Wrongful Influence in Educational Contexts

Tillson, John (2021) Wrongful Influence in Educational Contexts. In: Oxford Encyclopedia of Philosophy of Education. Oxford Encyclopedia of Educational Research. . Oxford University Press, New York.

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When and why are coercion, indoctrination, manipulation, deception, and bullshit morally wrongful modes of influence in the context of educating children? Answering this question requires identifying what valid claims different parties have against one another regarding how children are influenced. Most prominently among these, it requires discerning what claims children have regarding whether and how they and their peers are influenced, and against whom they have these claims. The claims they have are grounded in the weighty interests they each equally have in their wellbeing, prospective autonomy and being regarded with equal concern and respect. Plausibly children have valid claims regarding the content and means of influence they themselves are subjected to. For instance, considerations of concern and respect for children confer duties on others enable to them to know important information and develop important skills. Children also plausibly have valid claims to be free from certain means of influence including indoctrination. This is because indoctrinatory practices threaten to diminish both their capacity to reason soundly, thereby constituting a wrongful harm, and their opportunities to form judgements and choices in response to relevant evidence and reasons, thereby constituting a wrong of disrespect.

Item Type: Book Section
Faculty / Department: Faculty of Education > Education Studies
Depositing User: John Tillson
Date Deposited: 28 Jan 2021 09:14
Last Modified: 22 Jun 2021 11:01
URI: https://hira.hope.ac.uk/id/eprint/3236

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