The paper explores challenges for the interpretation of the ideal toleration that arise in educational contexts involving children. It offers an account of how a respect‐based conception of toleration can help to resolve controversies about the accommodation and response to diversity that arise in schools.

The paper explores challenges for the interpretation of the ideal toleration that arise in educational contexts involving children. It offers an account of how a respect-based conception of toleration can help to resolve controversies about the accommodation and response to diversity that arise in schools.

After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.

Hobbits and hooligans -- Ignorant, irrational, misinformed nationalists -- Political participation corrupts -- Politics doesn't empower you or me -- Politics is not a poem -- The right to competent government -- Is democracy competent? -- The rule of the knowers -- Civic enemies.

Since the publication of Edmund Gettier's challenge to the traditional epistemological doctrine of knowledge as justified true belief, Roberts and Wood claim that epistemologists lapsed into despondency and are currently open to novel approaches. One such approach is virtue epistemology, which can be divided into virtues as proper functions or epistemic character traits. The authors propose a notion of regulative epistemology, as opposed to a strict analytic epistemology, based on intellectual virtues that function not as rules or even as skills (...) but as habits of the heart. To that end, they divide the task of clarifying and expounding their notion in the book's two parts.In the first part, Roberts and Wood examine various components that constitute their notion of regulative epistemology. The first are the epistemic goods or goals that drive the epistemic process. What is needed, claim Roberts and Wood, is an enriched notion of these goods rather than the restricted notion of justified true belief. Epistemic agents are more than calculating devices in that …. (shrink)

We invoke the ideal of tolerance in response to conflict, but what does it mean to answer conflict with a call for tolerance? Is tolerance a way of resolving conflicts or a means of sustaining them? Does it transform conflicts into productive tensions, or does it perpetuate underlying power relations? To what extent does tolerance hide its involvement with power and act as a form of depoliticization? Wendy Brown and Rainer Forst debate the uses and misuses of tolerance, an exchange (...) that highlights the fundamental differences in their critical practice despite a number of political similarities. Both scholars address the normative premises, limits, and political implications of various conceptions of tolerance. Brown offers a genealogical critique of contemporary discourses on tolerance in Western liberal societies, focusing on their inherent ties to colonialism and imperialism, and Forst reconstructs an intellectual history of tolerance that attempts to redeem its political virtue in democratic societies. Brown and Forst work from different perspectives and traditions, yet they each remain wary of the subjection and abnegation embodied in toleration discourses, among other issues. The result is a dialogue rich in critical and conceptual reflections on power, justice, discourse, rationality, and identity. (shrink)

One of the most perplexing paradoxes of toleration concerns the ‘tolerant racist’. According to most current definitions of toleration, a person is considered tolerant if, and only if, 1) he refrains from interfering with something 2) he deeply disapproves of, 3) in spite of having the power to interfere. Hence, a racist who refrains from discriminating against members of races he considers inferior despite having the power to do so, should be considered a tolerant person. Moreover, a person can apparently (...) become more tolerant by increasing the range or degree of his racist disapproval, just as long as he continues not to act against the objectionable object. This paper examines this strongly counterintuitive implication of the standard concept of toleration, by considering in full the meaning and nature of racism(s) and focusing on the power component of toleration. It explores both an exclusive solution and an accommodating solution to the paradox. The first part of the paper shows that none of the standard agent-oriented views of racism — doxastic, dispositional or volitional — adequately supports either solution. The second part of the paper turns to another, structural account of racism and toleration. It suggests that taking into account an institutional interpretation of toleration as non-domination and adopting a more socio-political perspective on racism provides an accommodating solution to the paradox. (shrink)

This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions. The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize the significance of (...) what might otherwise appear to be a disparate set of ordinary moral-educational interactions between children and educators. We suggest, further, that this analysis provides some new insight into what distinguishes the broad and recurrent conceptions of moral education from one another. Rather than being straightforwardly reducible to intractable differences over core normative or meta-ethical questions they can also be seen as correlating with different suppositions about the central role of the emotions in moral life and, correspondingly, different but to a large degree compatible interpretations of what the. (shrink)

This article challenges two dominant views of religious and cultural toleration, namely, that it is modern and that it is Western. It claims instead that both medieval Latin thought and many non-Western traditions embraced a position that coherently defends tolerance beliefs and practices. Specifically, the article identifies four approaches that clearly favour toleration: scepticism, functionalism, nationalism and mysticism.

This article addresses the relationship of toleration and humour as virtues. It argues that our understanding of toleration as a virtue has been captured and shaped by the conception of tolerance as a duty and, through a critique of John Horton’s classic article on toleration as a virtue, seeks to show what a view freed from such captivity would look like. It then turns to argue that humour plays a fundamental role in relation to living a virtuous life. Finally, it (...) attempts to establish the practical necessity of the relationship between tolerance and humour setting out what I take to be significant structural relationships between them and between their formation as settled dispositions of character. (shrink)

