Academic literature on the topic 'Ideological indoctrination'
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Journal articles on the topic "Ideological indoctrination"
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Lammi, Walter. "The Hermeneutics of Ideological Indoctrination." Perspectives on Political Science 26, no. 1 (1997): 10–14. http://dx.doi.org/10.1080/10457099709600658.
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Genevaz, Juliette. "Political indoctrination in the Chinese military: Towards a post-revolutionary People’s Liberation Army." China Information 31, no. 1 (2016): 3–21. http://dx.doi.org/10.1177/0920203x16668294.
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This article examines the role played by the political indoctrination of the Chinese People’s Liberation Army (PLA) during China’s socio-economic reforms of 1987–2007. This period was a time of political transition during which the Chinese Communist Party transformed its ideology from a focus on revolution to a self-proclaimed unrivalled single-party regime. This article looks at how the party conveyed this ideological change to the armed forces. One of the four PLA general headquarters/departments, the PLA General Political Department (中国人民解放军总政治部), was responsible for the indoctrination of servicemen and -women. Examining the work of this agency over the 20 years following its major ideological effort in 1987, this article challenges the dominant literature according to which political indoctrination hinders military professionalization. The crux of this argument is that the General Political Department’s purpose behind indoctrination of the armed forces was not only to assert party control but also to build esprit de corps. Based on a series of previously untapped periodicals published by the General Political Department, this analysis contributes to understanding processes of authoritarian resilience in the contemporary Chinese state.
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Miller, Charles, Benjamin Barber, and Shuvo Bakar. "Indoctrination and coercion in agent motivation: Evidence from Nazi Germany." Rationality and Society 30, no. 2 (2018): 189–219. http://dx.doi.org/10.1177/1043463118754875.
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How do principals combine indoctrination and coercion to motivate their agents? Based on previous literature, we argue that indoctrination on the one hand and coercion on the other are substitutes in agent motivation—more of one requires less of the other. But measuring this substitution effect is hard since individuals often self-select into ideological organizations and have incentives to claim insincerely to be ideologically motivated. Using a novel dataset of wartime behavior contained in a large sample of World War II German service records, we present a solution to these problems. We find convincing evidence to support our theory—the German army was able to induce similar effort levels from soldiers who had and had not been in the Hitler Youth, though Hitler Youth alumni required fewer punishments.
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Barović, Vladimir. "Books and education as a means of nazification of Vojvodina Germans." Kultura, no. 168 (2020): 173–87. http://dx.doi.org/10.5937/kultura2068173b.
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This paper analyses the book as a means of Nazi indoctrination of Germans in Vojvodina in the 1930s. The paper presents books by Nazi authors that were used as the main literature for ideological indoctrination in the Nazi spirit. Less well-known data are given from the Novi Sad bookstore "Kultura", which specialized in wider scale Nazi literature. The Private German Teachers' School in Novi Vrbas, which was the centre of Nazi propaganda, is a special focus. This is important to mention because future teachers used their position to ideologically guide their students in the Nazi spirit through books. It was published and reported in the Serbian press of that time about the Nazi propaganda that was conducted in the area of the Danube County (Dunavska Banovina). The conclusion of this paper suggests that the books had a huge impact on the nazification of Germans as a Yugoslav minority, at a time when other media (except the press) were hardly present in the national community.
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Groza, Cristian Alexandru. "The Sovietisation of Romania, 1946-1948 – the first two years behind the curtain of propaganda." Journal of Education Culture and Society 7, no. 2 (2016): 364–76. http://dx.doi.org/10.15503/jecs20162.364.376.
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Dogmatic discourse and institutionalized control build a totalitarian state on two main pillars: propaganda and indoctrination. Our study analyzes the phenomena of cultural mimesis and ideological transplantation inside the Romanian communist system. The periphery and centre represent concepts that help us in the process of constructing our cultural theory about the propaganda system and its evolution during the years before the abolition of the monarchy, 1946-1947. The study is based mainly on archive documents. Therefore, we followed up the chronological paths in which the propaganda was used as an external weapon, and also as an internal indoctrination.
