A proposal for a mind-liberating education instead of indoctrination

The main objective of this thesis is to inquire whether mental freedom is possible despite indoctrination in education. In addition, I have sought for answers to the questions of whether this is a problem or education is a matter of indoctrination or not. Accordingly, critical social theory, which is one of the orientational qualitative research theories, has been employed as the research model. Written documents have been preferred as the study material and qualitative data have been collected from these sources of data. The purposive sampling technique has been used to collect the data. It has been demonstrated as a result of the research that mental freedom is theoretically possible despite indoctrination. It has been found out that indoctrination in education constitutes a problem in many respects but the limits within which it can be considered abusive or normal can be identified. I have endeavoured to bring forward suggestions about the following to avoid indoctrination: i) intention behind teaching; ii) contents to be taught; iii) teaching methods to be applied and iv) goal of the didactic process. It has been concluded that indoctrination characteristics cannot be fully eliminated from education but the latter should also be liberating.