Open Brain, Insert Ideology - Bloomberg View - 0 views
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ideology high school curriculum values indoctrination China education

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Suppose that an authoritarian government decides to embark on a program of curricular reform, with the explicit goal of indoctrinating the nation’s high school students. Suppose that it wants to change the curriculum to teach students that their government is good and trustworthy, that their system is democratic and committed to the rule of law, and that free markets are a big problem.Will such a government succeed?
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New research, from Davide Cantoni of the University of Munich and several co-authors, shows that recent curricular reforms in China, explicitly designed to transform students’ political views, have mostly worked. The findings offer remarkable evidence about the potential influence of the high school curriculum on what students end up thinking
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Starting in 2001, China decided to engage in a nationwide reform of its curriculum, including significant changes in the textbooks used by students in grades 10, 11 and 12. In that year, China’s Ministry of Education stated that education should “form in students a correct worldview, a correct view on life, and a correct value system.”
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The crucial finding from the study is that the new curriculum greatly affected students' thinking. They became more likely to count the Chinese political system as democratic. They displayed a higher level of trust in public officials. They were more skeptical of free markets, and more likely to reject the view that a market economy is preferable to any other economic system. They were more likely to want to extend political influence to groups outside of the Chinese Communist Party.
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On two questions, however, the curricular reforms failed. Students didn't become more favorably disposed toward environmental protection. They were not more likely to give the environment priority over economic growth, and they were not more willing to give up some of their income to protect the environment. Nor was there a significant change in the attitudes of Han Chinese students (the majority) toward minorities.
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With respect to minorities, the students’ beliefs appear to be deeply engrained, and essentially impervious to curricular influences.
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As Cantoni and his co-authors summarize their various findings, “the state can effectively indoctrinate students.” To be sure, families and friends matter, as do economic incentives, but if an authoritarian government is determined to move students in major ways, it may well be able to do so.