Methodological guidelines of tolerance integration into cultural-educational spacе

• Main Author: E. M. Troitskaya
• Format: Article
• Language: English
• Published: Publishing House "Grani" 2014-03-01
• Series: Granì
• Subjects: інтердисциплінарність; інтрадисциплінарність; концептуалізація; культурно­освітній простір; методологія; толерантність; людиномірність
• Online Access: https://grani.org.ua/index.php/journal/article/view/475
• ISSN: 2077-1800; 2413-8738

The presented in the article analysis of tolerance functioning in the modern society has acknowledged a number of contradictions in its understanding. In particular, it has been established that in different scientific branches of knowledge and discourses the tolerance is considered either as a special kind of relationship between people (relation character) or as a position of a person connected with tolerance (permissiveness) to others according to thoughts’ essence, or as a political, public­legal action, or as a character feature, a proper virtue etc. In considerable number of researches the analysis of tolerance has a declarative and abstract­speculating character of interpretation. It does not take into consideration the contextual logics of events, resources and risks of tolerance. The philosophical understanding of intolerance overcoming is often added only in declarative way; as a rule, the disclosure of tolerance mechanisms extension is shifted into pedagogical sciences area. The inferiority of tolerance considerable opportunities usage was found out.The paper objective is to determine the methodological and theoretical analysis of tolerance implementation as a world outlook credo into human­dimension potential of cultural­educational space. It has been established that the analysis of cultural­educational space has to be carried out according to its contextual understanding in interdisciplinary area (interaction of philosophical­methodological basis of different sciences) and intra­disciplinary one (philosophy­outlook established by the development tendencies of philosophy of education, science and culture) and interpreted in the objective dimension (the real elements of socially formed cultural­educational continuum that influence the cultural development of a person and in subjective dimension (the elements of cultural­educational space exist in the consciousness of a future pedagogue as non­implemented norm, intention, ideal which disclosure the connection with the actual condition of things via value guidelines).