. Requisite to membership in this cult was a belief that the rapid decrease in the native population noted by many Jacksonian-era observers was both spontaneous and ineluctable.1 Cooper would seem to betray his indoctrination in the cult of the vanishing American when he states in the introduction to the I83I edition of his novel that it was "the seemingly inevitable fate of all [native tribes]" to "disappear before the advances . . . of civilisation [just] as the verdure of their native forests falls before the nipping frost."2 The elegiac mode here performs the historical sleight-of-hand crucial to the topos of the doomed aboriginal: it represents the disappearance of the native as not just natural but as having already happened.3

JAVMA, Vol 222, No. 7, April 1, 2003 In the late spring of 2003, approximately 2,300 new veterinarians will enter employment in some aspect of veterinary medicine. Their success and career satisfaction, and the success of their employers, depend on many factors. However, effective mentoring will make their success and career satisfaction far more likely. Conversely, organizations that provide good mentoring are far less likely to experience the high personnel turnover rates that are noted when mentoring is absent. What is mentoring? Webster’s dictionary1 defines a mentor as “a wise and trusted counselor or teacher.” The first important term to note is the adjective “wise.” For counsel to be wise, the mentor must not only be skilled in discerning what is true and right, but must offer counsel based on the needs of the mentee, not solely on the needs of the organization. The second key adjective in the definition relates to trust. The importance of creating and maintaining trust between a mentor and mentee cannot be overemphasized, but that level of trust can only be earned over time. Effective mentoring is a two-way street, and both parties must invest time and energy into building a relationship of trust and confidence. The mentee must be open and receptive to input and advice and should actively solicit feedback on performance and assistance in identifying strengths and weaknesses. Accepting mentoring requires self-confidence, personal objectivity, and an ability for critical self-analysis. Solicitation and use of mentoring is not an indication of inadequacy, but reflects a determination to maximize our skills and talents. As we reflect on what mentoring is, we should also consider what it is not. Mentoring is not the gratuitous offering of unsolicited advice. Mentoring is not an indoctrination into the policies and procedures of an organization, however useful such indoctrination may be. Finally, mentoring is far more complex than being a role model. Webster’s dictionary1 defines a role model as “a person whose behavior, example, or success is or can be emulated by others, especially by younger people.” Being a good role model is important, but this is, by itself, a passive activity. In contrast, being an effective mentor takes work and a personal investment in the process. The best mentoring occurs when the two parties know each another well, share a mutual respect, keep one another’s confidences, and are mutually supportive. An effective mentor is proactive in addressing difficult issues and willing to give counsel on life and career issues beyond the workplace. All of us, regardless of experience or years in the profession, can benefit by mentoring, so there will be, and should be, times when the roles of mentor and mentee are reversed. That role reversal requires a special level of mutual trust and self-confidence! Daryl D. Buss, DVM, PhD MISSION STATEMENT

Handbuch der Religionsgeschichte im deutschsprachigen Raum, Volume Two: Hoch- and Spatmittelalter. By Peter Dinzelbacher. (Paderborn: Ferdinand Schoningh. 2000. Pp. 555. EUR88.40.) This is the first volume to appear in a planned six-part series on the history of religion in the German lands from antiquity through the modem era. Its declared goal is to examine the totality of religious behavior and experience during the high and later Middle Ages from a phenomenological and interdisciplinary perspective. The author, Peter Dinzelbacher, has consciously written neither a history of theological ideas nor a church history. Rather, by drawing on a wide range of sources including both Latin and vernacular verse and texts, painting, sculpture, and inquisition and visitation records, Dinzelbacher examines how religion affected daily life and attitudes. His presentation of hundreds of examples of (predominantly) late medieval religious life in Germany rests on two fundamental assumptions. First, "holiness" is not understood as the equivalent of moral sanctity, but rather as the numinous presence of unseen powers which could be associated with persons, places, rites, and objects. Second, late medieval religious life was characterized by a conflict between institutional religion (religion prescrite) on the one hand and the people's lived religious experience (religion vecue) on the other. Both assumptions lead to a problematic understanding of medieval religion, as I will argue below. In its sheer number of examples and source references, the book is exhaustive. A short historical overview of high and late medieval spirituality and piety is followed by the "phenomenological" section, which makes up most of the book. In it, Dinzelbacher examines first the transmission of religious beliefs through word and art; catechesis, preaching, biblical and other writings, painting, sculpture, drama, and music were all vehicles for religious indoctrination. The conceptual framework for religious experience is considered next: belief and practice played themselves out in a world of God(s), angels, saints, demons, and other supernatural beings. Dinzelbacher's phenomenological discussion then treats in turn the sacrality of particular places, times, deeds, words, and people. The author illustrates each of these topics with copious citations from an enormous range of textual and visual evidence. The book's greatest strength is precisely this impressive command of source examples dealing with late medieval religious life; interested researchers will find the volume a treasure trove of potential case studies. Unfortunately, the author's basic premises in his approach to this material lead to a distorted interpretation of late medieval religious experience. Though he is no doubt correct in positing a tangibly "sacral" element in late medieval ideas of the holy, Dinzelbacher takes this truth to an extreme, often equating religion with magic without explaining the broader context of his evidence or the self-understanding of late medieval believers. …

