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Abstract

Toleration is usually defined as a permissive attitude toward disagreement or dislike concerning diverse beliefs and practices. In philosophical education, toleration is emphasized both theoretically and in the way teachers and students practice it. Scholars and philosophers are familiar with the connotations and justifications of toleration attributed to Enlightenment philosophers. Toleration has often been regarded as a uniquely Western idea or virtue, rooted in the European Enlightenment values of individual rights and freedom of thought. Recently, however, this viewpoint has been challenged by scholars, who argue that the approaches to diversity in non-Western intellectual traditions should be taken into consideration. This article examines and compares the concept of toleration from the perspectives of the European Enlightenment and Confucianism, discussing its implications for education. It first provides a theoretical framework for understanding toleration, discussing key philosophical arguments and challenges associated with the concept. Through an analysis of classic texts from Enlightenment philosophers and Confucian thinkers, it then explores two approaches to difference and disagreement. Furthermore, it assesses how this observation can inform teaching practices in the context of philosophical education. Using the case of toleration, this article demonstrates that it is essential to expose students to philosophical texts and ideas from diverse traditions to foster an understanding of various perspectives and enhance their ability to conduct critical analysis.

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