We invoke the ideal of tolerance in response to conflict, but what does it mean to answer conflict with a call for tolerance? Is tolerance a way of resolving conflicts or a means of sustaining them? Does it transform conflicts into productive tensions, or does it perpetuate underlying power relations? To what extent does tolerance hide its involvement with power and act as a form of depoliticization? Wendy Brown and Rainer Forst debate the uses and misuses of tolerance, an exchange (...) that highlights the fundamental differences in their critical practice despite a number of political similarities. Both scholars address the normative premises, limits, and political implications of various conceptions of tolerance. Brown offers a genealogical critique of contemporary discourses on tolerance in Western liberal societies, focusing on their inherent ties to colonialism and imperialism, and Forst reconstructs an intellectual history of tolerance that attempts to redeem its political virtue in democratic societies. Brown and Forst work from different perspectives and traditions, yet they each remain wary of the subjection and abnegation embodied in toleration discourses, among other issues. The result is a dialogue rich in critical and conceptual reflections on power, justice, discourse, rationality, and identity. (shrink)

If we are to understand the concept of toleration in terms of everyday life, we must address a key philosophical and political tension: the call for restraint when encountering apparently wrong beliefs and actions versus the good reasons for interfering with the lives of the subjects of these beliefs and actions. This collection contains original contributions to the ongoing debate on the nature of toleration, including its definition, historical development, justification, and limits. In exploring the issues surrounding toleration, the essays (...) address a variety of provocative questions. Is toleration a moral virtue of individuals or rather a pragmatic political compromise? Is it an intrinsically good principle or only a "second best-solution" to the dangers of fanaticism to be superseded one day by the full acceptance of others? Does the value of toleration lie in respect to individuals and their autonomy, or rather in the recognition of the right of minority groups to maintain their communal identity? Throughout, the contributors point to the inherent indeterminacy of the concept and to the difficulty in locating it between intolerant absolutism and skeptical pluralism. Religion, sex, speech, and education are major areas requiring toleration in liberal societies. By applying theoretical analysis, these essays show the differences in the argument for toleration and its scope in each of these realms. The contributors include Joshua Cohen, George Fletcher, Gordon Graham, Alon Harel, Moshe Halbertal, Barbara Herman, John Horton, Will Kymlicka, Avishai Margalit, David Richards, Thomas Scanlon, and Bernard Williams. (shrink)

While honesty is clearly a virtue of some educational as well as moral significance, its virtue-ethical status is far from clear. In this essay, following some discussion of latter-day virtue ethics and virtue epistemology, David Carr argues that honesty exhibits key features of both moral and epistemic virtue, and, more precisely, that honesty as a virtue might best be understood as the epistemic component of Aristotelian practical wisdom. In the wake of arguments to be found in Plato's Laws, as well (...) as in those of more modern philosophers such as Jean-Jacques Rousseau and Iris Murdoch, Carr then traces the main roots of moral dishonesty to various forms of vain and self-delusive ego attachment. In this light, he argues in the final section of the essay that literature and the arts may provide a powerful educational antidote to such attachment. (shrink)

ABSTRACTEffects of metaphorical framing of political issues on opinion have been studied widely by two approaches: a critical-discourse approach and a response-elicitation approach. The current article reports a systematic literature review that examines whether these approaches report converging or diverging effects. We compared CDA and REA on the metaphorical frames that were studied and their reported effects. Results show that the CDA frames are typically more negative, nonfictional, and extreme than REA frames. Reported effects in CDA and REA studies differ (...) in terms of presence, directionality, and strength, with CDA typically reporting strong effects in line with the frame, compared to REA. These differences in effects can be explained by the different frame characteristics. However, differences in the methods applied by CDA and REA could be responsible for these differences as well. In all, we conclude that the research field is fragmented on the impact of metaphors in politics. (shrink)

Almost all philosophical understandings of tolerance as forbearance require that the reasons for objection and/or the reasons for withholding the power to negatively interfere must be of the morally right kind. In this paper, I instead put forward a descriptive account of an act of tolerance and argue that in the political context, at least, it has several important advantages over the standard more moralised accounts. These advantages include that it better addresses instances of intolerance and that it is able (...) to makes sense of state acts of tolerance. (shrink)

The presence of increasing percentages of immigrants in the European social landscape is not only a quantitative fact, with consequences on several social and cultural dynamics and indicators. It produces an important qualitative change. From being a pathology, plurality is becoming physiology. Religion is a key factor in this process. There is a synchronic pluralization going on: the level of pluralization of the religious and cultural offer is increasing, making society a kaleidoscope of cultures, whose pieces are in constant movement. (...) Islam – and in particular Islam in Europe – is often considered the most problematic and ‘problematized’ expression of this process. It is what we could call exceptionalism: the tendency to see Islam and Muslims as an exceptional rather than standard case. Even the mediatic perception of Islam in conflictual terms can be considered a form of exceptionalism and conflict a specific way of understanding Islam. Islamophobia is part of this phenomenon. Exceptionalism explains why Islam has become a discursive substitute of the main transformation, which is the much higher degree of cultural and religious pluralization of European societies. (shrink)

It is a well-established fact that we tend to underestimate our susceptibility to cognitive bias on account of overconfidence, and thereby often fail to listen to intellectual advice aimed at reducing such bias. This is the problem of intellectual deference. The present paper considers this problem in contexts where educators attempt to teach students how to avoid bias for purposes of instilling epistemic virtues. It is argued that recent research in social psychology suggests that we can come to terms with (...) this problem in two steps, the second of which involves educators communicating their intellectual advice in a procedurally just manner. The components of the relevant form of procedural justice are specified and related to Miranda Fricker and David Coady’s notions of epistemic justice. Finally, a series of objections are considered and responded to. (shrink)