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Dinas, Elias, and Ksenia Northmore-Ball. "The Ideological Shadow of Authoritarianism." Comparative Political Studies 53, no. 12 (2019): 1957–91. http://dx.doi.org/10.1177/0010414019852699.
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How do the labels left and right take on meaning in new democracies? Existing explanations point to the universality of the left–right scheme or, reversely, emphasize regionally dominant social cleavages. We propose an alternative legacy-focused theory based on two observations: Dictatorships are not ideologically neutral and are negatively evaluated by most citizens and elites after democratization. These premises lead us to expect that when the authoritarian regime is associated with the left (right), the citizens of a new democracy will display an antileft (antiright) bias in their left–right self-identification. We test this hypothesis across Latin American and European new democracies. We find significant bias, which in the case of new democracies following left-wing regimes is concealed due to intercohort heterogeneity. Although older cohorts denote a positive bias, cohorts born after Stalin’s era denote negative bias against the left. Consistent with our expectations, repression exacerbates this bias whereas indoctrination mitigates it. Finally, we look at how these biases apply to party preferences. The findings have important implications for understanding authoritarian legacies and party system development in new democracies.
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García, Ana Belén Martínez. "Unearthing the Past: Bringing Ideological Indoctrination to Light in North Korean Girls’ Memoirs." a/b: Auto/Biography Studies 32, no. 3 (2017): 587–602. http://dx.doi.org/10.1080/08989575.2017.1338004.
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Motawy, Yasmine. "Crumbling Dots and Flying Boats without Borders: Empowerment in Quentin Blake's A Sailing Boat in the Sky and Walid Taher's Al-noqta Al-sawdaa." International Research in Children's Literature 6, no. 1 (2013): 15–27. http://dx.doi.org/10.3366/ircl.2013.0077.
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This article posits ideological indoctrination in direct opposition to ‘empowering texts’ such as Quentin Blake's A Sailing Boat in the Sky (2003) and Walid Taher's Al-noqta al-sawdaa [The black dot] (2009) which present children with opportunities to explore the realities and challenges of their contemporary world, and find solutions to them, unencumbered by the ideologies that adult writers who are not part of that ‘New World’ propagate in their texts.
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Jaworski, Marcin. "Religious themes in contemporary comics: between indoctrination and creative interpretation." Człowiek i Społeczeństwo 41 (March 15, 2016): 255–69. http://dx.doi.org/10.14746/cis.2016.41.14.
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In today’s world, popular culture is an identity-building experience, a powerful driver of social belonging and a domain of emotional involvement. It is a mirror of sorts that reflects human needs and desires – including religious ones. This paper discusses a number of pop cultural texts (comic books) that explore religious themes, and attempts to examine the nature and “quality” of these explorations. In other words, this paper seeks to determine which of these comic books propose a superficial or trivial treatment of religious traditions, and which graphic novels deserve to be considered as culturally relevant, even if perhaps not entirely orthodox, pieces of artwork. A broad methodological approach was applied, with a wide variety of proposals being discussed: on the one hand it examines comic books used as a mere tool for “ideological” persuasion, whilst on the other it looks into comic books that explore religious themes while treating them as a resonant cultural resource.
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Zhou, Min, and Shenghua Zhang. "Topic-based Teaching Strategy in Cultivating Labor Values." Journal of Contemporary Educational Research 5, no. 6 (2021): 71–75. http://dx.doi.org/10.26689/jcer.v5i6.2230.
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The ideological and political curriculum in high schools as a fundamental course for the implementation of moral education plays an important role in cultivating students’ labor values. However, the traditional and indoctrination teaching methods used by some teachers are not suitable to cultivate these values. This article proposes a new teaching method in high schools’ ideological and political lessons to cultivate students’ labor values in four aspects which are students’ knowledge, feeling, meaning, and action. By setting topics to emphasize on labor values, circulating and discussing these topics to cultivate labor emotions, promote thinking for firm labor faith, and promote action in the practice of labor behaviors to cultivate students’ labor values, improve their rational cognition and emotional identification of Marxist labor values, as well as internalize labor values in their minds and externalizing them in practice.
