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|Other Titles:||Indoctrination, Emotivism and Moral Education|
Department od Education, NTNU
The issue of indoctrination has proved to be a topic of perennial interest to all concerned with education. However, there is very little agreement among philosophers of education about the relationship between education and indoctrination. The main aim of this paper is to clarify the questions as follows: What is exactly meant by indoctrination? Or, what is the criterion of indoctrination? Does it refer to the method, the content, the aim or intention, the consequence, or the combination of some of these candidates? These questions will be examined and analyzed, in order to make clear the concept of indoctrination. Considering the preceding arguments, it appears that the aim or intention criterion is more appropriate than the others in distinguishing indoctrination from education. And the aim criterion is particularly helpful in dealing with children's moral education. In the end, it will be suggested that Stevenson's Emotivism supplies an important clue for our understanding of this controversial issue. For if indoctrinating someone is trying to get him/her to believe a moral judgment is right, or a moral attitude, the study of Stevenson's Emotivism may make it clear where the theoretical grounds of indoctrination are.
|Appears in Collections:||教育研究所集刊|
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