Abstract
This chapter looks at tolerance from a number of different perspectives. Tolerance has been shown to be a complex area made more confusing by a lack of consistency in how the term is used. After considering how tolerance can be understood, the chapter provides a definition of tolerance to be used in the research. Tolerance can be seen to be about disapproval and one’s response as a consequence of that disapproval, which at the lowest level advocates restraint from action. Reviewing the literature on education and tolerance, the chapter proposes that schools can foster tolerance through four main pathways; through cognitive sophistication, through contact with others, through values socialisation, and through identity construction.
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Notes
- 1.
The majority of research in this area has focused on racial prejudice rather than tolerance specifically.
- 2.
SIT is frequently used as an overarching term which includes Social Categorisation Theory (See Herriot 2007).
- 3.
For a wider discussion of fundamentalism particularly in relation to schools see Everett (2006).
- 4.
This stress on developing more abstract concepts from concrete examples is very much the basis behind CASE ‘Thinking Science’ which has now been adopted in the KS3 Science programme of study in many schools in England (Adey et al. 1995).
- 5.
Personal, Social, Health and Economic Education.
- 6.
ICCS: International Civic and Citizenship Education Study (See IEA 2011).
- 7.
The Jesuit religious life is based on the spiritual life and writings of St Ignatius Loyola.
- 8.
Issues over access meant that one school was a 13–18 school (Year 9–13).
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Janmaat, J.G., Vickers, E., Everett, H. (2018). Understanding Tolerance. In: Janmaat, J., Vickers, E., Everett, H. (eds) Faith Schools, Tolerance and Diversity. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-69566-2_2
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