Toleration, Respect and Recognition in Education by Michael A. Peters(eds.)

By Michael A. Peters(eds.)

Content material:
Chapter 1 Toleration, appreciate and popularity: a few tensions (pages 1–3): Mitja Sardoc
Chapter 2 Toleration, young children and schooling (pages 4–16): Colin Macleod
Chapter three attractiveness and Toleration: Conflicting ways to range in schooling? (pages 17–32): Sune L?gaard
Chapter four Toleration and popularity: What should still we train? (pages 33–51): Peter Nigel Jones
Chapter five Cultural variety and Civic schooling: types of the Fragmentation Objection (pages 52–67): Andrew Shorten
Chapter 6 Heteronomous Citizenship: Civic advantage and the Chains of Autonomy (pages 68–88): Lucas Swaine
Chapter 7 Civic appreciate, Civic schooling, and the family members (pages 89–105): Blain Neufeld and Gordon Davis
Chapter eight Mutual admire and Civic schooling (pages 106–122): Colin Bird
Chapter nine averting an illiberal Society: Why admire of distinction will not be the easiest procedure (pages 123–134): Peter A. Balint

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Extra resources for Toleration, Respect and Recognition in Education

Example text

2007) Multiculturalism (Cambridge, Polity Press). Parekh, B. ) (Basingstoke, Palgrave Macmillan). Phillips, A. (2007) Multiculturalism without Culture (Princeton, NJ, Princeton University Press). Raz, J. (2001) Value, Respect, and Attachment (Cambridge, Cambridge University Press). Reich, R. (2002) Bridging Liberalism and Multiculturalism in American Education (Chicago, Chicago University Press). Sniderman, P. M. & Hagendoorn, L. (2007) When Ways of Life Collide (Princeton, NJ, Princeton University Press).

But, honourable as these anxieties are, the self-deprecation they generate is misplaced. We can reject beliefs while accepting that others are entitled to hold them and to fashion their lives according to them. Toleration enables us to accept that people have the right to live according to beliefs and values that are in conflict with our own, without having to give up or to dilute our own beliefs and values. Because toleration involves acting on reasons to permit, which override reasons to prevent, the teaching of toleration needs to focus on reasons.

A father, for example, may disapprove of his daughter’s choice of career but, out of affection for his daughter and respect for her wishes, may actively support her pursuit of that career. If he does, we can applaud his tolerance; if he does not, we can describe as intolerant his failure to give his daughter the support she can reasonably expect from a parent. Quite which form toleration should take is a matter of moral substance and is also likely to differ from case to case. Most commonly, toleration is characterised negatively.

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