The concept of indoctrination is typically used to characterize the actions of individual educators. However, it has become increasingly common for citizens to raise concerns about the indoctrinatory effects of institutions such as schools and universities. Are such worries fundamentally misconceived, or might some state of affairs obtain under which it can be rightly said that an educational institution is engaged in indoctrination? In this paper Christopher Martin outlines what the concept of institutional indoctrination could mean. He then uses Jürgen Habermas's discourse theory in order to develop a specific conception of institutional indoctrination: an educational institution indoctrinates when it exercises its authority in order to support the deliberative norm that some belief P ought to be exempt from tests of or challenges to its truth or rightness just because it is belief P. Martin argues that this norm undermines conditions of symmetrical and inclusive public discourse essential to the development of knowledge and understanding among free and equal citizens. That is, institutional indoctrination involves a closing of the public mind.

中文翻译：

---

教育机构和灌输

灌输的概念通常用于描述个别教育者的行为。然而，公民对学校和大学等机构的灌输影响提出担忧已变得越来越普遍。这种担忧是否从根本上是一种误解，或者可能会出现某种情况，可以正确地说教育机构正在从事灌输？克里斯托弗·马丁 (Christopher Martin) 在本文中概述了制度灌输的概念可能意味着。然后，他使用尤尔根·哈贝马斯的话语理论来发展制度灌输的具体概念：教育机构在行使其权威时进行灌输，以支持审议规范，即某些信念 P 应该免于对其真理的检验或挑战。马丁认为，这一规范破坏了对称和包容性公共话语的条件，而这对于自由和平等公民之间知识和理解的发展至关重要。也就是说，制度灌输涉及公众思想的封闭。