Indoctrination education, also known as indoctrination education, is more vividly described as cramming education. "Duck stuffing" means that duck farmers put columnar feed with high sugar content into their mouths in the process of raising ducks to make them gain weight quickly. In daily life, we usually call the education mode of instilling ready-made knowledge conclusions into students and forcing them to remember, regardless of the objective laws of students' cognitive process, understanding ability and knowledge level "indoctrination education". Many people think that it only represents the machinery of teaching methods, but in fact it has deeper problems.

The purpose of enlightenment education is to domesticate the people and realize rule.

Freire mentioned in Pedagogy of the Oppressed that indoctrination education is the education of the oppressed, and its purpose is to domesticate the people and realize the rule. In the process of education, students are regarded as containers and are "oppressed". Students have no right to decide what to study, and what to "irrigate" is decided by the ruler. The more thorough the teacher is in the container, the better the teacher is; The more meekly students are indoctrinated, the better students they are. Oppressors strongly oppose any form of educational experiments, because they think that these experiments will arouse the oppressed's critical consciousness, dissatisfaction and resistance to reality, thus threatening their ruling position. "The interests of the oppressors lie in' changing the consciousness of the oppressed, not oppressing their status quo', because the more they deliberately guide the oppressed to adapt to this status quo, the easier it is for them to be ruled." Therefore, the oppressor tries to domesticate the people by instilling education, so that the people can be more obedient to the oppressor's ruling consciousness and serve their ruling interests.

The way of inculcating education is to reform the educational way of criminals.

Maybe you think freire is alarmist. Let's look at Ren Jianxin's statement in the Dictionary of Reeducation through Labor. He said that with the development of science and civilization, indoctrination education is no longer advocated in general education. Reform-through-labor institutions have introduced this educational method into the educational reform of criminals and become an educational method to convey truth and knowledge to the minds of criminals. Reform-through-labour institutions use this educational method to reform criminals because criminals will consciously accept reform only if they change their criminal stance. On the premise of punishment and control, we should persist in instilling truth and knowledge into criminals, profoundly expose and criticize their illegal and criminal thoughts, words and deeds, destroy criminals' criminal thoughts and the ideology of the exploiting classes, and enable criminals to establish a correct outlook on life, law and discipline and morality. Indoctrination education is compulsory and aggressive, which can have a profound positive impact on criminals and is a necessary method to educate and reform criminals.

The content of indoctrination education is to satisfy the interests of the oppressors.

In indoctrination education, the content of education is only to meet the interests and needs of the oppressors and maintain their dominant position, which is far from the real reality. Freire pointed out: "Teachers talk about reality as if it were static, lifeless, separated and predictable." Therefore, the educational content is actually divorced from reality. In the changing social environment, such content is both boring and pale. Indoctrination education emphasizes constancy and denies that people are in the process of constant change. This educational content divorced from reality separates the connection between consciousness and the world, which makes people's thoughts often confined to the scope of consciousness set by the oppressor to safeguard the ruling interests, thus failing to guide the oppressed to practice freely. As freire said: "The more fully most people adapt to the various purposes set for them by the dominant minority (the rulers can deprive the majority of their rights at will), the easier it is for the minority rulers to continue to give orders."

The relationship between teachers and students in indoctrination education is the relationship between oppression and oppression.

Freire said: "The starting point of indoctrination education is to misunderstand people as objects, so in the teaching process, teachers are the main body of teaching and students are the objects in need of help." This "subject-object" relationship between teachers and students is antagonistic: teachers make discipline and students abide by it. Teachers think that they know everything and students know nothing. Teachers confuse professional authority and knowledge authority as the opposite of students' freedom.

Freire divided the teacher's behavior in indoctrination education into two stages: "In the first stage, when he was preparing lessons in the study or laboratory, he recognized the cognizable object; In the second stage, he explained this object to the students. " In this process, teachers (whether they realize it or not) essentially act as "puppets" of oppressors. They serve the oppressors and carry out their will. Students can only accept what the teacher teaches meekly, without real thinking, and eventually become passive objects. It can be seen that in indoctrination education, the relationship between teachers and students presents great inequality. Between teachers and students, it is the relationship between control and being controlled, oppression and oppression.