Rethinking political socialization in schools: The role of ‘affective indoctrination’

Zembylas, Michalinos

doi:10.1080/00131857.2021.2006634

Cited by 9 publications

(2 citation statements)

References 43 publications

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“…It goes perhaps to the core of an ethical positioning that education should stimulate the individual, critical mind, and therefore indoctrination in this context would be a corrupting practice (Bista, 2018). Yet it's also been recognised that some indoctrination in education may be politically desirable, and have a positive effect, or is otherwise inevitable (Dahlbeck, 2021;Zembylas, 2021). In a study on scientific indoctrination through public media, Sethi (2012) argues that 'educating is the act of presenting facts with a biasing context, while informing is simply the presentation of facts, with no biasing context.…”

Section: Education and Indoctrinationmentioning

confidence: 99%

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Stockman

Wilson

2022

ECIAIR

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In this paper, we discuss how online AI stimulates epistemic ignorance. Early visions of online information search and retrieval processes proposed a utopian and empowering space for individuals. Today’s crisis paradoxically presents us with an unprecedented accumulation of new information and access to it, yet also the colonisation of this knowledge by those who seek to erode critical thought. By ‘epistemic ignorance’, we mean the condition which is systematically created by the patterns of mis- and disinformation that prevent knowledge seekers from gaining verified knowledge. We argue not only has the ‘knower’ or knowledge seeker become the ‘known’ (sometimes without knowing it), their ability ‘to know’ is also intentionally manipulated by dark patterns. Moreover, their ‘known’ status allows for their subtle indoctrination, and erosion of criticality. This makes the crisis an educational one. To illustrate, we consider epistemic mechanisms on Facebook pertaining to the early stage of the Covid-19 pandemic. We contend these ‘dark AI patterns’ intentionally aim for systemic indoctrination, and affective indoctrination, by engaging in the construction of epistemic ignorance. Our focus is on the political agenda; which is common in the wider discussion of indoctrination in education. Many educational philosophers have taken a critical interest in the power of education to indoctrinate. The formal educational space is an effective vehicle to do so – and now the informal education we receive through social media is as well. Through algorithms, we are taught to think a certain way. This new crisis has not yet been considered an educational one, while in every moment, the coercive powers of online AI drive audiences towards greater uncritical acceptance of knowledge and information. Perhaps we can reverse the educational oppression with the introduction of ‘light patterns’.

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Section: Education and Indoctrinationmentioning

confidence: 99%

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Stockman

Wilson

2022

ECIAIR

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“…Indoctrination leads to state-controlled outcomes in social and political change with severe penalties for transgression [15]. As such, standardized learning promotes negative mental health in students [16].…”

Section: Introductionmentioning

confidence: 99%

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

Nash

2023

COVID

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During COVID-19, self-directed learning, contrasted with standardized learning, became a necessary and promoted learning method in public schools—one potentially supportive of mental health regularly in public schools through the use of online learning. This is important because negative mental health has been classified as a global crisis, with the highest and lowest student achievers recognized as at greatest risk. Therefore, the conditions under which public school students’ mental health has been improved, leading to positive psychosocial outcomes, are relevant. Studies have identified that positive psychosocial outcomes in this regard require self-initiation of students’ self-directed learning. Also necessary is a reduction in the standardized expectations of parents to lead to positive psychosocial outcomes. Unknown is what research identifies the relevance of both self-initiated self-directed online learning and a reduction in parental expectations of standardization. To investigate this, self-directed learning, online learning, mental health, public schools, and COVID-19 were keywords searched following PRISMA guidelines for scoping reviews. The result: few returns considered either factor and those that did reinforce the need for both. The conclusion: self-initiated self-directed online learning supported by public schools and parents should be central in the aim of reducing the mental health crisis in students post COVID-19.

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Emotions and transformative learning for sustainability: a systematic review

Grund,

Singer-Brodowski,

Büssing

2023

Sustain Sci

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As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, shift of action, shift of meaning). Although human emotions often arise during the confrontation with sustainability issues and are central to moral action, no substantial, theorized understanding of the role of emotions within sustainability-related transformative learning exists to date. We conducted a systematic review (following the PRISMA guidelines) and screened 355 publications to close this research gap. After applying the exclusion criteria, the in-depth analysis of 20 studies showed that sound theoretical references to theories of emotion and transformative learning are rare. The review shows clearly that diverse emotions permeate sustainability-related transformative learning processes. Among these are both negative emotions to novel learning experiences concerning sustainability (e.g., sadness, shame, disgust, guilt) as well as positive emotions in the context of social exchange (e.g., awe, gratitude, fun) and associated with newly formed actions (e.g., fulfillment, pride). Accordingly, to enable emotionally positive learning experiences, relationship and action orientation are particularly important within sustainability learning. The analyzed studies call for an educational practice where emotions can be experienced, expressed, and understood in a safe atmosphere. Future research in this area should use more stable theoretical foundations for emotions and transformative learning theory and apply methods that can capture deeper levels of subjective experience.

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Rethinking political socialization in schools: The role of ‘affective indoctrination’

Cited by 9 publications

References 43 publications

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

Emotions and transformative learning for sustainability: a systematic review

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