Dissertations / Theses on the topic "Ideological indoctrination"
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Miller, Aaron Michael. "The Duality of the Hitler Youth: Ideological Indoctrination and Premilitary Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955087/.
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This thesis examines the National Socialists' ultimate designs for Germany's youth, conveniently organized within the Hitlerjugend. Prevailing scholarship portrays the Hitler Youth as a place for ideological indoctrination and activities akin to the modern Boy Scouts. Furthermore, it often implies that the Hitler Youth was paramilitary but always lacks support for this claim. These claims are not incorrect, but in regard to the paramilitary nature of the organization, they do not delve nearly deeply enough. The National Socialists ultimately desired to consolidate their control over the nation and to prepare the nation for a future war. Therefore, they needed to simultaneously indoctrinate German youth, securing the future existence of National Socialism but also ensuring that German youth carry out their orders and defend Germany, and train the youth in premilitary skills, deliberately attempting to increase the quality of the Wehrmacht and furnish it with a massive, trained reserve in case of war. This paper relies on published training manuals, translated propaganda, memoirs of former Hitler Youth members and secondary literature to examine the form and extent of the ideological indoctrination and premilitary training--which included the general Hitler Youth, special Hitler Youth subdivisions, military preparedness camps akin to boot camp, and elaborate war games which tested the youths' military knowledge. This thesis clearly demonstrates that the National Socialists desired to train the youth in skills that assisted them later in the Wehrmacht and reveals the process implemented by the National Socialists to instill these abilities in Germany's impressionable youth.
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Labanauskas, Ramūnas. "The young catholic movement genesis, ideological principles and putting them into practice (1919 - 1940)." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20111227_091058-76477.
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Object of thesis – a social, cultural and partly political movement initiated by a whole range of talented young Catholic intellectuals – Young Catholic Movement (YCM) that operated in 1936 – 1940. The desire to prepare successors of S. Šalkauskis, K. Pakštas and J. Eretas and other Catholic culture workers united in Romuva Society in 1919 was one of the most important factors of YCM genesis. YCM was influenced by world-view and political climate unfavourable to liberal democracy formed in Europe in the 4th decade and provided YCM with national and social radicalism. Idealism opposed to materialism and Catholicism as religions and ideologies synthesis model – open („wide”) Catholicism and the Catholic Action (CA) became the basis of YCM religious programme. Meanwhile, the programme included the nation‘s efforts to seek for modernization of the country and the solidarity of nation. Refusal of traditional Catholicism exclusiveness enabled a positive attitude to cooperation with non-Catholics. This allowed the relations with hostile to CA ideological groups (with Nationalists, Voldemaras adherents, Populists, the Social Democrats, Communists). The paper focuses on cultural movement of Naujoji Romuva (NR), considered being the expression way of young Catholics deep world-view attitudes. During the period of significantly increased risk to independence (1938 - 1940) YCM performance was determined by efforts to educate the Lithuanian national and social solidarity in the... [to full text]<br>Disertacijos objektas – visos eilės talentingų jaunų katalikų intelektualų inicijuotas visuomeninis, kultūrinis ir iš dalies politinis judėjimas - jaunųjų katalikų sąjūdis (JKS) - veikęs 1936 – 1940 m. Vienu iš svarbiausių JKS genezės veiksnių buvo 1919 m. į Romuvos draugiją susivienijusių S. Šalkauskio, K. Pakšto ir J. Ereto bei kitų katalikų kultūrininkų siekis išsiugdyti savąją