Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s

Amsing, Hilda; Dekker, Jeroen J.H.

doi:10.1080/00309230.2019.1580299

Cited by 3 publications

(6 citation statements)

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“…While both examples show an intentional and purposeful political agenda which utilises education as a way to shape individual and social knowledge frameworks, they are also different in one key respect. Amsing & Dekker (2020) conclude that the Dutch approach provided nuanced knowledge and information, stimulated exploration, encouraged appreciation for diverging views and complexity, revealed powered mechanisms, and so overall, built the ability to think critically. Following Sethi's (2012) categorisation, it would therefore align more closely with 'educating' rather than 'indoctrinating'.…”

Section: Education and Indoctrinationmentioning

confidence: 96%

“…For example, a 'peace education curriculum' was implemented in the Netherlands in the 1970s, which explicitly addressed topics such as nuclear weapons and the Vietnam War. The many accusations of indoctrination it received were partly based on the necessity of 'taking sides' on right and wrong in these global, political affairs (Amsing & Dekker, 2020). The curriculum specifically aimed to 'change attitudes' of the young minds in this formal educational space, which could be said to be a key purpose of indoctrination agendas.…”

Section: Education and Indoctrinationmentioning

confidence: 99%

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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: 96%

Section: Education and Indoctrinationmentioning

confidence: 99%

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Stockman

Wilson

2022

ECIAIR

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“…Especially Christian, liberal and communist parties stated time and again that the attempt to organize citizenship education on a national scale through this mandatory course, was state pedagogy and unwanted centralized control over the political upbringing of children (Amsing & Dekker 2020;De Jong 2014, 271;De Rooy 2018). But also among proponents of the course, the matter of indoctrination was and remains a point of debate.…”

Section: Discussionmentioning

confidence: 99%

“…The field of historical textbook research in the Netherlands is relatively small and most research that has been published focused on History textbooks and the role of national narratives (Albicher 2012;Amsing 2002;Grever & Van der Vlies 2017;Van der Vlies 2022, 20). There are some studies that include analysis of didactical material for Maatschappijleer, but research that traces changes and continuities in textbooks over longer periods of time is scarce (Amsing & Dekker 2020;De Jong 2014;De Jong 2021). The history of Maatschappijleer has been studied quite extensively by Wim de Jong, who presents a contextual history of the school course, looking at its connection with political and societal debates.…”

Section: Methodsmentioning

confidence: 99%

“…For the proponents of a pillarized society and educational system, a mandatory national course that dealt with political and moral socialization was anathema for a long time. Moreover, the liberals were also weary of state pedagogy and possible indoctrination in schools (Amsing & Dekker 2020). Together they were able to block attempts to create similar courses during the Interbellum and the first decades after the war (De Jong 2014).…”

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confidence: 99%

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Political education

van Rees

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to thank Carole Hahn, Germ Janmaat and Erika Kitzmiller for supporting my application to the Fulbright program. I am grateful to Tom Fallace and Tom James for their friendly and enriching conversations on the history of Teachers College, democracy and education. Likewise, to Zoe Burkholder and the NYU History of Education Writing Group, for their constructive critical remarks on my work. And a very special thanks to Ansley Erickson, who was kind enough to function as my official host at Teachers College, but moreover taught me a great deal about the history of American education and on how to study and teach educational history in a way that is both rigorous and relevant.Naming those that have supported me professionally comes relatively easy compared to finding adequate terms to describe how my friends and family have contributed to the completion of this project. I would like to say thanks to my friends from the Jelsumer Kring (which is hereby officially introduced in a scientific publication) for the weekends that brought intellectual laughter and personal relief: Annet, Anton, Bas, Harrie, Nick, Machteld and Thomas. And to Madjoe 5, for the good atmosphere during the first phase of my project. A special thanks to Kollin, for our enduring friendship and enriching conversations; to Matthijs, for your critical mind and your gentle heart; to Japke, for your inspiring strength and ability to cheer me up; and to PJ, for your energy and humour: that this dissertation may be a big step towards achieving our financial independence.To Janneke, Roelof, Nienke, Simon, Wouter and Tessa: thank you so much for your love and support. For being my foundation and inspiration, I thank Gooswijn, Carlijn, Einbert and Klara. You have taught me more than all books combined. Thank you for believing in me and being there for me. To Merel, Marius and Theije, for enriching our lives with your wonderful personalities (and providing me with a real deadline to finish). And finally to Sanne, the love of my life, I dedicate this book. I hope I can repay you somewhat for all you did for me in the final phase of this project when it is time for you to finish yours. You have given me more than I could have ever wished for over the last ten years. At the completion of this journey, I eagerly look forward to all the other adventures we will embark on together.14 15 Democracy and education in the NetherlandsIn their overview article on citizenship education in the Netherlands, De Groot, Daas and Nieuwelink (2022) explain how the Dutch Freedom of Education shapes the specific national context for democratic citizenship education in schools. Like the United States, the Netherlands has a decentralized educational system without a national curriculum, but unlike the United States, the vast majority of Dutch pupils attend "privately managed public schools: schools that are based on religious or ideological principles" (De Groot, Daas & Nieuwelink 2022). This remarkable combination of 'privately managed' and 'public school' roots in Article 23 of the D...

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A moral-based curriculum to improve civilization and human resource development in Bangladesh

Mahmudulhassan,

Waston,

Nirwana

et al. 2024

Multidiscip. Rev.

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This study investigates the necessity of creating an ethical curriculum based on Islamic ideas in Bangladesh’s educational system. Bangladesh proffers a distinctive backdrop for incorporating Islamic principles into its educational framework as a nation with a varied cultural and religious background. Qualitative methodologies were used to analyze this investigation. It covered a difference of research papers, books, and articles to inspect the social, cultural, and educational elements of implementing a curriculum, primarily contributing to the discussion of ethical education in Islamic culture. This study investigates the challenges and opportunities this effort gives, emphasizing the importance of inclusivity, cultural sensitivity, and a balanced approach to education. The study showed that teaching of ethical education in schools is not having a satisfactory effect on the students and this is because the curriculum of the book on ethical education is concise. The analysis of the impact of Islamic education on ethical education is compressed.

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Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s

Cited by 3 publications

References 4 publications

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Dark Patterns and Epistemic Ignorance: an Educational Crisis

Political education

A moral-based curriculum to improve civilization and human resource development in Bangladesh

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