宽容美德与宽容教育  

Virtue Toleration and Toleration Education

作　　者：高德胜[1] GAO Desheng(Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《全球教育展望》2020年第5期67-87,共21页Global Education

摘　　要：当今社会,人的活动范围、接触面前所未有地扩大,也因而更加需要宽容。对宽容的理解有"消极的",也有"积极的",但宽容的"积极概念"实际上不是宽容,而是与宽容并行的另外一些处置差异的方式。严格意义上的宽容是我虽然否定他人的观念与做法但主动选择不去干预,呈现出一种"双重否定"结构。宽容从来都不是无底限的,对不可宽容的言行宽容不是美德而是败德。宽容作为美德,体现在对多样性的保护、对他人自主的维护、对他人的善意、对自我的克制等方面。宽容是一种美德,但宽容教育却有特殊的难度。学校教育虽然有自在的宽容教育效果,但自觉的宽容教育需要从教育自身的宽容、认可性尊重的示范、开放心灵的培育、宽容教育的迎难而上等几个方面努力。With the unprecedented expansion of human activity scope and interpersonal contact, toleration is more needed in current society. The understandings of toleration can be divided into "positive" and "negative" sides. However, its "positive conception" is not toleration in the real sense, but instead another parallel way of dealing with differences. Though proper toleration contains disapproval to others’ ideas and behavior, it also requires intentional non-hindrance, which presents a structure of "double negation" on the whole. As a moral virtue, toleration is embodied in the protection of human diversity and autonomy, friendliness to others, and self-constraint. Toleration is a kind of virtue, while toleration education has specific difficulties. Although school education has the effect of unconscious toleration education, efforts should be made to realize its conscious education through the toleration in education itself, demonstration of recognition respect, cultivation for open minds as well as facing up to the difficulties.

关 键 词：宽容 宽容美德 宽容教育 

分 类 号：G41[文化科学—教育学]