depend a lot on how "indoctrination" is to be defined. Most definitions of indoctrination agree that its goal is to get the student to accept and embrace certain beliefs. It has this in common with most forms of education but differs from it in other ways. According to one definition, the belief acquisition in indoctrination happens without regard for the evidential support of these beliefs, i.e. without presenting proper arguments and reasons for adopting them. According to another, the beliefs are instilled in such a way as to discourage the student to question or assess for themselves the believed contents. In this sense, the goals of indoctrination are exactly opposite to other aims of education, such as rationality and critical thinking. In this sense, education tries to impart not just beliefs but also make the students more open-minded and conscious of human fallibility. An intimately related issue is whether the aim of education is to mold the mind of the pupil or to liberate it by strengthening its capacity for critical and independent inquiry. An important consequence of this debate concerns the problem of testimony, i.e to what extent students should trust the claims of teachers and books. It has been argued that this issue depends a lot on the age and the intellectual development of the student. In the earlier stages of education, a high level of trust on the side of the students may be necessary. But the more their intellectual capacities develop, the more they should use them when trying to assess the plausibility of claims and the reasons for and against them. In this regard, it has been argued that, especially for young children, weaker forms of indoctrination may be necessary while they still lack the intellectual capacities to evaluate the reasons for and against certain claims and thus to critically assess them. In this sense, one can distinguish unavoidable or acceptable forms of indoctrination from their avoidable or unacceptable counterparts. But this distinction is not always affirmed and some theorists contend that all forms of indoctrination are bad or unacceptable. Individual and society A recurrent source of disagreement about the aims of education concerns the question of who is the primary beneficiary of education: the individual educated or the society having this individual as its member. In many cases, the interests of both are aligned. On the one hand, many new opportunities in life open