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Developing a curriculum designed to overcome intolerance: A conceptual approach

Authors
  • Hinner, Michael B.1
  • 1 Fakultät Wirtschaftswissenschaften TU Bergakademie Freiberg, Schloßplatz 1 , (Germany)
Type
Published Article
Journal
Lodz Papers in Pragmatics
Publisher
De Gruyter
Publication Date
Dec 16, 2020
Volume
16
Issue
2
Pages
181–201
Identifiers
DOI: 10.1515/lpp-2020-0009
Source
De Gruyter
Keywords
License
Yellow

Abstract

The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.

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