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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.

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...

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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.

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.

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?

The ontology of pesantren education is to build the lives of the student with Islamic values because the contents of pesantren education are Islamic doctrine. The epistemology of pesantren education is a method/approach to develop education in pesantren, so that in its axiological aspect can creating individuals who are noble, removes the paradigm of the dichotomy of science, changes indoctrination into participatory, builds a theoretical approach towards an applicative approach, combining a harmonious relationship between reason and revelation, useful knowledge, scientific charity, piety, and noble. The education of pesantren in the modern era needs to prepare learning media to support the achievement of educational goals. In the perspective of Islam, the universe is a medium of learning, included in this category is the media of technology. It’s just that the role of the teacher needs to be prioritized so there is no dehumanization in education.

This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the collapse of the world-picture made up of all certainties. Subsequently, it analyzes to what extent the teacher can teach religious certainty by acting as a facilitator for its acquisition–if desired—particularly bearing in mind that religious certainty cannot be attained at will. These basic teaching guidelines have several advantages. First, they make it possible to know the nature of religious certainty even better. Second, and most importantly, the fact of having adopted the perspective of a teacher who tries inculcating a religious certainty contributes to detecting and preventing forms of indoctrination that, arguably, might go unnoticed even when attempting to properly present religious certainty—or rather, this way of being religious—in current schools to foster understanding thereof.

Industry 4.0 which is supported by the concept of the internet of think has influenced the pattern of indoctrination of radical-terrorism groups. Based on the results of the study, after the declaration until the collapse of the Islamic State of Iran and Syria (ISIS) there were at least 689 foreign terrorist fighters who came from Indonesia and hoped to be repatriated to the country. However, because of security considerations, President Joko Widodo firmly refused. To address this issue, the author conducts normative-empirical legal research using library research methods. The results showed that Indonesian citizens involved in organized international crimes such as ISIS can be banned from returning to Indonesia on a legal basis using Article 98 Paragraph 1 of Law No. 6 of 2011 concerning Immigration and Article 263 Paragraph 2 letter (a) Government Regulation No. 21 of 2013 concerning Regulations for Implementing the Immigration Law. Besides, terrorist sleep cells of ISIS in the country can at any time carry out suicide bomb attacks as a signal given by their group. As an ideological network, these terrorism sleep cells are clandestine and begin to involve women and children as suicide bombers. Keywords: Foreign Terrorist Fighter; Terrorism; ISIS.

In this theoretical paper, I argue that whether science is universal or culture-specific endeavor is a nature of science (NOS) question that needs to be explored critically by learners in a science classroom. Delimiting the discussion to precollege (secondary) science education, I discuss the educational benefits of such a proposal and evaluate its potential from a perspective of developing scientifically literate citizenry. I start the paper by discussing what critical thinking (CT) is and how it is fundamental for knowledge generation within the contexts of western science and indigenous societies. Next, I focus on the scholarly debates within science education circles on the role of culture in science. I highlight the fundamental role of CT in those debates. I point out a paradox: Despite its fundamental role, CT as an educational goal gets poorly featured in the recommendations of science education scholars regarding how school science education should portray the role of culture in science. On the contrary, most of those recommendations look upon the role of culture through specific ideological lenses and may lead to indoctrination. As an alternative, I suggest future citizens be empowered, in developmentally appropriate ways, by engaging in critical deliberation of assumptions and ideologies that underlie both science and their science learning. This entails bringing the debates on the role of culture in science into the science classroom and guiding the learners to explore them critically and in ways that are meaningful and useful for them as future citizens. I argue that such an approach brings CT into the foreground of the teaching and learning of NOS. It also empowers learners to develop a critical mindset with which they can practice making decisions about NOS. Additionally, it makes the teaching and learning of NOS more authentic—aligned with how scholars use CT as the main tool for engaging in philosophical debates and for producing their competing ideas. I illustrate an example to show how such a proposal could be enacted and discuss its implications for fostering scientific literacy.

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings.

This article argues that two significant recent influential historical novels about the Holocaust, Hitler’s Daughter (1999) and The Boy in the Striped Pyjamas (2006), reprise the genre traits of the Bildungsroman or novel of development and can be regarded as remarkably effective in engaging an active reader. Both novels, intended for children and younger adolescent readers, are focused on initially sequestered child protagonists from a perpetrator culture who are unable to fully understand their circumstances but undergo formative experiences by leaving ‘home’, legible both as a physical domicile and a site of indoctrination and repression. As they journey away from a limited conception of biological family the novel’s protagonists are able to reject constricting modes of social conditioning that repress authentic self-expression, curiosity, and impartial ethical judgment. In both novels the protagonists transform their perception of their circumstances by becoming resourceful bricoleurs, unearthing imaginative possibilities in their immediate environment that allow them to forestall emotional isolation and the dehumanization of designated ‘Others’ such as the Jews. The article suggests that while The Boy in the Striped Pyjamas has been read as reinforcing the myth of German innocence, its typological representation of a ‘dangerous family’ and its implied affirmation of Bruno’s explorative instincts, empathetic capacities, and commitment to friendship, allow a reader greater recognition of the ‘banal ideologies and institutions occupied by the perpetrator’ (Ann Rider).

