Tolerance is everywhere. The Council of Europe endeavours to build it, schools are required to teach it, and neighbours are asked to extend it. It features in citizenship ceremonies, city-marketing campaigns, and religious texts and is attached to a variety of different objects, people, and behaviours. Yet despite its ubiquitous circulation as a moral good, critiques of tolerance as a way of relating have called for its rejection in favour of alternative projects such as respect and equality. In this paper I contextualise recent critiques and ask what possibilities remain for a politics of tolerance in multicultural Europe. In so doing, I argue that critiques are insufficiently attuned to the different contexts in which tolerance becomes productive and offer a starting point for further empirical research on its embodied practice. Using an example of dialogue, I argue that tolerance can be intrinsic to the development of alternative relations when positioned as part of an ongoing struggle to multiply ways of thinking and acting. I finish by reflecting on the relationship between tolerance, agonism, and dialogue, to outline a more pragmatic politics of difference, arguing that it is not enough to call for alternative projects without attending to the difficult and incremental learning that such projects demand.

https://journals.sagepub.com/doi/pdf/10.1068/d13063p

The Possibilities of Tolerance: Intercultural Dialogue in a Multicultural Europe:

The article is concerned with values education in schools in the light of the requirement for schools to provide for the spiritual, moral, cultural and social development of children and in the light of wider discussions regarding ‘spirituality’ in (post)modern society. The authors focus on Living Values, a programme developed as a way of introducing values‐based education to schools as wellas to the wider community. They examine both the contents of the programme and the way it reaches schools and is utilized. The authors report on their recent field research carried out in schools andevaluate textual sources. Emerging issues and perspectives, among them the provenance and sponsorship of the programme, are raised.

Values education: the development and classroom use of an educational programme1

This article is concerned with the connection between religions and education. It explores the case of one particular values education programme, ‘Living Values: an educational program’, and its link with the Brahma Kumaris World Spiritual University (BKWSU) to show how the programme originated and developed, which individuals and institutions were involved in these processes, how such a programme finds application in British schools and what form such application takes. The article traces a ‘chain of transmission’ from inception to classroom and looks at the reception which a values-based programme finds among teachers, pupils and parents. The article is based on ethnographic and documentary data gathered in a one-year research project (September 2001 to October 2002) in the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick.

‘Living Values: an educational program’—from initiative to uptake

Resumen en: Introduction . Cyberbullying has been more common than the traditional bullying in recent years. As with the traditional bullying, human...

/pdf/predictive-relationship-between-humane-values-of-adolescents-d6izmm1lbe.pdf

Predictive Relationship between Humane Values of Adolescents Cyberbullying and Cyberbullying Sensibility

Values‐inspired issues remain an important part of the British school curriculum. Avoiding moral relativism while fostering enthusiasm for spiritual values and applying them to non‐curricular learning such as school ethos or children’s home lives are challenges where spiritual, moral, social and cultural (SMSC) development might benefit from leadership by critical religious education (RE). Whether the school’s model of spirituality is that of an individual spiritual tradition (schools of a particular religious character) or universal pluralistic religiosity (schools of plural religious character), the pedagogy of RE thought capable of leading SMSC development would be the dialogical approach with examples of successful implementation described by Gates, Ipgrave and Skeie. Marton’s phenomenography, is thought to provide a valuable framework to allow the teacher to be appropriately critical in the transmission of spiritual values in schools of a particular religious character as evidenced by Hella’s work in...

/pdf/finding-a-moral-homeground-appropriately-critical-religious-sbokcuqgub.pdf

Finding a moral homeground: appropriately critical religious education and transmission of spiritual values

In the context of English schools' increasing interest in values education programmes this article examines the contribution of three religious organisations: the Brahma Kumaris Spiritual University, the devotees of Sathya Sai Baba and the Religious Society of Friends (Quakers). Discussions of values and values education in relation to citizenship and the new (2002) statutory subject of citizenship education are summarised and, on the basis of preliminary small-scale ethnographic research, the authors report the classroom implementation of three programmes. Issues raised include the programmes' approach to diversity, the degree to which programmes that assert core universal values can incorporate critical reflection on them, and the extent to which the provenance of programmes matters.

http://www.brahmakumaris.info/download/BK%20Living%20Values/Religious%20Organisations%20in%20Education.pdf

Religious Organisations in the UK and Values Education Programmes for Schools (1)

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Ann Henderson

Author Tools

Chat about Author

Papers

Religious Organisations in the UK and Values Education Programmes for Schools (1)