Products related to Indoctrination:
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The Philosophy of Indoctrination : Epistemology, Ethics, and Politics
This book develops and defends a novel social epistemological account of indoctrination.It answers important epistemological, ethical, and political questions about what indoctrination is, why it is epistemically harmful, how it can be practiced, and how we should talk about indoctrination. The author presents three views related to the epistemology of indoctrination.First, he argues that indoctrination is most fundamentally a structural epistemic phenomenon which results in closed-minded beliefs.The sources of indoctrination are diverse: institutional structures, technological systems, ideological frames, and individual actions.What unites them is that they lead to the systematic failure to consider seriously the relevant alternatives to what we are taught, whether by accident or by design.Second, he makes the case that indoctrination is always wrong because it disrespects agents in their capacity as epistemic agents, even when it results in true belief.Third and finally, he contends that public indoctrination-ascriptions are political propaganda; they function to promote political agendas, which can, ironically, breed the conditions for indoctrination rather than forestall it. The Philosophy of Indoctrination is an essential resource for researchers and advanced students working in social and political epistemology, ethics, political philosophy, philosophy of education, and terrorism and radicalization studies.
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The Institutionalization of Indoctrination : An Exploratory Investigation based on the Romanian Case Study
How do we conceptualize and theorize about the social organization of ideology?How should we think methodically—in theoretically and empirically informed ways—about the institutionalization of indoctrination and propaganda?How should we approach the study of the social and political instrumentation of ideology in regimes that assume that historical missions of messianic social change are the stringent organizing and legitimization principles of their very existence?This book is an attempt to answer these questions. On the one hand, this book explores key elements of conceptualization and theoretical framing of the phenomena associated with the institutionalization of indoctrination.New potential venues of theoretical elaboration are identified, and in several cases, these venues are tentatively engaged.On the other hand, this book balances the exploratory theoretical approach with an exploratory historical investigation.Concentrating on the case study of Communist Romania, this book charts various facets of the institutionalization of the “political-ideological commissars” in the education system, while tracking their evolution.The two dimensions of the book offer, in conjunction, a contribution to our understanding of the institutional arrangements of indoctrination and their associated social monitoring and control practices, as well as to our awareness regarding their avatars, as manifested in recent history.
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Educational Pluralism and Democracy : How to Handle Indoctrination, Promote Exposure, and Rebuild America's Schools
A revolutionary proposal for a conceptual and organizational framework for US public education that benefits all citizens. In Educational Pluralism and American Democracy, education policy expert Ashley Rogers Berner envisions a K–12 education system that serves both the individual and the common good.Calling for education reform that will enable US public schools to fulfill the longstanding promise of American education, Berner proposes a radical reimagining of both the structure and content of US public school systems.She urges policymakers to embrace educational pluralism, an internationally common model in which the government funds diverse types of schools that deliver more universal content. Providing an incisive assessment of democratic education throughout the world, Berner argues that educational pluralism can build students’ exposure to diverse viewpoints and shared knowledge within distinctive school communities.She shows how pluralism steers a middle path that enables equitable access, promotes academic excellence, and avoids the zero-sum games that characterize US education policy.Pluralism, she observes, will ultimately serve democracy by defusing polarization and increasing social mobility, political tolerance, and civic engagement. In this thought-provoking proposal, Berner lays out a roadmap for big-picture reform, expertly delineating the mechanisms through which educational norms can change.A practical conclusion describes concrete moves that advocates can pursue to garner support and advance new legislation.
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Digital Cultural Heritage
This book provides an overview of various application spheres and supports further innovations needed in information management and in the processes of knowledge generation.The professions, organizations and scientific associations involved are unusually challenged by the complexity of the data situation.Cartography has always been the central field of application for georeferencing digital cultural heritage (DCH) objects.It is particularly important in enabling spatial relation analysis between any number of DCH objects or of their granular details.In addition to the pure geometric aspects, the cognitive relations that lead to knowledge representation and derivation of innovative use processes are also of increasing importance.Further, there is a societal demand for spatial reference and analytics (e.g. the extensive use of cognitive concepts of "map" and "atlas" for a variety of social topics in the media).There is a huge geometrical-logical-cognitive potential for complex, multimedia, digital-cultural-heritage databases and stakeholders expect handling, transmission and processing operations with guaranteed long-term availability for all other stakeholders.In the future, whole areas of digital multimedia databases will need to be processed to further our understanding of historical and cultural contexts.This is an important concern for the information society and presents significant challenges for cartography in all these domains. This book collects innovative technical and scientific work on the entire process of object digitization, including detail extraction, archiving and interoperability of multimedia DCH data.
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How is youth indoctrination carried out?
Youth indoctrination is often carried out through various methods such as education, media, and socialization. In schools, students may be taught specific ideologies or beliefs through the curriculum and textbooks. The media can also play a significant role in shaping the beliefs and values of young people through advertising, entertainment, and news coverage. Additionally, socialization within families, peer groups, and communities can reinforce certain beliefs and values, leading to the indoctrination of youth. Overall, youth indoctrination is a complex process that involves the influence of various social institutions and interactions.
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Should religious indoctrination of children be banned?
The decision to ban religious indoctrination of children is a complex and sensitive issue. While it is important to protect children from being forced into a specific religious belief system, it is also important to respect the rights of parents to raise their children according to their own beliefs. Instead of an outright ban, efforts should be made to ensure that children are exposed to a variety of religious and non-religious perspectives, and that they are taught critical thinking skills to make their own informed decisions about their beliefs as they grow older. Ultimately, the goal should be to promote tolerance, understanding, and respect for diverse belief systems.
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What is the difference between indoctrination and manipulation?
