David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 42 (1):38-56 (2010)
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.
|Keywords||citizenship intolerance toleration recognition respect|
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References found in this work BETA
Axel Honneth (1995). The Fragmented World of the Social: Essays in Social and Political Philosophy. State University of New York Press.
Axel Honneth (1996). The Struggle for Recognition: The Moral Grammar of Social Conflicts. The Mit Press.
John Horton (1994). Three (Apparent) Paradoxes of Toleration'. Synthesis Philosophica 9 (1):7-20.
Peter Jones (2006). Toleration, Recognition and Identity. Journal of Political Philosophy 14 (2):123–143.
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