Students’ Tolerant Behavior Formation Mechanisms
Artem E. Islamov, Ilya M. Rassolov, Svetlana A. Petunova, Aleksey P. Albov, Inna V. Zaikina, Tatiana I. Shulga
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Abstract

The relevance of the study is reasoned by the objective necessity in the education of students, focused on humanistic values and able to engage in dialogue with society. The purpose of the paper is to reveal the students’ tolerant behavior formation mechanisms.  The guiding principle of investigation is the event-related principle, providing students’ inclusion in the set of events that encourage awareness of the sense of tolerance and aimed at creating of capacity for tolerant behavior. The study involved 500 teachers, 500 students, which revealed the criteria (knowledge based, motivational and activity-based) and gave the characteristic to the levels of students’ tolerant behavior (optimal, efficient and acceptable). The main results of the study is to develop the mechanisms for formation of tolerant behavior (the organization of a special event-activity environment, personality-role development of tolerant behavior, creating situations of success in building and implementing strategies for sustainable cooperation based on ethnic, cultural and religious differences, the use of implicit measures; stability of intergroup tolerance). The significance of the results obtained is that the identified mechanisms provide: 1) the formation of cognitive ideas about tolerance and focus on tolerant behavior; 2) formation of the valuable attitude to the honor and dignity of the individual, the rights and freedoms of man and citizen, mutual understanding and constructive cooperation with others; 3) development of skills of situations of tolerant behavior.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 1, 43-50

https://doi.org/10.29333/iejme/597

Publication date: 21 Dec 2016

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