Reason-Giving Versus Truth-Seeking: Reconceptualizing Indoctrination in Education
INTRODUCTION In the literature on indoctrination in education, indoctrination is often defined as having occurred when someone holds certain beliefs either non-evidentially or non-rationally. The emphasis in attempts to avoid indoctrination, then, is to teach students to provide reasons for their beliefs, rather than basing their views simply on unquestioned assumptions, or emotional commitments to certain beliefs. I find this notion problematic. To avoid indoctrination, we must not develop reason-givers; rather, I argue that we must develop what I shall call “truth-seekers.”
Holding Teachers Accountable for Indoctrination: A Reexamination of I.A. Snook's Notion of "Intent"
My interest in the notion “indoctrination” comes from my experience as a peace educator; it is common for the charge of indoctrination to be leveled at peace education’s practitioners. This charge, I have found, is not made in any scholarly way but rather in a political manner. In addition, the charge has proven to be quite effective both in preventing the development of peace education courses in public schools and universities and in removing existing peace education programs from those institutions. Responses to charges of indoctrination from peace educators have been vague and terse and fail to provide a clear understanding of what the charges entail and how peace educators can or do avoid indoctrination.
CAUSES OF FLUCTUATIONS IN R&D EXPENDITURES A QUANTITATIVE ANALYSIS
Introduction 124 The stylised facts of R&D in OECD economies 124 The determinants of business R&D expenditures 127 Modelling R&D expenditures 130 Conclusion 135 Bibliography 137 Annex: The model 138