Hannah Arendt, l'éducation et la question du monde

Foray, Philippe

doi:10.3917/tele.019.0079

Cited by 20 publications

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“…À la lumière de la pensée éducative arendtienne, il nous semble souhaitable, à cet égard, de réaffirmer la valeur de la transmission d'un socle culturel commun, une dimension, faut-il le rappeler, fondamentale de l'acte d'éduquer. Dans cet esprit, nous valorisons une figure enseignante intellectuelle habitée par ce que Arendt appelle « amour du monde » et qui consiste, selon Foray (2001), en une « reconnaissance de…”

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La figure de l’enseignant intellectuel chez Hannah Arendt

Bourgeois

Robichaud

2018

ethiqueedufor

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Cet article vise à contraster le modèle que nous qualifions d’« enseignant intellectuel », tel que développé par Hannah Arendt dans La Crise de l’éducation (1958), aux figures enseignantes découlant des programmes éducatifs québécois des années 1960-1970, 1980-1990 et 2000. Comment l’enseignant intellectuel arendtien se mesure-t-il aux présupposés philosophiques de ces programmes et des modèles du maître qu’ils ont sous-tendus ou explicitement proposés ? Comment La Crise de l’éducation nous permet-il d’analyser, de façon critique, les modèles de l’enseignant-accompagnateur du Rapport Parent de 1963, de l’enseignant-technicien des programmes de 1980 et de l’enseignant professionnel du renouveau pédagogique des années 2000 ? Telles sont quelques-unes des questions aux fondements de cet article, dont l’objectif principal est d’actualiser la force de la pensée arendtienne pour une analyse philosophico-historique du statut et du rôle de l’enseignant québécois.

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La figure de l’enseignant intellectuel chez Hannah Arendt

Bourgeois

Robichaud

2018

ethiqueedufor

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“…Foray also stresses the close links between the world, Arendt's reflections on culture, and education. See Foray, .…”

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Educational Equality: A Politico‐Temporal Approach

Wedin¹

2019

Journal of Philosophy of Education

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In a number of more recent studies, it has been argued that an increasingly presentistic temporal regime has emerged in educational politics since the 1970s. Against this backdrop, with Sweden as an exemplar, the purpose of this study is twofold. Firstly, it serves to elaborate on how this presentist temporal logic in the educational field appears to be entwined with a specific form of equality, which I will refer to as imaginary equality. Arguing that it is motivated to conceive of these two-the tendency of presentism and the imaginary equality-as one problem complex, I maintain that the politico-temporal order that has emerged since the 1970s runs counter to democracy as a regime for enhancing political freedom. In light of this, the second purpose is to delineate a politically more dynamic way to tackle education as a politico-temporal challenge. I argue that Hannah Arendt's reflections on the role of education and her idea of the world offer ways to address the problem which calls into question the tenacious and with modernity concomitant division between traditionalism and progressivism. I maintain that we, by cutting across this division, open up for more viable ways of tackling education as a politico-temporal challenge.A crisis forces us back to the questions themselves and requires from us either new or old answers on which we ordinarily rely without even realising they were originally answers to questions. A crisis becomes a disaster only when we respond to it with preformed judgements, that is, with prejudices. Such an attitude not only sharpens the crisis but makes us forfeit the experience of reality and the opportunity for reflection it provides.

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From the Human Condition to the Human Adventure

Wallenhorst

2023

Anthropocene – Humanities and Social Sciences

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Hannah Arendt, l'éducation et la question du monde

Cited by 20 publications

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La figure de l’enseignant intellectuel chez Hannah Arendt

La figure de l’enseignant intellectuel chez Hannah Arendt

Educational Equality: A Politico‐Temporal Approach

From the Human Condition to the Human Adventure

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