At some level, education is about instilling certain ideas and theories within an audience for the purpose of driving some kind of social activity. Whether that activity is academic research or religious proselytization depends on the information being conveyed. But every form of education does require a certain set of axioms be taken at face value.
People tend to lose sight of the fundamental and necessary techniques used in imparting new knowledge while fixating on the relative values that the new knowledge provides when they toss out words like “indoctrination”.
Can you articulate the difference to me? I’m curious to see what you come up with.
Yeah, sure, I’ll bite.
Education is teaching kids to think for themselves while giving them the ability to tell fact from bullshit.
Indoctrination is forcing your own ethics, morals, and beliefs onto children who lack the ability to discern fact from bullshit, usually early enough in their development to ensure that the bullshit you’ve forced onto them becomes permanently encoded into their brain structure.
Nobody’s indoctrinating college students. The students are being taught to critically analyze information and are using that critical analysis to realize that the worldview they’ve been spoon-fed is bullshit.
I think some confusion has happened since I made my last comment. I was under the impression that Education != indoctrination was saying that DeSantis wasn’t going after educators, but instead, getting rid of “indoctrination”.
I wholeheartedly agree that the major difference is that education teaches to question your world, and indoctrination tells you to shut up and get in line. What DeSantis is getting rid of is education, and making room for indoctrination.
Education is the act of imparting knowledge, usually with the goal of improving general understanding and critical thinking skills, while indoctrination carries inherent connotations of partisanship - usually about believing a specific doctrine or ideology, even if facts or evidence suggests it to be untrue.
