Indoctrination vs. Education: Part 2
Gary
K. Clabaugh, Professor of Education Emeritus
La
Salle University
Indoctrinate
(noun)
1.
to instruct in a doctrine,
principle, ideology, etc., especially to imbue with a specific partisan or biased
belief or point of view.
Is it indoctrination if a professor deliberately sets out to
change student opinion? Yes, but only if they are pushing an unbalanced,
partisan or biased point of view. If students fail to acquire more refined opinions
they have missed education’s most essential element.
Joseph Goebbels, indoctrination
was his business
Professorial Opinion
A key factor is whether or not the professor indicates he or
she is expressing their personal opinion. Recently a professor teaching a film class
showed a clip involving suicide. A number of students spontaneously expressed
the opinion that suicide was cowardly. The professor responded that suicide might
be better understood as the ultimate expression of will.
Did his response stray into the realm of indoctrination? I
don’t think so. The professor only indicated this was an alternative view. Moreover,
by expressing it, he gave students the opportunity to reconsider their own opinion.
What about the fact this was a film class? Suicide was hardly
in the course syllabus. Should professors withhold their opinion when a topic strays
like that? Must a professor of mathematics, for instance, avoid expressing an
opinion on, say, holocaust denial, if it to comes up in class? I don’t think
so. After all, his or her silence constitutes a lesson in itself.
I well remember my 9th grade biology teacher. He
told our class that his fundamentalist religion prevented him from teaching the
class from an evolutionary point of view. Then he subsequently struggled to
teach the subject without mentioning evolution.
A biology teacher avoiding such a centrally important topic
is patently ridiculous. But he was the only high school teacher I ever had with
the courage to take a moral stand on anything. The rest dodged moral commitments;
and by so doing taught moral cowardice by example.
Teaching How
Here is another consideration. The type of teaching a professor
is engaged in. Consider teaching someone how
to do something. Let’s examine something very straightforward like how to pack a parachute. I observed this
type of teaching at the Parachute Rigger’s School, Fort Lee, Virginia. The instructor’s
job is to make certain all students follow the exact same time-tested procedures.
Opportunities for biased instruction in this how to teaching
are minimal. There is one best way and the master riggers repeatedly remind
students that every parachute must be packed in exactly that manner. Lives
depend on it, including the packer’s life because he or she has to periodically
jump with a chute chosen at random they themselves have packed. The official
motto of Army parachute riggers is: “I will be sure always.” And they had
better be.

A parachute rigger in his trademark red cap.
Do professors teach anything as straightforward as parachute
rigging? Sure they do. Mathematics, engineering, foreign languages and the
sciences come immediately to mind. Properly using a sling hygrometer (it
measures relative humidity) is not a matter of opinion. Neither is balancing a
chemical equation or computing structural stress loads. And professors teaching
these kinds of skills have the least opportunity to give themselves over to indoctrination.
But teaching how is not always one-dimensional. At times
there are several acceptable ways to do things. I was an apprentice barber, for
example, and I learned various ways to produce a first-rate haircuts. The master
barber resisted the temptation to only teach me the one he favored. He
demonstrated all the techniques and it was my job — given individual customer
characteristics —to discover which ones worked best for me. Of course he also
made it clear there were some things you must always do and some you must never
do. Most were related to hygiene.
I was also told to choose my own tools. It was a multi-chair
shop and a variety were available. I tried them all. (This was more choice than
I ever had as a secondary school teacher. There district “leadership” chose my teaching
tools. Chief among them the textbook.)
Sometimes those teaching
how ignore legitimate alternatives. Why?
Conceit, vainglory or insecurity come to mind. In any case, students deserve to
be taught every legitimate alternative. Otherwise it becomes indoctrination.
Even when teaching
how is done carefully, however,
professors can be accused of indoctrination. To improve their ability to appraise educational policy, for
instance, I taught my students how to identify slogans. I explained they are
statements containing vague key terms that can be variously interpreted. Thus they
generate a broad but very shallow consensus. I then provided them with the mission
statement of the Red Lion, PA. Area School District. (I used Red Lion’s because
I taught there.) I told them to identify any slogans it might contain. Then,
should there be any, I told them to list any questions that these vague terms
obscured. Here is Red Lion’s statement: “In
partnership with our communities, to prepare all students to reach their greatest
potential, thus becoming responsible and productive citizens.”
Students typically came up with questions such as these: What
does this “partnership” amount to? Who decides what counts as a
“community?” What sorts of “potential” are to be developed fully? And why assume
that developing student “potential” always produces “responsible” and/or “productive”
citizens?
Teaching students to think in this way can make school
administrators unhappy. It also provokes parents who are threatened by critical
thinking. In a sense, then, this lesson provoked “dangerous” thoughts. For example,
upon learning about slogans one of my students blurted out: “The Ten
Commandments!” “What about them? I asked. “They’re all slogans!” she replied.