In a city like Hong Kong where animal protection laws replicate outdated British legislation from the early 1900s, extensive educational measures must be taken to raise students’ collective awareness of animal welfare and rights, in order to meet the pressing environmental, social, and moral demands of a rapidly developing society. This article argues that the study of animal protection in Hong Kong school curricula is essential to raising future generations of responsible and empathetic community leaders and members. Not only can such curricula encourage students to make well-informed, healthy, and environmentally-conscious choices as consumers, it also challenges the speciesist “hidden curricula” perpetuated in schools, developing students’ critical and independent thinking skills and empowering them to regain ownership over and accountability for their decisions. It instils empathy in students towards animals, as well as vulnerable groups in society that share a similar narrative of oppression and exploitation, such as women and ethnic minorities. This article refutes the critique of animal protection curricula being a form of indoctrination by challenging the notion that any education system can be truly value-free.

This article is a criticism of the Islamic education aspect, which always shown with a model of normative deductive tendencies. Of course, it is an impact on the learners. It is challenging to understand because reviewed full of knowledge that should be skyrocketing grounded, ranging from things that are theocentric to the abstract, tend to ignore the real reality that it is where the students live and interact with people different from themselves. Moreover, the methodology of teaching and learning teachers are comfortable in matters of religion. That is more suitable to be indoctrination and did not effect on dialogic. Indeed, Islamic education should attach continuously to the historical circumstances in which personalities live.

North Korea is an enigma. The United Nations (UN) states that it is “…without parallel in the contemporary world …” in terms of abuse, exploitation and lack of civil rights. No other rogue state commands the attention and mystique as the isolated nation of the Democratic People’s Republic of Korea (DPRK). Despite an increasingly prevalent international front, including warming relations with South Korea and the threat of nuclear weapons, everyday citizens remain hidden. Public displays of Olympic cheerleaders or the admittance of “K-Pop” stars across the Korean Demilitarization Zone (DMZ) distract from the widespread human rights abuses and public indoctrination that is second nature in the country. But this is no surprise; In the DPRK, the leader is above all else. While marginalized groups in other countries may be granted a voice by international organizations, the vulnerable in North Korea are obscured in the shadow of the great leader’s actions.

Child soldiers have been heavily involved in contemporary African warfare. Since the 1990s, the ‘child soldier crisis’ has become a major humanitarian and human rights project. The figure of the child soldier has often been taken as evidence of the ‘barbarism’, dehumanization and trauma generated by modern warfare, but such images can obscure the complex reality of children’s experiences of being part of armed groups during conflict. This article uses the published memoirs of former child soldiers from Sierra Leone, Sudan, Uganda, Eritrea and the Democratic Republic of the Congo to explore the instrumental and discursive nexus between child soldiers, memory, violence and humanitarianism. It assesses how (former-) children combatants remember and recount their experiences of war, and how these narratives can be shaped by humanitarian, literary and/or therapeutic framings. The article argues that these memoirs’ significance lies in their affective truths and what they reveal about children’s experience, and narrations, of war. Former child soldiers engage with, but also challenge, dominant contemporary humanitarian discourses surrounding childhood and violence to develop a ‘victim, savage, saviour, campaigner’ framework for their narratives. The article historically contextualizes the emergence of the ‘child soldier memoir’, before analysing the narratives of recruitment, indoctrination, and violence recounted by these former child soldiers, and their attempts to rework their identities in a post-conflict environment. It explores how former child soldiers narrate suffering and deploy discourses of trauma in their memoirs: some seeking to process wartime traumas, others leveraging their own suffering to position themselves as campaigners for those children still caught in conflict.

The Madonna of Humility has been a subject of great interest in the twentieth century. Scholars such as Millard Meiss and H. W. van Os have long dwelled on the origin and dissemination of t...

In the preceding articles, Andrew Copson, Angie Hobbs and Ben Kotzee make a number of interesting criticisms of my book, A Theory of Moral Education. Here I offer some replies.

