Indoctrination or education : The global diffusion of ideas and practices in mass schooling

Antioch College became a rump where the most illiberal trends in education became entrenched. Since it is always easier to impose a conformist ethos on a small group than a large one, as the student body dwindled, free expression and freedom of thought were crushed under the weight of ultraliberal orthodoxy. By the 1990s the breadth of challenging ideas a student might encounter at Antioch had narrowed, and the college became a place not for education, but for indoctrination.

The basic question about the program is how did they think they could ever get away with this? Most campus indoctrination is more subtle, with some wiggle room for fudging and deniability. This program implies a frightening level of righteousness and lack of awareness. But the RAs have begun to back away a step or two. After telling the students the program is mandatory, the RAs sent an email saying the sessions are actually voluntary.

Indoctrination or education : What students really get on campus

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Are students being indoctrinated by their professors? Is it the overwhelming sway of progressive peer pressure that increases the likelihood of a liberal shift? Or is there something inherent in the education itself that leads this way? The answer is probably different for every student. And in any event, these are hard factors to measure. But they are worth discussing, especially if your biggest concern is whether or not colleges are producing a balanced educational experience for students.

In many ways, critical race theory is symbolic of a growing tension between the modern conservative movement and the academy. Critical race theory has opened up a new battlefield in the political culture wars, bringing with it an avalanche of criticism leveled against professors and the system of higher education in general for what detractors view as a nakedly liberal orientation.

There are those in higher education who would beg to differ. One veteran professor who wishes to remain anonymous believes that such studies overlook what one might call the phenomenon of September indoctrination. The professor argued that:

While the veteran professor above argues that this constitutes indoctrination, a formal definition of indoctrination suggests that certain ideas are being presented in an atmosphere that forbids questioning or critical reflection. So is this really what happens on college campuses? Are professors restricting the free exchange of ideas such that conservative values are prevented from seeing the light of day?

This is not to dismiss the impact of the latter. Social pressure is likely a very real phenomenon, owing to the acknowledged slant toward liberal ideals on campus. Whether as a consequence of indoctrination or otherwise, liberal views are dominant on college campuses.

One likely explanation is that conservative values have never been particularly popular across college campuses. Such is to say that college campuses have a long history of hosting calls for change. College students, therefore, have a long history of rejecting conservative values which, by their very definition, protect existing institutions against the threat of change. Agitation for change has, in the last half-century, become as cherished a campus tradition as football and honors societies.

In other words, the campus environment has historically cultivated a type of energy between students and professors that bends toward what progressives might call progress, what conservatives might call desecration, and which centrists might simply call change. Whatever you call it, it is often a change with mainstream potential, but which is tested first in this youthful hotbed of ideas and ambitions.

So to review, most conservative students do not feel ideologically pressured by their professors. And while university populations are more sympathetic to liberal ideals, conservatives are not necessarily less welcome on college campuses today than they were in the past. But there is one detectable trend that absolutely demands closer examination.

This suggests a sort of chicken vs. egg dilemma. Do conservatives have a declining view of higher education because colleges are becoming more liberal? Or are colleges becoming more liberal because conservatives have a declining interest in contributing to this system as either students or educators?

In the 2020 fall semester, I noticed something strange: Many of my English-as-a-second-language students were failing a mandatory ethnic studies course. Since teachers at the school used the same online platform for lesson plans and learning materials, I was able to access the ethnic studies lessons. While I expected to see plenty of America-bashing, what I found legitimately shocked me: Just about every single lesson had some element of critical race theory in it.

New members of the Regiment of Cadets participate in a program called Indoctrination (INDOC). During INDOC, new members learn what it means to be a cadet at Maritime College including the rules and regulations they are expected to follow, basic skills and knowledge for daily life on campus and life onboard a ship. This is their opportunity to bond with their fellow mariners under guidance (MUGs).

Resistance to overbearing political indoctrination at Harvard and elsewhere is gradually gaining steam as professors, students, parents, alumni, courts, and other observers of higher education increasingly recognise the destructive potential of administrative assaults on traditional academic freedom (not to mention the feckless submissiveness that administrators have shown to the tyranny of student demands that are incompatible with the whole notion of the liberal arts academy). One thing seems clear: the bureaucrats may engage in tactical retreats when supporters of academic freedom shed their reticence and fight back, but will nonetheless retrench and continue to pursue their agendas, expand their power and retain their bloated numbers and salaries.