Introduction: health professionals must address culture and diversity in practice. Clinical assessment and treatment have been linked to race and ethnicity (Schitai, 2004, Smedley et al., 2003). Research has addressed culture and diversity in traditional learning environments (Ladson-Billings, 1995; Grant and Sleeter, 2006), yet, little exists related to virtual communities. This is troubling because virtual environments are increasingly being used as platforms for indoctrination, communication, and assessment for clinical education. Theoretical framework: virtual communities encourage participants to 'try on' different identities (Gee, 2003), and reflect on the consequences of their decisions while 'wearing' them. This paper introduces a new framework: the ecology of culturally competent educational design, providing a launching point for development and evaluation of cultural competence in virtual worlds. Conclusion: virtual worlds provide a useful and safe medium for integration of cultural competence training in clinical education, which is paramount because it influences patient diagnosis and outcome.

In the early seventies, the full impact of modern dynamical systems theory and the geometrization of mechanics have made themselves felt also in Romania. These ideas trickled in over a period of several years both from the West and the Soviet Union into a country which was, for all practical purposes, in complete intellectual isolation. The late sixties saw a slight respite from a very harsh rule and a few mathematicians were allowed to travel. They brought back into the country any material they could lay their hands on and made it readily available to their colleagues and their students. In July 1972, a Chinese-style cultural revolution was imposed by the Central Committee of the Communist Party with disastrous consequences, for mathematics in particular. A complete return to Stalinism occurred. By 1975, the Central Institute of Mathematics in Bucharest, the only in the country, was dissolved and mathematicians were looking for jobs. Those whose views were perceived to “infect” the Marxist indoctrination of students were fired from their university positions. This was just one of the many purges which periodically hit the higher education system, except that this time it took on an even more sinister twist: Ideological purity became again codified into various governmental regulations (before it was harshly applied but it had only a convoluted legal basis) and only those deemed worthy by the Communist Party were even allowed to register to the graduate study admission competitions at different universities and institutes. Membership in the party became a necessary, but not sufficient, condition to be admitted to the exam.

Attrition in the training of U.S. naval aviation officer candidates represents a historic problem. The early identification of those likely to attrite during training would significantly reduce overall training expenditures. In this study, we assessed the value of biographical information for predicting early attrition at the indoctrination level of naval aviation officer training. We selected a random sample of 1551 aviation officer candidates and naval aviation cadets for analysis. The subjects selected had taken the Aviation Selection Test Battery (ASTB) between 1987 and 1990 and had completed the aviation indoctrination program operated by the Naval Aviation Schools Command in Pensacola, Florida. A principal component factor analysis of Biographical Inventory items was conducted with those who passed (N = 1176) and also with those who attrited (N = 375) basic aviation indoctrination. The resultant factors were then forced into a discriminant function analysis to determine if the factors obtained were different for the two groups. We found that the factors were significantly different for the two groups. The results indicate that biographical data may be useful in identifying candidates who are most likely to attrite early from naval aviation training.

