Though many have recently attempted either to locate Arendt within feminism or feminism within the great body of Arendt's work, these efforts have proven only modestly successful. Even a cursory examination of Arendt's work should suggest that these efforts would prove frustrating. None of her voluminous writings deal specifically with gender, though some of her work certainly deals with notable women. Her interest is not in gender as such, but in woman as assimilated Jew or woman as social and political revolutionary. In this paper, I argue that Arendt recognized that what frequently passes for a gender question is not essentially a matter of gender at all, but rather an idiosyncratic form of loneliness that typically affects, though is by no means limited to, women. In her work one finds the conceptual tools necessary to understand the “woman problem” rather than an explicit argument or a solution to it.
Drawing on the wealth of literature regarding scaffolding, the author explores the use of data analysis under conditions of remote learning to help students think and talk about a divisive election, whilst building the skills necessary to not only undertake independent research, but to become creators of knowledge. The chapter explores the structures that can support students as they move from passive recipients of knowledge to producers of knowledge, as well as ways that the educational institution can support faculty members in the transition from exclusively face-to-face instruction to online learning. The combination of remote learning and data analysis, as a major learning goal, may contribute to a more analytical, hence less controversial or confrontational, learning environment.
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