The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into the early modern history of political ideas with a philosophical inquiry into a persistent conceptual problem residing at the heart of education. As such, the aim of the article is ultimately to offer an account of indoctrination less fraught with the dangers of epistemological and political idealism that often haunt rival conceptions.

本文的目的是通过借鉴本尼迪克特·斯宾诺莎（Benedict Spinoza，1632–1677年）的政治哲学，加深对教育灌输的规范地位和合法性的辩论。更具体地说，我将辩解说，鉴于斯宾诺莎对知识形成和自主性的理解，他对人类认知的自然局限性的理解为我们提供了宝贵的线索，可以为在灌输问题上的辩论走出一条更有生产力的道路。本文将对政治思想的近代早期历史的考察与对存在于教育核心的持久性概念问题的哲学研究相结合。因此，