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Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the ‘rationalistic justification project’. Michael Hand’s recent book, A Theory of Moral Education, is representative of this approach. My essay has three parts. First, I show that Hand’s justificatory procedure – the problem-of-sociality justification – cannot serve the purposes he has in mind; it fails on its own terms and may even cause the teacher to inadvertently slide into indoctrination. Second, I argue that the causes of this failure lie deeper than Hand’s particular approach to the rationalistic justification project; rather, it is the broader project itself that is misguided, largely due to its narrow conceptions of morality and rationality. Third, I offer an alternative way of framing the issue of indoctrination, by drawing on Aristotle’s philosophy of rhetoric. My suggested approach recontextualizes the issue of indoctrination and brings into focus a broader set of relevant features of the teaching–learning situation.

Moving beyond rationalistic responses to the concern about indoctrination in moral education