宽容与全纳教育的历史互动与本土演化  

The Historical Interaction of Tolerance and InclusiveEducation and Their Localized Evolution

作　　者：熊絮茸[1,2] 邓猛[3] 

机构地区：[1]华中师范大学教育学院,武汉430079 [2]徐州医学院,徐州221004 [3]北京师范大学特殊教育系,北京100875

出　　处：《中国特殊教育》2013年第5期3-6,20,共5页Chinese Journal of Special Education

基　　金：教育部人文社会科学研究一般项目"自闭症学生随班就读普校课堂小组合作学习可行性分析及策略建构研究"(项目批准号:10YJA880514)成果之一

摘　　要：全纳教育的核心是平等、差异与多样性,其中,差异是宽容的必要情境条件,而承认差异与多样性的宽容是自由和人权的前提。因此,宽容是全纳教育生成的理论源泉,而全纳就是教育领域的宽容体现。基于西方人权基础上的与宽容有着共性情境条件的全纳教育在本土化进程中,应以和谐社会的建构为起点,逐步构筑全纳教育所需要的宽容的社会生态环境,并通过宽容策略使之从理念走向现实。Inclusive education focuses on equality, difference and diversity. Difference is a necessary condition of tolerance, and tolerance, which recognizes differences and diversity, is the precondition of freedom and human fights. Therefore, tolerance is the theoretical source of inclusive education. In the course of localization, inclusive education, which is based on Western human fights and shares common conditions with tolerance, is supposed to start with the construction of a harmonious society, gradually build a tolerant ecological environment, and be eventually realized via tolerant strategies.

关 键 词：宽容 全纳教育 和谐社会 

分 类 号：G760[文化科学—特殊教育学]