Abstract
Tolerance is one of the important values of the French education system that is brought up at school. Transferring values is the mission of the school along with the transfer of knowledge and skills. The need for fostering tolerance in French school students is driven by the current political and socio-economic situation in France. The rise in manifestations of intolerance, violence, xenophobia, racism in society has led the state to take active steps in public education, in particular, to introduce such a compulsory subject as moral and civic education. The purpose of the article is to highlight the experience of fostering tolerance in French secondary schools in the context of the school subject of "moral and civic education". The process of education of tolerance through the prism of moral and civic education is considered in the article. By analyzing the content of the curriculum, as well as methods such as synthesis, generalization, systematization, structural method, the basic approaches to the education of tolerance, the corresponding principles of moral and civic education, as well as the components by which the introduction of tolerance to the students of French schools are highlighted.
Educating tolerance in French secondary schools is a systematic, ongoing process organized at the state level. It is implemented, inter alia, through the teaching of the compulsory subject of "moral and civic education", which covers all students from elementary to high school. Education of tolerance is carried out in accordance with the principles of moral and civic education (principle of autonomy, principle of discipline, principle of coexistence, principle of community) and is based on the values of the French Republic.
According to the principles of moral and civic education, the following approaches to the cultivation of tolerance have been identified: sensitive, normative, cognitive and practical. Each of these approaches has different components, such as sensitivity, judgment, law and rule, obligation and responsibility. They find their practice in the subject of "moral and civic education".
Publisher
H. S. Skovoroda Kharkiv National Pedagogical University
Reference10 articles.
1. Bauberot, J. (2004). Svitskist: frantsuzka vyniatkovist chy universalna tsinnist? [Secularity: French exclusiveness or universal value?]. Dukh i Litera. 13-14. 227-235 (in Ukranian).
2. UNESCO (1995, November 16). Deklaratsija printsipov terpimosti [Declaration of Principles on Tolerance]. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000101803_rus.page=94 (in Russian).
3. Matienko, O. S. (2006). Vykhovannia tolerantnosti u starshoklasnykiv serednikh zahalnoosvitnikh litseiv Frantsii [Upbringing tolerance in senior pupils of secondary general education lycеes at France] (Abstract of candidate’s thesis, The Institute of Educational Problems of the Academy of Pedagogical Science of Ukraine). Kyiv (in Ukranian).
4. Audigier, F. (1991). Enseigner la société, transmettre des valeurs [La formation civique et l’éducation aux droits de l’homme : une mission ancienne, des problèmes permanents, un projet toujours actuel]. Revue Française de Pédagogie, 94(1), 37–48. https://doi.org/10.3406/rfp.1991.1365
5. Collin, D. (2005). Valeurs et idéologies. [Values and ideologies]. Retrieved from http://denis-collin.viabloga.com/news/valeurs-et-ideologies (in French).
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献