Over morning coffee in a Michigan bookstore, we are talking about Native literature: reading it, teaching it, theorizing it, living it. We are searching for interpretive ground, a critical center. It doesn't take long to realize that the center inhabits shifting ground, borderland in motion. Mixed blood, margins, cross blood, mixed culture, frontier space.... We are pretty serious about the discussion, as serious as you can get about trickster territory, especially before noon. Then Patrick LeBeau talks about that old photo he saw. Indian students from Pratt's infamous Carlisle boarding school marching in a bigparade at the 1893 World's Fair and Columbian Exhibition in Chicago. They all carry an instrument or emblem of the trade they have been taught. Tools of the farmer, tailor, carpenter. Carrying hammers and hoes, they are Indians marching into the new era. And here we are, we laugh. A bunch of Indians in an academic parade, marching along with our Ph.D.s, degrees held like banners of our own indoctrination. Do we carry the tools of literary studies that way? Do we naively wave theory like a frat emblem? Are the current theories destructive to the essence of Native Literature as were many boarding school teachings to a Native lifestyle? At least we must admit that at certain times and in important ways they are inhospitable. A full understanding of Native literary traditions cannot flourish when the interpretive theories, the tools of literary analysis, all stem from another/ an other cultural and literary aesthetic. When reading any literature we translate the textual symbols. We reanimate them to give them meaning. But is it possible to translate the hieroglyphs of a Native American system with the interpretive tools of an American or Continental literary or scholastic tradition? For example, the hierograms of Indian expression, the sacred symbols, stem from a particular world view that attributes to words and sounds a spiritual element. Can we "read" these symbols correctly

For many who study Chinese politics and history, June Fourth has become a common point of reference, one marking a new political phase as well as a momentous historical event. ' The aftermath of the crackdown in Beijing also constituted a distinct stage in the arts, a period of renewed efforts at ideological indoctrination and rigid censorship. Though this control has eased significantly with the flood of economic reforms triggered by Deng Xiaoping's tour through southern China early in 1992, a closer look at theatre activities in Shanghai preceding this major shift reveals a fascinating dialectic operating in the artistic community for more than two years during the Main Melody campaign. Through a scholarship from the Harvard-Yenching Institute, I was fortunate to have been living in Shanghai for a sixteen-month period during 1990-1991, when the campaign reached its peak. National in scope, the campaign had distinct ties to Shanghai in regard to its origins and subsequent development; thus, this article's focus on the campaign's dissemination in the Shanghai theatre community serves both as a local case study of a nationwide phenomenon and as an examination of the unique circumstances of theatre activity in Shanghai at the dawn of the current era of rapid economic reform. Sources for this article include interviews with administrators, instructors, playwrights, actors, directors, and designers from the Shanghai Theatre Academy, several regional theatres, and local and national cultural bureaus and publications, in addition to published articles relating to the Main Melody campaign, only some of which are cited here. I am indebted to my colleagues in China who spoke candidly with me about this topic, which was quite sen

The experience of Romanian higher education under communist rule, particularly during the years of the Ceausescu regime, was that of an extreme case of unaccountable political voluntarism and direct interventionism in all crucial aspects of its functioning. A particularly despotic regime, in replication of the Stalinist model of communism based on a triptych of 'one nation, one party, one leader', limited the role of intellectuals and artists to nothing but the glorification of the regime or the production of 'scholarly' justification for its policies. The design of this regime was to reduce institutions of higher education to mere centres for training a limited number of highly qualified workers. In social sciences, teaching was often diminished to indoctrination, and research to political or intellectual servility. This vision of higher education also virtually ruled out any possibility of it responding to individual demand. It should be pointed out that in all communist countries there was a high individual demand for higher education because the communist socioeconomic system, more than any other, did not allow for the accumulation of extensive private wealth or the inheritance of political power or privilege-even though there were attempts to circumvent these restrictions. In principle, every generation had to make its own way and, under such circumstances, a higher education diploma was a vehicle for upward social and/or economic mobility. Indeed, a university degree was often the only valuable 'good' which parents could offer their children. A side effect of this situation was that the system of admission became a tempting ground for individual political influences and corruption. As a consequence of the communist view of higher education as well as Romania's particularly dogmatic adherence to student numbers for manpower planning, the country had at the time a very elitist system of higher education, with one of the smallest numbers of students in Europe in relation to the size of the traditional higher education age cohort as well as the percentage of the total population. Evidently, one of the areas in which reform was earnestly sought in postcom

Literacy and Technology, Myron C. Tuman. Part 1 Computers and New Forms of Texts: Literature in the Electronic Writing Space, Jay David Bolter Opening Hypertext - A Memoir, Ted Nelson. Part 2 Computers and New Forms of Teaching English: Hypertext, Metatext, and the Electronic Canon, George Landow Dominion Everywhere - Computers as Cultural Artifacts, Helen Schwartz. Part 3 Computers and New Forms of Critical Thought: Looking Out - The Impact of Computers on the Lives of Professionals, Stanley Aronowitz Grammatology (in the Stacks) of Hypermedia - A Simulation, Greg Ulmer. Part 4 Computers and New Forms of Administrative Control: The Electronic Panopticon - Censorship, Control, and Indoctrination in a Post-Typographic Culture, Eugene Provenzo Naturalizing the Computer - English Online, Victor Raskin. Part 5 Computers and New Forms of Knowledge: Digital Rhetoric - Theory, Practice, and Property, Richard Lanham How We Knew, How We Know, How We Will Know, Pamela McCorduck. Final Thoughts, Myron C. Tuman.

