Indoctrination

Abstract

Abstract This article examines the concept of indoctrination in the context of education. It explains that a pejorative meaning is now firmly attached to the word indoctrination and argues that the basis of the moral condemnation that accusations of indoctrination have come to convey is unclear in the absence of philosophical argument. It discusses the historical concept and conception of indoctrination, its outcome, its moral status, and its role in moral responsibility.

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