머리말 ·························································································5
1부 한국 혐오주의의 현장과 대안 관용 17
1장 혐오주의란 무엇인가? ························································ 19
2장 정치적 혐오주의와 이념적 관용 ··········································· 43
3장 학교에서의 혐오주의와 다문화 관용 교육 ····························· 75
4장 동성애 혐오와 동일성의 관용 ·············································· 99
5장 종교 혐오주의와 종교 간 대화 ··············································117
6장 관용 교육이 우리의 미래다 ···················································145
2부 관용의 정당화 171
7장 회의주의에 기초한 정당화: 몽테뉴와 벨 ································173
8장 이성, 감정, 양심의 자유에 기초한 정당화: 홉스와 로크 ·········195
9장 정념에 기초한 정당화: 데카르트와 스피노자 ····························227
3부 관용의 한계와 변용 247
10장 자유를 지키는 두 해법: 루소와 밀 ········································249
11장 상호 존중 대 무관심: 칸트와 헤겔 ········································275
12장 자유주의적 관용에 대한 비판: 니체와 마르쿠제 ······················297
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