One way to deal with critical thinking pinterest.com
Insights such as these can be welcome. But teaching critical
thinking is hardly indoctrination. On the contrary, it is an antidote.
Teaching That
The temptation to indoctrinate increases when a professor is
teaching that. In other words, is teaching “facts.” Why? Because what counts
as a “fact” depends on what authority is relied on. For instance, it is a fact
that the earth is over 4 billion years old when one relies on the authority of
science. But if you rely on the literal words of the Bible it is, perhaps, 6 to
8 thousand years old.
In too many cases the relied upon authority is the professor
him or her self. In other words, they have succumbed to teaching their
particular “truth” as the one and only gospel.
I recall debating a colleague in the humanities regarding
the definition of romanticism. He insisted that his definition was the only correct
one even when I showed him other definitions in the Oxford English Dictionary. He
even refused to expand his definition when I demonstrated that F.L. Lucas
actually identified 11,936 different meanings in his Decline and Fall of the Ideal of Romanticism (1948). When that kind
of false certainty is taken into the classroom, indoctrination is assured.
In disciplines such as science, mathematics and engineering,
the matter of authority is relatively unproblematic. These disciplines properly rely on the consensus of their academic
community. But things are not so straightforward in the arts. Here there is more
debate and disagreement; and, consequently, more room for indoctrination.
We should keep in mind, though, that students can compare
the gospel according to Professor Smith with the gospel according to Professor
Jones and reach their own conclusions. Indoctrination is maximally effective
only when all disagreement is expunged. For instance, in schools such as
Liberty University or Oral Roberts University the Bible, as interpreted by one
or another preacher, is the ultimate authority. Hence the physical universe is officially
designated as the direct creation of God —the one and only great designer and
lawgiver. Consequently, life science professors must teach the “true belief”
that the man-made concept of evolution is patently false.
Should life science professors give equal time to creation
“science” in order to avoid indoctrination? (You might recall George W. Bush
advocated this when he was President.) No, because creation “science” is not
science, but religion. Why? Because it relies on an a piori faith commitment rather than empirical evidence.
That is why schools that teach creation “science” and the
supremacy of the Bible over all other forms of knowledge are not institutions
of higher education, but institutions of more elaborate indoctrination. Liberty
University and Oral Roberts University come immediately to mind.
Teaching To
Teaching to must evoke far greater student commitment
than teaching how to. You can teach
someone how to read, for example, but that doesn’t mean you have taught him or
her to read. Likewise, you can teach someone how to be a Roman Catholic.
But that is no guarantee you have taught them to actually be Roman Catholic.
Successfully teaching someone
to do something, that is to actually
embrace it, is orders of magnitude more difficult than teaching them how to. It can
come down to fostering a deep and abiding love in students for what they are
learning to do. Imagine a ballerina who practices until her feet bleed because while
she was learning how to dance, she also
was learning to dance.
This also applies to just teaching someone how to
read, versus teaching them to read. The later occurs when a student
reads because he or she wants to. They have learned to enjoy reading for its
own sake. The teacher who accomplishes this transformation deserves special
respect.
Does teaching to require indoctrination? Not when it
is the artful fostering of a love or passion. Unfortunately, artful cultivation
is not the only way to foster a deep passion — particularly if it is religious
or political. The other way involves daily programming, preferably from early
childhood, in isolation from competing messages. Doubt and dissent are unwelcome
— even punished. Students are repeatedly told how they should think, act and
feel. Shame and guilt are instruments of control; and students are encouraged
to believe that they are being inducted into a special group that stands apart
in important ways from the great mass of humanity. What kind of teaching is
this? It is indoctrination, in spades.

Hitler Youth salute their Leader.
Education and indoctrination are two very different things.
They both involve teaching and learning. But that is where the similarity ends.
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