SWANT TO DESCRIBE an important if obvious tension in the university today. The pressure to modify the openness of American society, coming from those who say that an unthinking or unrestricted cultural relativism will damage education and so jeopardize, if not the state directly then the quality of citizenship we bring to it, is countered by those who claim that this openness is either inadequate or a sham, and that racial, cultural, and genderbased exclusions continue to keep a sizable proportion of citizens from their rightful place in the social order. Despite this conflict we enjoy, on the level of theory, an American consensus about the ends of higher education and its contribution to civil society. What Robert Hutchins said about the University of Utopia, in a clear and courageous little book published in the midst of the McCarthy era, is as relevant today as then: his remarks on a fearless "philosophical diversity" within a single theory of education (derived from principles of academic freedom) can still be useful, even if the pressure on the universities comes at this time more from within than from state agencies. It is exerted mainly by teachers, or a changing student body that speaks for those excluded from the social covenant and sometimes, in effect, from equality before the law. Hutchins's emphasis on discussion and conversation, and his rejection of advocacy teaching ("indoctrination"), are close to absolute

The difference in attitudes between students of economics and the average population is attributed to the characteristics of those who chose to study economics and not the education process.

SYNOPSIS. Exuberance over insights gained in the infant field of genetics early this centuryled scientists to extrapolate beyond their data to heredity of behavioral traits in people. Oneof the direct consequences was the incarceration of Americans and Canadians of Japanese ancestry during World War II as enemy aliens. Drawing on this personal experience of the misapplication of science, I describe the process of scientific indoctrination and blindness to the limitations of this way of knowing. This led to my attempt to demystify science through the electronic media. Only recently have I come to understand that two assumptions that impelled me to use television in the first place are wrong. The first was that with access to more information about science, the general public would be in a position of making better informed decisions on issues involving science and technology. The problem is that we are overwhelmed with information and most people lack the ability to distinguish meaningful “signal” ( i.e. , credible information) from background “noise” ( i.e. , garbage). We believe in phantoms created by the acceptance of anything because it exists as print or television programs. My second assumption had been that we need a mechanism to do an in-depth “cost/benefit” analysis of new technologies before they are actually made available. But history reveals that the benefits of new technologies are immediate and obvious while the costs are usually hidden and completely unpredictable. But in the rush to exploit new scientific insights we ignore the fact that science must lookat nature in isolated bits and pieces. Knowledge gained in fragments does not yield an understanding of the greater context from which the pieces are taken. With each new discovery, we itch to apply it, forgetting how much we have yet to learn. Our attempts to manipulate nature are often illusions of control created by our ability to overpower nature by brute strength. In the area of genetic engineering, this could be truly disastrous.

In the first article in this series on learning about Aborignals, Mr. Spalding suggested that racist modes of thought were embedded deeply in Australia#x2019;s settler community – “much of our progess and comfort has been gained at the price of Aboriginal distress …” A second article pointed to inadequacies in references to Aboriginal people in various Social Studies books dating from the beginning of the century to recent times.In this third article attention is focussed upon the processes of indoctrination.

Confusion exists regarding the terms health and wellness. This article presents a conceptualization of health as consisting of social, mental, emotional, spiritual, and physical components; a conceptualization of wellness as the integration of these components; and a conceptualization of high-level wellness as the balance of these components. Implications of these conceptualizations for health education are presented. Iatrogenic health education disease is discussed and a distinction is made between health education and health indoctrination.

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.