The article presents the determinants of the development of cycling in the areas incorporated by Poland in the first years after the Second World War. The biggest contribution into this process was made by people from large cities, pre-war enthusiasts and athletes who undertook the hardships of social activity and the engagement of local youth. Sports organizations were controlled, but also supported, by state authorities that used mass events in the propaganda policy and actions aimed at integrating the Northern and Western Lands with the rest of the country. This was an important task due to the difficult living conditions and marauding groups of criminals for whom Pomorze Zachodnie constituted an area of criminal activity, mainly plundering former German property, as well as attacking. Polish settlers. The development of cycling in Szczecin was favored by the German infrastructure, including a concrete track often used in national championships. At the end of 1949, sport in Poland was reorganized and centralized, making it similar to the Soviet model, where there was no room for social measures. The bourgeoisie clubs had to cease their activities, while the circles and clubs were created at workplaces and trade unions. Sports federations were liquidated and their place was occupied by sports clubs located within the structures of the state administration. The organizational changes were accompanied by the mass popularization of sport and increased financing for competitive sport from the state budget. The goal of such activities was to reach a wide group of young people for the needs of indoctrination, as well as to raise the level of sport to achieve more effective competition with Western countries.

Uwe Johnson was perceived before 1989 exclusively as a writer of the division of Germany. Born in Pomerania (Kamien Pomorski), he spent his childhood and early youth in Mecklenburg. After obtaining his university degree in German philology in the German Democratic Republic, he moved to West Berlin. In the same year he published his first novel Mutmasungen uber Jakob (the Polish edition Domniemania w sprawie Jakuba appeared in 2008), which besides the reflection on the division of Germany in the context of the Cold War, dividing Europe into two political camps, extensively describes his holidays he spent until 10 years of age in Darzewice near Wolin. It was, looking through the prism of the author’s whole biography, the most happy period in his life and therefore a point of reference for forming a worldview in a bipolar world of the ideological indoctrination. The characters of his novels written in prose, like Jakob Abs, the main character of the novel mentioned above, hail from Pomerania. The article provides an analysis of determinants of the author’s regional identity from the perspective of self-reflection in which a central position occupies the category of small homeland as understood in the theory of concrete utopia (Ernst Bloch), as well that of spiritual affinity (Johann Wolfgang Goethe), and spiritual homelessness (Siegfried Kracauer).

The production of the Union Bible was designed to provide Chinese Protestants with a standardised sacred text to better understand and approach the Christian faith in their native language. While believers regard the translated Scripture as a moral compass that gives spiritual references to everyday challenges, the methods of acquiring these references point to individual creativity and improvisation. When the Union Bible was banned from circulation in the public domain during the Maoist period (1949–1976), Chinese church leaders were jailed and reading the Bible was deemed to be subversive, how did ordinary Protestants draw on their reading of the Union Bible to sustain their religious commitment beyond initial conversion? How did they construct a biblically-centered faith against the socialist indoctrination? This study investigates the centrality of the Union Bible among Chinese Seventh-day Adventists in Wenzhou from the 1950s to 1970s. In particular, it explores how two female Adventists enmeshed the Chinese mode of divination with their daily Bible reading for spiritual insights as they confronted personal and congregational crises in the Maoist era. It argues that this indigenous mode of Bible reading sheds light on the ways in which Chinese Adventists asserted and empowered their scriptural-textual authority, interpretive agency, and personal piety against the state's relentless atheistic propaganda.

In this book chapter the author discusses the interconnections between social media addiction, cult indoctrination, and the coronavirus pandemic, all in relation to the United States presidency of Donald Trump. The relationship of the Trump presidency to each of these three phenomena: social media addiction, cult indoctrination, and the coronavirus pandemic, is initially examined separately. Subsequently the author ties things together by exploring the interconnections of these three different phenomena with each other, in the context of the Trump presidency. The author concludes with his own belief about how we can avoid the most detrimental consequences of all these interconnections. However, the author believes that the current very real and understandable human phenomenon of pandemic caution fatigue has been tremendously amplified by President Trump’s use of cult indoctrination techniques in the midst of the coronavirus pandemic devastation.

In this paper, we want to address how the educative growth of children’s spirituality within religious education can be better understood through Dewey’s theory of valuation. We would like to draw attention to the link between an education for authentic spirituality and the pursuit of a genuine democratic life, because education, even religious education, is always political. In doing so, we point to the urgency and importance of fostering spiritual education for children in the face of the current rise of authoritarianism throughout the world and the demise of authentic democratic life. In order for genuine democracies to survive and thrive, their citizens must be educated. Unlike indoctrination and propaganda, which control populations through manufacturing public opinion by which individuals are compelled to comply to an officially approved consensus, education is emancipatory by offering opportunity for dissensus. Emancipatory education enables individual citizens to initiate and participate in activities at the grass-roots level that pursue public and global goods, without waiting to be led by various authorities. Such an educated way of being, which is essential for democratic life, requires young people to be educated spiritually so that they are able to transcend the pressures to conform to public consensus and the will of authoritarianism, and instead to actively live their spirituality by undertaking activities that pursue the good, even when such activities are deemed to dissent from public opinion.

