Teaching Children to Ignore Alternatives Is--Sometimes--Necessary: Indoctrination as a Dispensable Term

Autor/in	Ariso, José María
Titel	Teaching Children to Ignore Alternatives Is--Sometimes--Necessary: Indoctrination as a Dispensable Term
Quelle	In: Studies in Philosophy and Education, 38 (2019) 4, S.397-410 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ariso, José María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-018-9642-3
Schlagwörter	Beliefs; Teaching Methods; Educational Philosophy; World Views; Role; Language Acquisition; Language Usage + Suchen Sie Ihr Suchwort? Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; World view; Weltanschauung; Rollen; Sprachaneignung; Spracherwerb; Sprachgebrauch
Abstract	Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties--in Wittgenstein's sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term 'indoctrination' so as to avoid focusing on the suitability of the case to the concept rather than on the analysis of the case itself. This should facilitate that the process of helping children to acquire a world-picture--by teaching them to ignore alternatives to certainties--is definitely accepted as normal and natural, for many beliefs are expected to end up becoming ungrounded certainties not only in the medium or long term, but also, and above all, in the short term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01