In recent years social and life skills curriculum has emerged to occupy an important place in new training initiatives, particularly those associated with YTS and pre-vocational courses such as TVEI, CPVE and City and Guids 365. one level the attraction of ‘life skills’ training is that it is relevant and address, in ways that traditional Liberal and General Studies could not, the practical problems likely to affect young people as adults, as parents and as employees. another, ambiguity surrounds the criteria upon which such skills for living are constructed and appraised, not least because of their close behavioural connection with altering young peoples’ attitudes toward authority, industry and society. Despite recent concern about the dangers of bias and indoctrination elsewhere in mainstream education, this controversial aspect of government intervention in vocational training (DEP 1981; MSC 1981; DEP 1984) has escaped the critical attention of those who currently express concern about standards in education (Scrution et al 1985). For this reason the paper seeks to examine the kind of ‘official’ thinking which lies behind life skills training, and the skills which are thought necessary to enhance the ‘personal effectiveness’ of young people. This would seem all the more important in view of the government's contention that technical and vocational education (14–18) now constitutes a viable alternative for those who fail to succeed in mainstream education. (DEP 1981, 1984; MSC 1981, 1982a).

Values clarification is today widely used in drug education programs in the United States. The premise is that decisions pertaining to whether to use drugs or to abstain are a direct function of a confused value system. The purpose of values clarification is to assist individuals both to structure and operationalize a value system which is personally satisfying and socially acceptable. In an attempt to raise questions regarding its efficacy to influence drug use, criticisms will be offered on the following areas: the role of content in valuing, the position of “ethical relativism,” the danger of indoctrination, and the social pressure to conform.

One important cultural factor which has contributed to inhibiting regional cooperation and integration in Latin America lies in the intense territorial nationalism prevailing in several of the Spanish-speaking countries. This frequently underrated phenomenon is an outgrowth of the great number of territorial disputes still to be found in the region and the indoctrination of public opinion through the educational systems and the mass media that often accompanies them.1 At least the following disputes can be considered as having greatly affected the international relations of these countries in recent years:Argentina vs. Chile. The core of the problem (the dispute over three tiny islands in the Beagle Channel) was solved with the Treaty of Peace and Friendship signed in 1984 and ratified in 1985, but it almost led to war in 1978 and was an excuse for intensive nationalistic indoctrination over several years. It generated arms races and military mobilisation, concomitantly frustrating a natural potential for economic complementarity and integration. The territorial disputes yet unsolved are very minor, but distrust will probably linger on for many years.

In the summer of 1985 I spent two months in Ganden Monastery, now in a Tibetan refugee camp in the southern Indian state of Karnataka. This is the story of why I went and what happened. Tibet hit the headlines in 1959 when the Dalai Lama, spiritual and temporal leader of the Tibetan people, fled into exile in India. He was followed by thousands of refugees. The Chinese invasion of Tibet must rank as one of the great tragedies of the twentieth century. The two decades that followed witnessed the total destruc? tion of the Tibetan civilisation and culture. Conservative estimates place the total dead at 360000; Tibetans claim 1*2 million. Some were resistance fighters using antiquated weaponry against Chinese artillery, but most died in prison of starvation, or during "political indoctrination sessions." Religious practice was outlawed, and over 5000 monasteries and shrines were destroyed. These events were largely ignored by the Western media and politicians. One of the handful of Westerners to have lived in Tibet and the representative of the British and Indian governments there, Sir Hugh Richardson, commented in 1982, "The Tibetans had a civilisation that had developed for 1300 years. They had an immense literature and they had developed a very special practice of Buddhism. They are unique people, they have their own language and their own civilisation. Surely it is a tragedy to see any civilisation dying, even if it is not so long established, so literate and so polished as the Tibetans." Tibet has always been the physical manifestation of a spiritual ideal for me? a place high in the Himalayas ruled by an enlightened temporal and spiritual leader. A place where for centuries people have been exploring the mind while the "civilised advanced nations" have been exploring the world. Their world is internal, infinite; ours is external and finite. In 1983 during my second year holidays I travelled through Ladakh, a remote area of Tibet in the western Himalayas under Indian control. I found a people with a tremendous sense of joy and appreciation of every moment despite the adversity of exile. They regard this with a calm resilience, which is never pessimistic or passive. I met two Australian doctors working in a Tibetan refugee camp on the outskirts of Leh the capital of the region. They had worked there for a year, nine months of which they spent totally isolated when snow blocked the high passes. I was impressed by their determination and idealism both to work in such a place and to walk away from the intense competition of hospital medicine for so long. I decided to do something similar as soon as I knew enough to be of use. In the summer of 1985 at the end of the fourth year the opportunity arose. I took it, and from then on the project gathered its own momentum.

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.

