Freedom on university campuses: An argument for normatively dependent toleration

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2019-10-01 DOI:10.1386/ctl_00009_1

I. Davies, B. S. Reed

引用次数: 2

Abstract

Abstract In the context of longstanding debates about the meaning of toleration and current significant disagreements within society, we offer a discussion about several key areas of debate and sketch broadly some responses in higher education. Following contextual remarks about key philosophical perspectives and reference to particular disputes within society, generally in society and particularly on university campuses, about free speech relating to terrorism and 'lad culture', we draw attention to issues about toleration. These are relationship with self; the public‐private interface; levels or degrees of toleration regarding action; and the limits to toleration. We then develop more precisely framed connections for a particular characterization of toleration within higher education.

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大学校园里的自由:规范依赖宽容的论证

在关于宽容的含义和当前社会中重大分歧的长期争论的背景下，我们提供了关于几个关键辩论领域的讨论，并大致概述了高等教育中的一些回应。在对关键的哲学观点和社会中，特别是在大学校园中，关于与恐怖主义和“少年文化”有关的言论自由的特定争议进行上下文评论之后，我们提请注意有关宽容的问题。这些是与自我的关系;公共-私有接口;容忍度:行为的容忍度或程度;以及容忍的极限。然后，我们为高等教育中宽容的特定特征开发了更精确的框架连接。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.