Affective Outcomes, Indoctrination, and the Use of Case Rhetoric in Curriculum Guides

Newfield, John W.; McElyea, Virginia B.

doi:10.1080/0022027840160113

Cited by 5 publications

(1 citation statement)

References 2 publications

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“…This distinction between promoting the core values in an ethic of care but refraining from teaching particular attitudes is based upon a definition of indoctrination developed by Newfield and McElyea twenty years ago. 38 They argue that indoctrination occurs in education when a teacher leads a student to accept certain propositions about a situation or issue regardless of the evidence, i.e. when the evidence is not challenged and evaluated, when it is presented as secondary to belief, or when it is simply not presented at all.…”

Section: Inter-generational Equitymentioning

confidence: 99%

Learning to Care: Education and Compassion

Fien

2003

Aust. J. environ. educ.

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In 1993, John Fien wrote Education for the Environment: Critical Curriculum Theorizing and Environmental Education. Applying a critical perspective to his own ideas, he concluded the book with an examination of three criticisms that deep ecologists would make of critical environmental education. Acknowledging the validity of much of their case, he concluded that the critical curriculum theory of education for the environment proposed in the book was an incomplete one, and that “more theorizing, reflection, action, and more reflection again” would be necessary to develop the ideas more fully than they were. In this paper, which was the Professorial Lecture he presented on 14 May 2003, he returned to this task seeking to broaden the theoretical frameworks of environmental education to encompass deep and wide caring for human and non-human nature.

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Section: Inter-generational Equitymentioning

confidence: 99%