Toleration, Children and Education

MacLeod, Colin M.

doi:10.1111/j.1469-5812.2008.00493.x

Cited by 17 publications

(6 citation statements)

References 10 publications

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“…The analysis of the vignette is discomfiting, because it indicates that in the highly politicised and divided school spaces such as those of a conflicting society, attempts to impose a positive tolerance when the country remains partitioned may be full of controversies that threaten coexistence itself. 4 Macleod (2010) suggests three kinds of controversies that also apply to the present vignette. First, there are doctrinal controversies concerning the different ideologies and values that are present at the school.…”

Section: Antagonistic Tolerance In Actionmentioning

confidence: 88%

Toleration and coexistence in conflicting societies: some tensions and implications for education

Zembylas

2011

Pedagogy, Culture & Society

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In this paper, the author shows that the issue of whether toleration promotes coexistence is controversial and therefore needs careful consideration in light of the complexities that are involved in understanding and teaching toleration in the schools of conflict and post-conflict societies. In particular, this paper offers a critique to the interpretation of toleration-as-respect as a means of fostering coexistence in education. A vignette from the author's ethnographic research is used to support the argument that the assumption about a 'naturalised' link between toleration and coexistence is problematic and might well be counter-productive. It is shown that there exists an alternative interpretation of tolerance that highlights the antagonism between conflicting communities. Finally, the paper proposes an account of how an ethics of responsibility and hospitality may provide valuable alternatives that enrich existing interpretations of toleration and coexistence in educational settings of conflicting societies.

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Section: Antagonistic Tolerance In Actionmentioning

confidence: 88%

Toleration and coexistence in conflicting societies: some tensions and implications for education

Zembylas

2011

Pedagogy, Culture & Society

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“…It presents one of several options for responding to diversity (e.g. appreciative acceptance: Macleod, ; sympathetic and critical engagement: Callan, ; the presumption that different cultures have equal worth: Taylor, ). In many cases it is not an educationally and politically sound option.…”

Section: The Educational Circumstances Of Tolerationmentioning

confidence: 99%

“…Therefore, the reasons for educators to tolerate or not to tolerate children's beliefs about themselves and the political world in important respects should hinge on the question of whether it is reasonable to assume that these beliefs were formed in a sufficiently autonomous manner (e.g. not by blind submission to a doctrine, but based on critical self‐reflection) (Drerup, ; Macleod, ). Political autonomy alone does not suffice to take this into account.…”

Section: Political Liberalism Liberal Perfectionism and The Foundatimentioning

confidence: 99%

“…In these controversies conflicting political principles of toleration are brought forward to justify institutional orders that try to balance the rights, interests and obligations of the liberal state, of parents and of children (such as curricular debates about sex education: Corngold, ; or democratic education: Hess and McAvoy, ). A ‘child‐sensitive conception of toleration’ (Macleod, , p. 2) therefore has to take into account that educational regimes of toleration are asymmetrically structured in multiple dimensions (e.g. asymmetries between the state, parents, communities, children).…”

Section: The Educational Circumstances Of Tolerationmentioning

confidence: 99%

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Education for Democratic Tolerance, Respect and the Limits of Political Liberalism

Drerup¹

2019

Journal of Philosophy of Education

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Criticisms of autonomy‐based justifications of toleration as an educational aim and as a political principle assume that personal autonomy can provide only a partial justification of toleration and that it serves as a basis for illiberal educational enforcements of a particular conception of the good. In this article, I defend an autonomy‐ and respect‐based conception and justification of education for tolerance as a democratic virtue against its critics. I will first provide a short analysis of the concept of toleration as well as of some methodological problems concerning the application of general normative conceptions and rationales to particular cases. In a second step, I reconstruct key elements of the specific normative role and function of toleration in educational circumstances. This leads me to the third section, in which I criticise political liberal conceptions of equal respect, that tend to ignore the pivotal educational role of personal autonomy in grounding and facilitating political respect and the virtue of democratic toleration. In the case of developing agents who have not yet acquired a stable conception of the good (and thus no stable reasons for objection or acceptance), educators appropriately express their respect for them as persons and future citizens by enabling them to question and criticise their socially acquired convictions about themselves and the political world. My discussion will show that personal and political autonomy are inseparable and coordinated educational and political ideals and that the demands and preconditions of autonomy, political respect and education for tolerance as a democratic virtue are mutually supportive and intertwined.

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“…As Colin Macleod explains, "development of the contemplative aspect of autonomy involves ensuring that children learn about, understand, and even have a kind of appreciation of the plurality of ends and perspectives that are present in a diverse society." 50 This kind of education may well "make the task more difficult for parents seeking to transmit a particular order of beliefs to their children and even more difficult for groups wishing to shield themselves from the influence of the larger society;" 51 it is nevertheless essential to cultivatingthe child's own capacity for critical and sensitive engagement with local, national, and global issues. 52 Indeed, in its majority decision in Chamberlain v Surrey School District No.…”

Section: Accepted Versionmentioning

confidence: 99%

Religious Diversity, Education, and the “Crisis” in State Neutrality

Berger¹

2013

Can. j. law soc.

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Education—and particularly public education—has become a crucible for the relationship between state and religious diversity, a principal site for contemporary debates about the meaning of secularism and the management of religious difference. This is so across a variety of national traditions, and despite wide differences in the historical and “emotional inheritances” surrounding the configuration of law, politics, and religion. Through an exploration of Hannah Arendt’s thought about responsibility and freedom in education, this article works towards a better understanding of why education is such a crucial and fraught field in the modern encounter between religion and law. The article turns to the recent jurisprudence of the Supreme Court of Canada to draw out the implications of these ideas, arriving ultimately at a claim about the nature and limits of the concept of state neutrality.

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Toleration, Children and Education

Cited by 17 publications

References 10 publications

Toleration and coexistence in conflicting societies: some tensions and implications for education

Toleration and coexistence in conflicting societies: some tensions and implications for education

Education for Democratic Tolerance, Respect and the Limits of Political Liberalism

Religious Diversity, Education, and the “Crisis” in State Neutrality

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