While speaking at the State College of Florida, Manatee-Sarasota campus, the governor said state-funded higher education should not be about "imposing ideological conformity" and promoting "political activism" like most of the country believes.

"This isn't education, it's indoctrination," Notre Dame student and conservative campus activist Mark Gianfalla told the Daily Caller. "The problem I see with this course is that it is teaching a flawed and inherently racist sociological theory as fact."

Hulton: No matter what the debate is about, I think I'm really used to finding myself just not well captured by the sides. Is SEL just some sort of innocent, progressive thing to be celebrated? No, I don't believe it is. Is it some kind of sinister way to hide over some hidden agenda that the left agrees on? No, it isn't. I don't find either of those ways of thinking about SEL particularly true or helpful. Neither of them well capture either the promises and pleasures of SEL or the dangers of it. Neither are captured by that framing.

While the event was billed as a "college and career fair," some students and parents later said that it was more focused on pushing religious indoctrination than providing any real career advice. The event allegedly featured sexist lessons taught after students were separated by gender, while transgender students were allegedly discriminated against and experienced bullying that those in charge allowed to take place.

"The majority of students chose to attend this field trip on the promise of free food and the opportunity to skip class," Budyach wrote on Tuesday. "The majority of students were not only disappointed by this event, but traumatized as well. I attended this college fair as someone who plans on applying to colleges soon, so I was disappointed once I saw what the event actually was."

"By providing entertaining activities with an educational focus, this event was an elevation of a traditional college and career fair," Griffin said. "We look forward to seeing what our over 2,100 student participants will continue to achieve with the resources and knowledge gained from this event."

What does this mean for critical pedagogy? Every pedagogical theory incorporates three elements: epistemological (what is knowledge?), sociological (the role of education in society) and ontological (beings in that system). Critical pedagogy is no exception. Its idea concerning knowledge is that all knowledge is self-constructed and fully subjective. Equally, the validity of knowledge is two-fold: the assertion and the messenger. This means that a fact could be seen as false if the messenger is deemed as an invalid source of knowledge regardless of the prima facie validity of that assertion.

"I think that's what really sustains people and supports people to think for themselves," she said. "Especially in education, when a lot of times in higher education, you have professors indoctrinating students who don't know any better than to passively agree for that degree. We need critical thoughts to be at the core. We need to have debate and discourse again. You don't see many people our age standing up for what they believe in in the classroom and getting into a productive debate."

As was stressed at the outset, the field of education is huge andcontains within it a virtually inexhaustible number of issues that areof philosophical interest. To attempt comprehensive coverage of howphilosophers of education have been working within this thicket wouldbe a quixotic task for a large single volume and is out of thequestion for a solitary encyclopedia entry. Nevertheless, a valiantattempt to give an overview was made in A Companion to thePhilosophy of Education (Curren 2003), which contains more thansix-hundred pages divided into forty-five chapters each of whichsurveys a subfield of work. The following random selection of chaptertopics gives a sense of the enormous scope of the field: Sexeducation, special education, science education, aesthetic education,theories of teaching and learning, religious education, knowledge,truth and learning, cultivating reason, the measurement of learning,multicultural education, education and the politics of identity,education and standards of living, motivation and classroommanagement, feminism, critical theory, postmodernism, romanticism, thepurposes of universities, affirmative action in higher education, andprofessional education. The Oxford Handbook of Philosophy ofEducation (Siegel 2009) contains a similarly broad range ofarticles on (among other things) the epistemic and moral aims ofeducation, liberal education and its imminent demise, thinking andreasoning, fallibilism and fallibility, indoctrination, authenticity,the development of rationality, Socratic teaching, educating theimagination, caring and empathy in moral education, the limits ofmoral education, the cultivation of character, values education,curriculum and the value of knowledge, education and democracy, artand education, science education and religious toleration,constructivism and scientific methods, multicultural education,prejudice, authority and the interests of children, and on pragmatist,feminist, and postmodernist approaches to philosophy of education. 2ff7e9595c