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dc.contributor.authorAriso Salgado, José María (1)
dc.date2019-07
dc.date.accessioned2019-07-17T06:57:55Z
dc.date.available2019-07-17T06:57:55Z
dc.identifier.issn1573-191X
dc.identifier.urihttps://reunir.unir.net/handle/123456789/8757
dc.description.abstractLiterature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certaintiesin Wittgenstein's sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term indoctrination' so as to avoid focusing on the suitability of the case to the concept rather than on the analysis of the case itself. This should facilitate that the process of helping children to acquire a world-pictureby teaching them to ignore alternatives to certaintiesis definitely accepted as normal and natural, for many beliefs are expected to end up becoming ungrounded certainties not only in the medium or long term, but also, and above all, in the short term.es_ES
dc.language.isoenges_ES
dc.publisherStudies in Philosophy and Educationes_ES
dc.relation.ispartofseries;vol. 38, nº 4
dc.relation.urihttps://link.springer.com/article/10.1007%2Fs11217-018-9642-3#citeases_ES
dc.rightsrestrictedAccesses_ES
dc.subjectindoctrinationes_ES
dc.subjectpersuasiones_ES
dc.subjecterrores_ES
dc.subjectWittgensteines_ES
dc.subjectworld-picturees_ES
dc.subjectcertaintyes_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleTeaching children to ignore alternatives is sometimes necessary: indoctrination as a dispensable termes_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1007/s11217-018-9642-3


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