The Grey Area between Education and Indoctrination -The Reconstructionist Trials and Errors of The Educational Experiment
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This paper discusses the grey area between education and indoctrination with a particular focus on the Reconstructionist rationales. In the 1930s in the U.S., amidst social and economic crises, the Reconstructionists upheld the normative commitment of education for social change and, more specifically, endorsed indoctrination as a means to accomplish this goal. Their arguments provoked heated debates concerning the grey area between education and indoctrination. This paper reviews the ways the Reconstructionists defined indoctrination and legitimized it in a democratic system, and examines the resulting implications for current social studies and civic education. Looking at the Reconstructionist trials and errors helps contemporary civic educators not only re-think the value-laden nature of social studies and civic education but also understand the thorny issues surrounding social criticisms, neutrality, indoctrination, and their own normative visions of civic education.
Abstract
This paper discusses the grey area between education and indoctrination with a particular focus on the Reconstructionist rationales. In the 1930s in the U.S., amidst social and economic crises, the Reconstructionists upheld the normative commitment of education for social change and, more specifically, endorsed indoctrination as a means to accomplish this goal. Their arguments provoked heated debates concerning the grey area between education and indoctrination. This paper reviews the ways the Reconstructionists defined indoctrination and legitimized it in a democratic system, and examines the resulting implications for current social studies and civic education. Looking at the Reconstructionist trials and errors helps contemporary civic educators not only re-think the value-laden nature of social studies and civic education but also understand the thorny issues surrounding social criticisms, neutrality, indoctrination, and their own normative visions of civic education.
참고문헌 (24)
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