Government, which increasingly supports all medical education, will exert financial leverage so that the medical needs of the public are satisfied. Although the total number of physicians required in the future is controversial, the proportion of specialists will decline in favor of physicians trained to provide primary care. To train such physicians, medical schools must not sacrifice quality or try to turn out two classes of physicians. Rather, students must continue to be educated in the scientific method, but they should also have a clinical indoctrination oriented to the care of ambulatory rather than hospitalized patients. Thus, on graduation, they will be equipped to enter either postgraduate training programs for primary physicians or programs for specialists as determined by the needs of the public. (N Engl J Med 291:553–556, 1974)

As the twenty-first century approaches … the possibilities of a univerally opulent society being realised have appeared in the sense that [Adam] Smith envisioned it, and the information society that will emerge from the computer communications revolution will be a society that actually moves towards a universal society of plenty … this is what I mean by “Computopia” (Masuda) Our culture … is already committed to the proposition that the only legitimate knowledge we can gain of our world is that yielded by science. All thinking, dreaming, feeling, indeed all other sources of insight have already be delegitimated. The indoctrination of our children's minds with simplistic and uninformed computer idolatory … is a pandemic phenomenon (Weizenbaum)2

The royal lecture was an institution of Confucian indoctrination that purported to make the king a better ruler by teaching him the moral principles of government. Introduced into Korea in the twelfth century from Sung China, this institution remained little more than a ritual in the Koryŏ period. With the founding of the Yi dynasty, the royal lecture began to develop into full maturity thanks to the rise of Neo-Confucianism. By the last quarter of the fifteenth century, it became an institution of intensive indoctrination and a major forum of political consultation. Its curriculum encompassed the Confucian classics and histories. The king attended three sessions every day. At the end of each, he discussed important matters of government with an assortment of officials, ranging from senior officials to academicians and censors. Its format and operation faciliated wide consultation on state affairs and contributed to increasing conformity to Confucian political doctrines. The new apparatus also upset the balance of power in government and disrupted the decision-making process of the Yi government.

This paper is intended as a briefing document on recent legislation for teachers, parents, school governors and educational administrators. It aims to provide a summary and comparison of the 1986 and 1988 Educa tion Acts insofar as these refer to curriculum content; and to examine the implications of recent legislation for the development of 'multicultural' and 'anti-racist' curriculum initiatives, and the teaching of politically con troversial issues - with particular reference to history. The paper looks closely at sections 44 and 45 of the 1986 Act because these could be used by parents and community groups to challenge offi cially sanctioned history teaching, and demand a history curriculum which is not merely a jingoistic celebration of Britain and all that is British.

Tradition, community pressures and personal biases can contribute to a drug education program that may be more indoctrination than education. There are some basic ethical issues that need to be clarified with regard to drug education curriculum development.Ethical justifications for and against the inclusion of all relevant information in drug education programs are discussed. The author concludes that personal autonomy and human dignity should be the preeminent values adhered to when drug education curricula are planned and presented.

In an article published inPast and Presentsome years ago, Professor Strauss drew attention to an area of activity that early sixteenth-century reformers considered to be of vital importance - evangelical effort amongst the young. The overwhelming impression left by this article and by a subsequent full-scale study of the indoctrination of the young in the German Reformation is that – in Professor Strauss's terms – failure, not success, was the dominant note.

The orientation program, properly conceived, must be reasonably brief, varied in content, and therapeutic in intent. It is not intended to supplant the protracted, solid study which is professional preparation. As distinguished from indoctrination, with which it is sometimes erroneously confused, orientation seeks to confront willing minds with re alities in a manner designed to lessen tensions and anxieties. On the basis of language facility and general maturity, ori entees are assigned to two-, four-, or eight-week programs. The four-week program is distinguished from its shorter and longer counterparts by its well-roundedness, flexibility, and personal touch. Although short in duration of time, the well- conceived and well-conducted orientation program is highly important in that it provides first impressions to the foreign student of the milieu in which he must live and learn until he returns home.

