The paradox of meaning well while causing harm: a discussion about the limits of tolerance within democratic societies
Graduate studies at Western
Journal of Moral Education 41 (4):457-471 (2012)
|Abstract||Curriculum guidelines in many democratic countries argue for the need to practice tolerance as a means to creating peaceful relations. Through moral education, young people are believed to be able to develop a way of being that respects plurality and decreases interpersonal violence in society. But where do students? personal involvements or the issue of unpredictability accompanying inter-personal relations fit into the discussion? This article draws on four young people?s narratives as starting points to discuss the gap between progressive educational ideals and embodied ideals when it comes to stimulating peaceful relationships. The study indicates that these youths see themselves as persons who do not want to expose others to strong emotions (similar to the educational ideals of being tolerant), while at the same time struggling with strong emotions that tend to hurt themselves and/or others and paralyse their ability to actively interfere when people are being hurt. In order to understand these findings, Julia Kristeva?s notion of ego ideal and the abject are used as analytical tools. Her reasoning contributes to understanding inconsistencies in (young) people?s responses to others as significant to acknowledge when it comes to opposing oppression?inconsistencies which otherwise tend to be treated as temporal setbacks in the progression toward human perfection|
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
Ann Breslin (1982). Tolerance and Moral Reasoning Among Adolescents in Ireland. Journal of Moral Education 11 (2):112-127.
Dario Castiglione & Catriona McKinnon (2001). Introduction: Beyond Toleration? Res Publica 7 (3):223-230.
Tim Heysse (2006). Consensus and Power in Deliberative Democracy. Inquiry 49 (3):265 – 289.
Manuel Toscano (2000). La Tolérance Et le Conflit des Raisons. Revue Philosophique De Louvain 98 (1):27-46.
Zdenko Kodelja (2006). The Limits of Tolerance in Education. The Proceedings of the Twenty-First World Congress of Philosophy 4:85-92.
Maughn Gregory (2000). Care as a Goal of Democratic Education. Journal of Moral Education 29 (4):445-461.
Kimberley Jane Pryor (2008). Tolerance. Marshall Cavendish Benchmark.
Robert Lawy & Gert Biesta (2006). Citizenship-as-Practice: The Educational Implications of an Inclusive and Relational Understanding of Citizenship. British Journal of Educational Studies 54 (1):34 - 50.
Kathleen R. Kesson & James G. Henderson (2010). Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and Informed by Alain Badiou. Educational Philosophy and Theory 42 (2):213-229.
Thomas A. Spragens (2008). Democratic Reasonableness. Critical Review of International Social and Political Philosophy 11 (2):193-214.
Kevin Osborn (1990). Tolerance. Rosen Pub. Group.
Carla Bagnoli (2006). The Alleged Paradox of Moral Perfection. In Elvio Baccarini (ed.), Rationality in Belief and Action,. Rijeka.
Lasse Thomassen (2006). The Inclusion of the Other? Habermas and the Paradox of Tolerance. Political Theory 34 (4):439 - 462.
Stephen Bigger & Jean Webb, Growing Environmental Activists: Developing Environmental Agency and Engagement Through Children's Fiction.
John W. Hennessey & Bernard Gert (1985). Moral Rules and Moral Ideals: A Useful Distinction in Business and Professional Practice. [REVIEW] Journal of Business Ethics 4 (2):105 - 115.
Added to index2012-04-25
Total downloads2 ( #246,694 of 739,406 )
Recent downloads (6 months)1 ( #61,680 of 739,406 )
How can I increase my downloads?