Indoctrination involves teaching someone to accept a set of beliefs or ideas without questioning them, often through systematic instruction or persuasion. It is typically associated with influencing someone's beliefs or values to align with a particular ideology or agenda. On the other hand, manipulation involves influencing someone's thoughts, feelings, or behavior in a deceptive or dishonest way to achieve a specific outcome. Manipulation often involves using tactics such as deceit, coercion, or emotional exploitation to control or influence someone's actions. While both indoctrination and manipulation involve influencing others, the key difference lies in the level of transparency and honesty in the process.
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Is there left-wing green indoctrination in schools?
There is a perception among some individuals that schools may promote left-wing green indoctrination, particularly in the context of environmental education. However, it is important to recognize that teaching about environmental issues and promoting sustainability is not inherently left-wing or indoctrination. It is the responsibility of schools to provide balanced and evidence-based education on environmental topics, allowing students to develop their own critical thinking skills and form their own opinions. It is important for educators to present a variety of perspectives and encourage open discussion on these issues.
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The Cultural Heritage of Meghalaya
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Analytical Chemistry for Cultural Heritage
The series Topics in Current Chemistry Collections presents critical reviews from the journal Topics in Current Chemistry organized in topical volumes.The scope of coverage is all areas of chemical science including the interfaces with related disciplines such as biology, medicine and materials science.The goal of each thematic volume is to give the non-specialist reader, whether in academia or industry, a comprehensive insight into an area where new research is emerging which is of interest to a larger scientific audience.Each review within the volume critically surveys one aspect of that topic and places it within the context of the volume as a whole.The most significant developments of the last 5 to 10 years are presented using selected examples to illustrate the principles discussed.The coverage is not intended to be an exhaustive summary of the field or include large quantities of data, but should rather be conceptual, concentrating on the methodological thinking that will allow the non-specialist reader to understand the information presented.Contributions also offer an outlook on potential future developments in the field.
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Cultural Heritage and Mass Atrocities
A pathbreaking call to halt the intertwined crises of cultural heritage attacks and mass atrocities and mobilize international efforts to protect people and cultures. Intentional destruction of cultural heritage has a long history.Contemporary examples include the Bamiyan Buddhas in Afghanistan, mosques in Xinjiang, mausoleums in Timbuktu, and Greco-Roman remains in Syria.Cultural heritage destruction invariably accompanies assaults on civilians, making heritage attacks impossible to disentangle from the mass atrocities of genocide, war crimes, crimes against humanity, and ethnic cleansing.Both seek to eliminate people and the heritage with which they identify.Cultural Heritage and Mass Atrocities assembles essays by thirty-eight experts from the heritage, social science, humanitarian, legal, and military communities.Focusing on immovable cultural heritage vulnerable to attack, the volume's guiding framework is the Responsibility to Protect (R2P), a United Nations resolution adopted unanimously in 2005 to permit international intervention against crimes of war or genocide.Based on the three pillars of prevent, react, and rebuild, R2P offers today's policymakers a set of existing laws and international norms that can and--as this book argues--must be extended to the protection of cultural heritage.Contributions consider the global value of cultural heritage and document recent attacks on people and sites in China, Guatemala, Iraq, Mali, Sri Lanka and Afghanistan, Syria, and Yemen.Comprehensive sections on vulnerable populations as well as the role of international law and the military offer readers critical insights and point toward research, policy, and action agendas to protect both people and cultural heritage.A concise abstract of each chapter is offered online in Arabic, Chinese, French, Russian, and Spanish to facilitate robust, global dissemination of the strategies and tactics offered in this pathbreaking call to action. The free online edition of this publication is available at getty.edu/publications/cultural-heritage-mass-atrocities.Also available are free PDF, EPUB, and Kindle/MOBI downloads of the book.
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What is the difference between indoctrination and propaganda?
Indoctrination involves the process of teaching a person or group to accept a set of beliefs without questioning them, often in a coercive or manipulative manner. It is typically associated with a specific ideology, religion, or political system. On the other hand, propaganda is the dissemination of information, ideas, or rumors to influence public opinion and promote a particular agenda. While indoctrination focuses on instilling specific beliefs, propaganda aims to shape perceptions and attitudes through various forms of communication. Both indoctrination and propaganda can be used to manipulate and control people's thoughts and behaviors, but they operate in slightly different ways.
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What is a cultural heritage?
Cultural heritage refers to the traditions, customs, beliefs, and artifacts that are passed down from generation to generation within a society. It encompasses the tangible and intangible aspects of a culture, including historical sites, monuments, art, music, language, and rituals. Cultural heritage plays a crucial role in shaping a community's identity and preserving its unique heritage for future generations. It is an important part of a society's history and contributes to its sense of belonging and continuity.
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Is it right to protect children from indoctrination by imposing penalties?
It is important to protect children from harmful indoctrination, but imposing penalties may not always be the most effective solution. It is crucial to strike a balance between protecting children's well-being and respecting freedom of speech and belief. Instead of penalties, education and open dialogue can be more effective in helping children develop critical thinking skills and make informed decisions for themselves. Ultimately, it is important to consider the specific circumstances and potential consequences before imposing penalties in order to ensure the best interests of the children are being served.
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What does the left-green indoctrination in schools and universities look like?
Left-green indoctrination in schools and universities often involves promoting a specific set of political and environmental beliefs, such as advocating for social justice, environmental sustainability, and anti-capitalist ideologies. This can manifest in the curriculum through the emphasis on certain historical events, literature, and scientific theories that align with these beliefs. Additionally, students may be encouraged to participate in activism and protests related to these issues, and dissenting viewpoints may be marginalized or dismissed. Overall, the goal of left-green indoctrination is to shape students' perspectives and values in line with these particular ideologies.
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