the Mid-western Branch of the N. A. B. I. made this pertinent comment: "More and more I am feeling the need for an increasing emphasis on motivating for religious living that is personally satisfying, intellectually sound, ethically valid and socially constructive. I do not mean one should try evangelistic appeals or seek for overt decisions. However, I believe one should help the student see what decisions are significant and why they should be made." This statement was followed by a "Note: As teachers should we not have a proper concern for the loyalties, commitments and judgments of our students? The successful use of the principle of indoctrination by the fascists, nazis, and soviets makes it increasingly difficult for us to maintain and defend a purely doctrinaire and academic attitude toward our teaching opportunities and responsibilities." I have saved for the last a quotation which seems to me to be very helpful in thinking through the problem of combining knowledge and appreciation in the classroom presentation of religion. "It is difficult," this member wrote, "but I think by no means impossible to combine (the) intellectual attitude with devotional fervor, and to make the combination is exactly the aim and the problem of the teacher of religion." I should like to read the very able exposition of this thesis. "For the intellectual presentation of the subject, I feel that the teacher of religion in her classroom should be as objective and scientific in her presentation of the facts concerning the history of the religious heritage as is the teacher of secular history, and that for the metaphysical aspects and implications of these facts she should strive for the same kind of consistency and orderliness that the teacher of philosophy employs." "With regard to the religious realities themselves. . . . I believe that the teacher of religion in a college such as ours has about the same sort of problem that the teacher of art has, i. e., she wishes to give her students the setting for an understanding of beauty and a personal contact with it, so far as that can be made possible by the analysis of the subject and the personal enthusiasmn and appreciative attitude of the instructor herself. That is precisely the same sort of problem that the teacher of religion has in her field. She wishes to give her students an appreciation and understanding of religion, and hopes by these means to lead her to experience it; but in my opinion the instructor in religion in a Liberal Arts College has to communicate this appreciation through her own attitude and analysis, not by a directly propagandist or evangelistic approach."

I was pleased when Dr. Helen Beiser asked me to talk to you about my experiences in the field of child psychiatry. It was a pleasant task and allowed me the privilege of describing some of the important experiences that were so meaningful to me. It was difficult to select the few experiences I shall relate to you from the many others which also had much significance and meaning. Most of this material is based on notes which I have kept. In a few instances I had to rely on my memory. Why does one choose child psychiatry as his lifework? What are the sources of gratification that come from helping solve the problems of conflicted children and parents? Is the decision based all where we feel our talents lie? Is it related to the social consciousness of our family? Is it based on unmet emotional needs in our early life? My indoctrination in the emotional aspects of a child's life came from an unexpected source. My first service as a Fellow in Pediatrics was in the Outpatient Department at the University of Minnesota (1920). I noticed that one of the workers, taking notes as she talked to mothers, was not wearing a nurse's uniform. When I asked her about her function in the Outpatient Department she told me that

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.

This article looks at the federal government’s two major forays into education abroad—Fulbright’s amendment to the Surplus Property Act in 1946, and the National Security Education Act of 1991. Part I is a brief outline of the historical precedents for federal involvement. Parts II and III provide an overview of the so-called Fulbright and Boren Acts, respectively. How the pieces of legislation embody the personal ideas of each senator is reflected in Part IV. Next, Part V underscores the appealing political features of each text. Part VI traces the conceptual evolution of “national security” since World War II, and Part VII focuses on what all this has meant for higher education. In this article, I show how changes over the forty-five-year span between the two acts has influenced their provisions, their tones, and, ultimately, their outcomes after passage.

Libraries and librarianship in the USSR are frequently discussed in English language library journals, but scanty information is available in English about the libraries of other socialistic countries. The author, therefore, welcomed the opportunity to observe librarianship under a socialist form of government which presented itself during the summer of 1964 in the Seminar and Field Study on Education in East European countries conducted by the Comparative Education Society. The countries visited on this six-week study tour were Poland, the USSR, Rumania, Yugoslavia, Hungary and Czechoslovakia. Through the cooperation of the various teachers unions, lectures on the educational, political and economic systems of these countries were arranged and the participants had the opportunity to meet representatives of the various ministries of education and culture, teachers, and other people active in public life for question and answer periods and social affairs. The conferences were supplemented by numerous tours to universities, elementary and secondary schools, and pioneer camps. Utilizing the time and opportunities outside of the organized schedule, the writer contacted librarians and visited major libraries in the capitals of these countries. Almost everywhere the reception was most cordial and librarians gave generously of their time. After the buildings were toured, there were usually long discussions about the theory and practice of the profession on both sides of the Atlantic. The following observations are based on these visits and on extensive reading in this field. It is a well-known fact that the ideological differences that have separated countries on both sides of the Iron Curtain are particularly evident in those professions which by their nature can be developed into powerful forces to promote government causes. The practice of librarianship, which to the casual observer appears to be the same in its basic principles all over the world, contains essential points of difference, which become targets of criticism on both sides.' Last year, for example, during a conference held at the Lenin Library in Moscow, librarianship in its relationship to modern society was discussed; Sovetskaia bibliografiia reported that most talks and discussions criticized reactionary tendencies, especially of U. S. librarians.2 Traditional Western librarianship is called "reactionary" because it "attempts to preserve and defend the capitalist order of classes," while its socialist counterpart "is based on the solid foundations of Marxist-Leninist philosophy, and thus contributes to the realization of a new and more just, and therefore more progressive, socialist and communist order of classes."'3 Lenin had already early recognized the book, the library and librarianship as essential instruments in the formation of the socialist society.4 In this role, the book and the library have two well-publicized functions. First, they are frankly propagandistic: "The book is written to influence society; each individual book has a social function. 0 . . libraries are social institutions5 .... which are not allowed to be indifferent any longer."' They are, therefore, instruments of indoctrination which must assist in the formation of public opinion and exert influence upon the political and cultural life of society. The second important function is the education of the masses and the fight against illiteracy-which constitutes the second stage in the cultural revolution, the first being the conversion of the masses to the socialist ideals. Knowledge has to come within the reach of every citizen, and large amounts of the national budgets are spent to support educational institutions.7 Libraries share the responsibility of improving scientific knowledge and technical ex

