In recent discussions surrounding education practices in Spain, the distinction between teaching and indoctrination has come under scrutiny. Instances of teachers wearing Palestinian scarves in Alcorcón or yellow ribbons in Catalonia, along with schools encouraging student protests against educational legislation, have raised questions about what constitutes educational practice and what crosses into indoctrination.
Education aims to foster the comprehensive development of individuals, encouraging them to critically reflect on the social and political issues surrounding them. In contrast, indoctrination involves imposing a specific viewpoint on these issues as dictated by teachers or educational institutions. This differentiation, while seemingly clear, can often be quite nuanced.
Students, like adults, are immersed in a reality that compels them to take political stands and make social activism decisions concerning various pressing global issues, such as the conflicts in Ukraine and Gaza, and debates on sensitive topics like euthanasia, abortion, gender violence, and transgender rights. This raises important questions about how educational institutions should handle students” political expressions and to what extent they should promote specific political positions.
The European Union Council”s Recommendation advocates for a competency-based learning approach that extends beyond mere knowledge acquisition, emphasizing skills and notably, attitudes. Critical thinking is highlighted as a fundamental component essential for evaluating information, making informed decisions, and solving problems autonomously, as well as for understanding contemporary social, political, and economic systems and engaging actively in society.
In Spain, educational legislation incorporates critical thinking as a key aspect of its educational framework, promoting its development from early schooling stages. Educators are expected to encourage analysis, argumentation, debate, and reflection across all subjects. The freedom to teach is protected under European Union treaties and in the constitutions of Western democracies, including Spain”s Constitution (Article 27), which ensures that parents can choose an education for their children that aligns with their religious, philosophical, or pedagogical beliefs. Furthermore, educational institutions are empowered to establish educational projects that define their values, goals, and guiding principles.
However, the promotion of critical thinking and the freedom to teach should not serve as justifications for indoctrination within educational settings. On the contrary, fostering critical thinking acts as a robust defense against indoctrination, while teaching freedom is crucial for maintaining societal plurality.
How then can we define this delicate boundary? A classic text from the 1980s by José Manuel Esteve, titled “The Concept of Education and Its Nomological Network,” suggests applying three criteria: use, form, and content, along with the criteria of meaning and purpose. For example, educating would involve teaching historical facts with accurate, diverse sources and presenting various interpretations, thus encouraging students to form their own critical analyses. In contrast, indoctrination would entail teaching that historical fact from a singular perspective, presenting it as the only legitimate interpretation and dismissing alternative viewpoints.
Practices of indoctrination can be identified through several indicators: ideological or political imposition, lack of plurality and critical thinking, manipulation of content, ideologically biased evaluation, confusion between opinion and science, and discriminatory language and treatment.
When there are suspicions of indoctrination within educational practices, it is essential for all stakeholders, particularly families, to recognize that such practices do not align with a genuinely educational institution. Proactive attitudes can transform into concrete actions. In the public sphere, schools today hold unprecedented potential as educational institutions, as they are universally mandated and funded during childhood and adolescence. This vital role in shaping individuals has led some to deem schools as “the most successful project in history.” Given this immense responsibility, the actions of educational institutions must remain free from any form of indoctrination.
