Habits of Tolerance: The Reformative Power of Pragmatism
Holma, Katariina; Huhtala, Hanna-Maija (2025-05-10)
Avaa tiedosto
Sisältö avataan julkiseksi: 10.11.2025
John Wiley & Sons
10.05.2025
Holma, K. and Huhtala, H.-M. (2025), Habits of Tolerance: The Reformative Power of Pragmatism. Educ Theory, 75: 460-477. https://doi.org/10.1111/edth.70024
https://rightsstatements.org/vocab/InC/1.0/
© 2025 Board of Trustees. This is the peer reviewed version of the following article: Holma, K. and Huhtala, H.-M. (2025), Habits of Tolerance: The Reformative Power of Pragmatism. Educ Theory, 75: 460-477, which has been published in final form at https://doi.org/10.1111/edth.70024. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
https://rightsstatements.org/vocab/InC/1.0/
© 2025 Board of Trustees. This is the peer reviewed version of the following article: Holma, K. and Huhtala, H.-M. (2025), Habits of Tolerance: The Reformative Power of Pragmatism. Educ Theory, 75: 460-477, which has been published in final form at https://doi.org/10.1111/edth.70024. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
https://rightsstatements.org/vocab/InC/1.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202506094227
https://urn.fi/URN:NBN:fi:oulu-202506094227
Tiivistelmä
Abstract
Tolerance, a key characteristic in contemporary societies, is particularly urgent in the wake of globalization and its associated challenges. This study critiques the mainstream concept of tolerance and its educational implications, proposing an approach to education for tolerance based on the epistemological framework of philosophical pragmatism and pragmatist interpretation of the concept of habit. The mainstream definition of tolerance relies on two problematic dichotomies — reason versus emotion and individual versus social — leading to a definition of tolerance that entails the suffering of tolerant individuals. Pragmatist epistemology perceives reason and emotion as integral aspects of the holistic apparatus by which humans cultivate habits of thought and action through interactions with the material and social worlds. Habits develop only in appropriate social and emotional contexts; therefore, education for tolerance should construct pedagogical communities in which tolerance is cultivated alongside the emotionally rewarding experiences of membership and belonging.
Tolerance, a key characteristic in contemporary societies, is particularly urgent in the wake of globalization and its associated challenges. This study critiques the mainstream concept of tolerance and its educational implications, proposing an approach to education for tolerance based on the epistemological framework of philosophical pragmatism and pragmatist interpretation of the concept of habit. The mainstream definition of tolerance relies on two problematic dichotomies — reason versus emotion and individual versus social — leading to a definition of tolerance that entails the suffering of tolerant individuals. Pragmatist epistemology perceives reason and emotion as integral aspects of the holistic apparatus by which humans cultivate habits of thought and action through interactions with the material and social worlds. Habits develop only in appropriate social and emotional contexts; therefore, education for tolerance should construct pedagogical communities in which tolerance is cultivated alongside the emotionally rewarding experiences of membership and belonging.
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