Toleration and Recognition: What Should We Teach?

Autor/in	Jones, Peter Nigel
Titel	Toleration and Recognition: What Should We Teach?
Quelle	In: Educational Philosophy and Theory, 42 (2010) 1, S.38-56 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00507.x
Schlagwörter	Controversial Issues (Course Content); Educational Policy; Educational Philosophy; Educational Principles; Cultural Pluralism; Social Attitudes; Ethics; Moral Values; Educational Strategies; Educational Environment; Role of Education + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Kulturpluralismus; Social attidude; Soziale Einstellung; Ethik; Moral value; Ethischer Wert; Lehrstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsauftrag
Abstract	Generally we think it good to tolerate and to accord recognition. Yet both are complex phenomena and our teaching must acknowledge and cope with that complexity. We tolerate only what we object to, so our message to students cannot be simply, "promote the good and prevent the bad". Much advocacy of toleration is not what it pretends to be. Nor is it entirely clear what sort of conduct should count as intolerant. Sometimes people are at fault for tolerating what they should not, or for tolerating what they should find unexceptionable. So virtue does not always lie with toleration. Tolerance can also seem condescending; should we therefore replace it with recognition? But recognition may not be able to coexist with the disapproval that makes toleration necessary. However, not everything about toleration and recognition is controversial; there are fixed points from which students can grapple with the issues presented by both. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10