pamainą. JKS labai įtakojo ir 4 - ame dešimtmetyje Europoje susiformavęs nepalankus liberaliajai demokratijai pasaulėžiūrinis bei politinis klimatas, suteikęs JKS tautinio ir socialinio radikalumo. Materializmui priešpriešinamas idealizmas ir katalikybės kaip religijų ir ideologijų sintezės modelis - atviroji („plačioji”) katalikybė - bei Katalikų akcija (KA) tapo JKS religinės programos pagrindu. Tuo tarpu tautinė programa apėmė pastangas siekti šalies modernizavimo ir tautos solidarumo. Tradicinio katalikiškojo ekskliuzyvizmo atsisakymas įgalino teigiamą požiūrį į bendradarbiavimą su nekatalikais. Tai leido palaikyti santykius ir su priešiškomis KA ideologinėmis grupėmis (tautininkais, voldemarininkais, liaudininkais, socialdemokratais, komunistais). Darbe daug dėmesio skiriama Naujosios Romuvos kultūriniam sąjūdžiui, laikytinam jaunųjų katalikų giluminių pasaulėžiūrinių nuostatų raiškos būdu. JKS veikimą itin išaugusios grėsmės nepriklausomybei laikotarpiu (1938 – 1940) sąlygojo pastangos ugdyti lietuvių tautinį ir socialinį solidarumą, ruošiant katalikų ir jų įtakojamas bendratautinių... [toliau žr. visą tekstą]
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Warren, Roger Patrick. "Forged in the crucible of defensive jihad : Arab foreign fighters and their trajectory to involvement in Islamist terrorism." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11567.
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This thesis challenges the conventional wisdom that tends to conflate Arab foreign fighters with Islamist terrorists, and ‘martyrdom operations' with ‘suicide attacks.' Overlaps notwithstanding, it aims to draw distinctions between Arab foreign fighters engaged in defensive jihad defending co-religionists against a military foe, and Islamist terrorists engaged in terrorism that indiscriminately targets civilians and non-combatants. Critically, while disaggregating the two transnational cohorts, this thesis also illuminates the nexus between them. It draws on a thesis dataset of 3,010 Arab foreign fighters compiled using biographies, martyrdom eulogies, and postings on ‘jihadi' websites, in both English and Arabic. This dataset is then used to support three case studies involving the defensive jihads in 1980s Afghanistan, Iraq (post 2003), and Syria (post 2011). It leverages a theoretical framework based on the concept of radicalisation and the language of political Islam, whilst concurrently drawing on theories from psychology and historical military examples of combat, germane to defensive jihad and Islamist terrorism. The thesis concludes that Arab foreign fighters involved in defensive jihad employ martyrdom operations against military targets, through tactical necessity. Conversely, Islamist terrorists employ suicide attacks against civilians and non-combatants, through ideological necessity. The trajectory between the two transnational mobilisations appears to be broadly underpinned by facets of the Lucifer Effect – the situational factors encountered whilst participating in defensive jihad, including but not limited to, the experience of close combat in a war zone; being subjected to ideological indoctrination; and being exposed to charismatic authority and obedience to it. This suggests that subsequent involvement in Islamist terrorism by some Arab foreign fighters is primarily forged in the crucible of defensive jihad. Such findings should result in the crafting of more individualised de-radicalisation and rehabilitation programmes for returning foreign fighters, in both the West and the Arab world.
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
Book chapters on the topic "Ideological indoctrination"
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"The Beginnings of Nazi Ideological Education in the Wehrmacht." In The Indoctrination of the Wehrmacht. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv12pnrvp.6.
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Köroğlu, Cemile Zehra, and Muhammet Ali Köroğlu. "Religious Social Movements and Economic Welfare in Modern Turkey." In Nationalism, Cultural Indoctrination, and Economic Prosperity in the Digital Age. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7492-9.ch012.
