MOSAIC - The training kit for Euro-Mediterranean youth work

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Tolerance
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) agreed
on a “contemporary, universal and active” understanding of tolerance in the “Declaration
of Principles on Tolerance” (Paris, 16 November 1995). In Article 1, “tolerance” as a concept
with all its components is defined as follows:
1.1. Tolerance is respect, acceptance and appreciation of the rich diversity of our world’s
cultures, our forms of expression and ways of being human. It is fostered by knowledge,
openness, communication, and freedom of thought, conscience and belief. Tolerance is
harmony in difference. It is not only a moral duty; it is also a political and legal requirement.
Tolerance, the virtue that makes peace possible, contributes to the replacement of
the culture of war by a culture of peace.
1.2. Tolerance is not concession, condescension or indulgence. Tolerance is, above all, an
active attitude prompted by recognition of the universal human rights and fundamental
freedoms of others. … Tolerance is to be exercised by individuals, groups and States. 3
The different connotations of the word imply that acts of “tolerance” may take different
forms because of differences in understanding, especially when the term is used in an
intercultural context. Tolerance as a concept is open to positive and negative interpretation
and use. It can be interpreted as acceptance and comprehension in one
context, but it can be discriminating and negative when used to refer to putting up
with something without even considering it. Respect of difference, on the other hand,
is accepting the difference for what it is. Between these two notions, there is a sizeable
nuance. For example, while respect may allow “those who are different”’ to feel at
home in a foreign environment, tolerance may make one feel like “the other”. In this
sense, UNESCO principles on tolerance say that the practice of tolerance does not
mean toleration of social injustice, nor the abandonment or weakening of one’s convictions,
but that those principles are complementary to respect for human rights.
Without artificially separating the two connotations, the distinction is very relevant
when it comes to youth work. The orientation, aims, methods and dynamics of youth
work practices would certainly be different by taking a positive or a negative approach
to the term “tolerance”.
Any reflections on, or definitions of, tolerance apply also to the idea of religious tolerance:
the different meanings, the role of history and tradition, positive and negative
understandings of the term and so on. But there are some other ideas that it is important
to consider when approaching the notion of religious tolerance or, conversely,
religious intolerance.
The notion of religious tolerance is closely linked to freedom of religion or belief.
Religious tolerance implies the recognition, respect and promotion of religious pluralism.
Accordingly, religious intolerance can be defined as “emotional, psychological,
philosophical and religious attitudes that may prompt acts of discrimination or
other violations of religious freedom, as well as manifestations of hate and persecutions
against persons or groups of a different religion or belief”. 4 For example, children of
a certain religion may not be allowed to enrol by some schools, or landlords may not
let their property to some families of other religious beliefs. Such acts can range from
unfair treatment in education, employment, housing or law to acts by individual,
such as staring in public places or throwing stones at members of other religions.
Themes