Ritual propriety (li) and benevolence (ren) are the central concerns of Confucius. However, ritual have been largely neglected by moderns as well as by certain Neo-Confucianists under the influence of Enlightenment which stresses individual rationality and being suspicious of traditional rituals as indoctrination which obstruct one's rational reflection. This article attempts to refute the criticism of traditional rituals given by the Enlightenment thought. Inspired by linguistic hermeneutics by Gadamer and Charles Taylor, I argue that as human beings are embodied agents who are historically situated, our understanding of the world inevitably involve prejudice or narrative derived meaning from tradition. However, in order to avoid blind observance of rituals which leads to stagnation of tradition, the development of tradition must be flexible and should be kept renovating through articulation and interacting dialogue between participants according to changing circumstance. The repetition in rituals does not necessarily exclude rational reflection; rather it helps to strength one's virtuous character. This article concludes that as long as we can keep tradition alive and practice rituals reflectively, Confucian rituals can still play an important role in moral cultivation and formation of social values even in the modern society.

The article analyzes the current state of university Islamic education in Ukraine. Social processes such as democracy and globalization are affecting Islamic education in Ukraine. One of the consequences of these processes is the increasing coverage of Ukrainian Muslims with university Islamic education and the establishment of new Islamic university educational institutions. It is emphasized that the university Islamic education in Ukraine is focused exclusively on the Islamic faith tradition, the purpose of which is religious indoctrination through the transfer of knowledge of the Koran, Sunnah, Sharia and Islamic religious practice to students. During the study, the authors analyzed the media, obtained information from the State Ethnopolitics and Freedom of Conscience Service of the Ministry of Culture of Ukraine and the Ministry of Education and Science of Ukraine, studied Islamic online universities, interviewed muftis, imams, leaders of religious organizations, teachers of Islamic educational institutions, religious scholars and ordinary people Muslims. Islamic education is training and education based on the Koran and Sunnah (Sunnah is a set of traditions about the words and deeds of the Prophet Muhammad), in the interests of the individual, the Muslim community, and sometimes the state. University Islamic education is a part of the Islamic education system in Ukraine. Ukrainian Muslims have the opportunity to get an Islamic education at the muftiate and online universities. The analysis of the current state of university Islamic education in Ukraine indicates the impossibility of institutional centralization and unification of university Islamic education by Muslim organizations of Ukraine. This is due to differences in the interpretation of Islam by Islamic spiritual centers. The study concludes the impossibility of institutional centralization and unification of university Islamic education by Muslim organizations of Ukraine due to conceptual and ideological contradictions within the Islamic identity. Keywords: Islam, Islamic identity, Islamic University, Islamic education, university Islamic education in Ukraine ислам, исламская идентичность, исламский университет, исламское образование, университетское исламское образование в Украине.

Resumo A partir da investigação sobre os principais fundamentos ideológicos e pressupostos da organização associativa Escola sem Partido (ESP), com sede na cidade de São Paulo, este trabalho busca analisar as implicações das perspectivas e pautas defendidas pela associação para a educação e à sociedade brasileira na última década, abrangendo, mais especificamente, seus desdobramentos no âmbito do ensino da Sociologia no nível médio da educação básica. A pesquisa documental ocorreu junto aos meios de comunicação, eletrônicos e impressos, websites e redes sociais vinculadas ao ESP e abordadas a partir de contribuições da análise crítica do discurso. Como resultado, destacamos os conceitos de doutrinação ideológica e neutralidade do ensino propostos pelo ESP, seus temas e pautas que recaem sobre a questão do cerceamento da prática docente e aos componentes curriculares da disciplina de Sociologia, admitida apenas, quando se aproxime dos padrões nomotéticos de um conhecimento sociológico positivista e cientificista, reprodutores do seu projeto societário conservador. Abstract This study examined the main ideological foundations and assumptions of the organization Escola sem Partido (School without Party) (ESP), based in the city of São Paulo, Brazil. This article discusses the implications of the perspectives and guidelines regarding education and society defended by the organization in the last decade, highlighting, more specifically, the developments of the debate in sociology teaching in high school. Documentary research collected electronic and printed material from the press, websites, and social media linked to ESP, which was studied using critical discourse analysis. The results highlight the concepts of ideological indoctrination and neutrality of teaching proposed by ESP, as well as the topics and agenda related to the issue of the curtailment of teaching practice and curricular components of the discipline of sociology. For the ESP, sociology could only be admitted when reflecting nomothetic standards of a positivist and scientific sociological knowledge, reproducing the organization’s project of a conservative society.