2004
Volume 41, Issue 3
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Samenvatting

Het bevorderen van tolerantie wordt internationaal gezien als een belangrijk onderwijsdoel. In het onderwijs worden echter verschillende opvattingen over tolerantie door elkaar heen gebruikt, waardoor het begrip haar analytische en educatieve kracht verliest. In dit artikel gaan we specifiek in op de klassieke conceptualisering van tolerantie die verwijst naar iets verdragen waar men bezwaar tegen heeft, en daarmee verschilt van een momenteel dominante herinterpretatie van het begrip (tolerantie als appreciatie). Door middel van een heranalyse van reeds verzamelde gegevens onder middelbare scholieren laten we zien dat tolerantie als verdraagzaamheid voor jongeren moeilijk is, maar niet onmogelijk. We vinden daarbij verschillen tussen leerniveaus die samenhangen met multiculturalistische overtuigingen, waarbij VWO’ers gemiddeld toleranter zijn dan VMBO’ers. Op basis van de literatuur beschrijven we vervolgens een didactiek van tolerantie als verdraagzaamheid, waarbij het leren omgaan met onoverbrugbare verschillen centraal staat.

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