London Metropolitan University Research Institutes

Tolerance as a humanitarian means for solving the pedagogical conflict

Author(s) Chehlova, Z., Kevisha, I. & Chehlov, M.  
Publisher London: CiCe  
Year 2014  
Editor P. Cunningham & N. Fretwell (eds.) Innovative Practice and Research Trends in Identity, Citizenship and Education  
Age group -  
The topicality of the present research is based on the fact that Latvia is a multi-ethnic state, a member of the European Union, and the development of tolerance is an important issue for the Latvian society. Education plays a key role in the consolidation of tolerance as the moral foundation for individual’s behaviour. It is necessary to develop readiness for understanding and cooperation with ‘other human beings, naturally diverse in their appearance, situation, speech, behaviour and values’. This is emphasised in the Declaration of Principles on Tolerance (UNESCO, 1995). Besides, the topicality of the research is underpinned by the fact that teachers generally perceive a conflict in the pedagogical process only as a negative phenomenon. There is lack of understanding concerning the pedagogical conflict as a means for the development of personality. According to the humanitarian paradigm of education, tolerance is viewed as a humanitarian means for solving the pedagogical conflict resulting in the development of tolerance as a personality feature.

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