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In all societies, there have been some movements that point out social, political, economic, ideological, or moral problems or aim at partial or complete change. This chapter discusses the new meanings attributed to the concept of social movements in the postmodern era. A theoretical framework is proposed to understand the nature of social movements since the 1960s and to demonstrate their differences from classical movements. Turkey provides a particularly rich context with high potential for social movements, both with secular and religious aspirations. Religious social movements have shown quite a tense relationship with the state throughout the history of the republic; yet, they have gained power and prosperity through evolving liberal economic policies since the 1980s. Therefore, resource mobilization and new social movement paradigms are used in this chapter to explain Turkey's religious social movements today.
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Puga, Lisa. "Addressing a Cultural Critique of U.S. Homeschooling With African American Homeschoolers' Perspectives." In Global Perspectives on Home Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6681-7.ch002.
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As U.S. homeschooling families increase, there is growing diversity among homeschoolers that quantitative data often fails to capture. Categorizing homeschoolers can limit understanding of their often complex motivations, experiences, and views. Additionally, static categorical frameworks have contributed to dominant cultural critiques of homeschooling, particularly that white, religious, and politically conservative homeschoolers a) represent normative homeschooling culture and b) stifle both individuals' and society's progress through isolation and ideological indoctrination. Ethnographic research with 15 African American urban homeschooling families not only complicates the static portrayal of religious homeschoolers, but also showcases why rigid categories often do not reflect homeschoolers' daily experiences and pedagogies. This research calls for additional qualitative research across homeschooling demographics to further interrogate the labels often used to characterize and make claims about U.S. homeschooling families.
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King, Emily L. "Commemorating Revenge." In Civil Vengeance. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501739651.003.0005.
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Chapter four examines the relationship between civil vengeance and national memory during the English Interregnum. As government authorities aim to establish and inculcate a new national memory, the chapter connects their attempts to the phenomenon of civil vengeance. But such indoctrination was not without considerable resistance, as royalists focused their challenges to the new government, the chapter argues, through their insistence on remembering differently and circulating counter-memories in ballads, drama, and elegiac verse. Although the cultivation of counter-memory might constitute resistance—and thereby offer an antidote to civil vengeance—it substitutes terms without revising the structural system. To pursue an escape from the ideological intractability between parliamentarians and royalists, the chapter turns finally to Margaret Cavendish’s Sociable Letters, a collection of epistles to an imaginary interlocutor that foregrounds other possibilities for memory, history, and community.
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Davis, Howard. "24. Article 2 of the First Protocol: right to education." In Human Rights Law Directions. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780198871347.003.0024.
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Without assuming prior legal knowledge, books in the Directions series introduce and guide readers through key points of law and legal debate. It discusses European Convention law and relates it to domestic law under the HRA. Questions, discussion points, and thinking points help readers to engage fully with each subject and check their understanding as they progress and knowledge can be tested by self-test questions and exam questions at the chapter end. This chapter discusses Article 2 of the First Protocol, which guarantees two things: first, a right of access to education; and, second, an obligation on the state to ensure that the religious and philosophical convictions of parents concerning the education of their children are respected. The former is one of the few places where the Convention expressly refers to ‘social rights’, which are problematic because they can compel states to large expenditure and can distort democratically chosen priorities for expenditure. The latter reflects the fear of ideological indoctrination that has been associated with totalitarian regimes and is, predominantly, a negative obligation on states not to attempt to pervert the development of children’s minds.
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Weiss, Yvette. "Back to the future – a journey from current education reforms to reformations in the past." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.21.
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Learning from history does not automatically mean that history prevents us from repeating mistakes. We cannot see what happens in the future, even with the most profound knowledge of the past. Although it is not possible to make such causal connections, the study of structural components, which recur and make up patterns, can certainly contribute to sharpening political judgement. How can the teaching of the history of mathematics education then help to support an understanding of possible courses of individual actions without indoctrination through the political or even ideologically influenced production of time references? The paper presents the concept of a lecture course in mathematics education, held at the University of Mainz. We take as a point of departure the everyday experience of our prospective mathematics teacher with various current education reforms and present seemingly similar processes during former reforms. Here we limit ourselves to reforms during the 19th and 20th century.