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.

This experience indicates the potential for developing an educational program within psychiatry that acts as a catalyst for learning rather than an indoctrination process. The initial problems corroborate the concept outline earlier in this paper. Approaching new experiences is an anxiety-provoking activity. Uncertainty is a powerful force. It motivates us to construct elaborate intellectualized defenses. Erecting these defenses is a comfortable method of dealing with uncertainty. To avoid these defenses, one must be constantly aware of himself and his experience. One must act on this awareness by trying new approaches to prevent these defenses. This action will vary with the individual. Each person will manifest his defense differently and must discover his own means to alter it. Once our intellectualization is recognized and uncertainty accepted an equal learning relationship is a liberating experience. Both participants gain new energy to ask fresh questions and experiment with new activities in constructive ways. Furthermore, less experienced colleagues are powerfully motivated to learn. They do not need to be inculcated with the knowledge of psychiatry. Each wants to know and can know. It appears more meaningful for the associate to learn from his own experience in the context of his emerging capacities and interests. Learning according to a regimented procedure seems inefficient and sterile. Beyond the educational process it can be said that a free equalitarian system places a great responsibility on each member of that system. In this experience of creating a working model of a democratic system, each participant exerted pressure on the other to return to an authoritarian system. However, this alerted the participants to the problem. It is urged here that we engage in this kind of endeavor within our own field. Otherwise, we will not be equipped to raise issues of meaningful social change within society. Erich Fromm 23 has described how each individual is responsible for abrogating his own freedom and equality because of his fear of being free and equal and employing authoritarian systems. If we become social activists as two recent articles in the American Journal of Psychiatry 24,25 indicate, we must be aware of the implications of our actions for ourselves and others. Without this we will merely substitute a new authoritarian order for an old one. Even if we do not become social activists in the usual political sense of that word, we must be aware of the issues of hierarchy, power, and authoritarianism. As pointed out here, we might contribute to societal inequality unintentionally since inactivity or misplaced activity is also a political statement.

The German Luftwaffe was the creation of Nazism and represented a special bridge between the Party and the Armed Forces. In World War I German air power had made a glorious record of achievement and it followed naturally that Hermann Goering, one of Germany's outstanding aces and a leading National Socialist, should become the head of the new Luftwaffe. Goering built the new air force of volunteers carefully selected for qualities of morale and physique. The National Socialist Flying Corps and the flying units of the Hitler Youth formed vast pools for the screening and training of the boys. who became future Luftwaffe recruits. In these organizations trainees were given elementary air training and a thorough indoctrination in Nazi ideology. Within the Luftwaffe itself the young airmen were further indoctrinated through contact with the many activities and facilities of the Welfare Organization and the other propaganda agencies. Thus the early members of the Luftwaffe were thoroughly indoctrinated in Nazi principles. The decline in Nazi fortunes which began in 1943, however, brought deterioration in the quality of Luftwaffe personnel. Heavy losses of the original personnel and the expanding needs of the Luftwaffe necessitated ever increasing replacements, many of whom were no longer volunteers, but were personnel obtained from the general draft. As the German situation became more desperate, and as the quality of personnel further deteriorated, the Nazi ideologists sought new means of propagandizing the airmen. The plan decided upon was that of calling into the aviation units special political commissars or indoctrination officers to work among the troops.