Thinking in Dark Times: Learning to Repair and Renew Our Common World

Duarte, Eduardo

doi:10.5040/9781350069190.0017

Cited by 2 publications

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“…491, 504). Treating education as a ‘conservatory’ (p. 495; see also Duarte's recent use of the vocabulary of ‘ utopos , a “nowhere”’ and the ‘never‐land’ described by Arendt in association with the withdrawal in thought (2020, p. 139)), in which students engage the world from a distance, is helpful in many ways, but not without its problems. A first, mostly exegetical comment is that its reliance on the notion of thinking taken from Arendt's later work The Life of the Mind (1981) means that education is not considered on its own terms but is made into an area of application for other trajectories in Arendt's oeuvre .…”

Section: Education As An Ambiguous Zonementioning

confidence: 99%

Where is education? Arendt's educational philosophy in between private and public

Kloeg

2022

Journal of Philosophy of Education

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Arendt‐inspired philosophy of education has been a lively field of research in recent years. This research is mostly based on Arendt's essay ‘The Crisis in Education’. In the same historical context, Arendt wrote her initial essay on education, the controversial ‘Reflections on Llittle Rock’, and her political‐theoretical work The Human Condition. All three texts show Arendt's concern about the public realm and its capture by ‘society’, which she understands as discarding the distinction between private and public. This raises the question of where education should be located in Arendt's thought: in the private realm, in society or in the public realm? In her ‘Reflections’ Arendt places education in the societal realm, but this approach fails to convince. The answer consistent with Arendt's use of the category of the ‘in‐between’ in her educational thought is that it is in none of the above. Instead, education takes place in an ambiguous zone in between private and public, where both make their influence felt, but neither dominates the other. This has implications not only for how we should understand Arendt's educational philosophy but also for her notions of private and public spheres as well as for other political‐theoretical concepts in her work. This answers the question about the location of education in a second way: education in Arendt's thought is not simply derivativeof her political works but can itself serve as an interesting perspective from which to view her writings.

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Section: Education As An Ambiguous Zonementioning

confidence: 99%

Where is education? Arendt's educational philosophy in between private and public

Kloeg

2022

Journal of Philosophy of Education

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Ambiguous authority: Reflections on Hannah Arendt’s concept of authority in education

Kloeg

Noordegraaf-Eelens

2021

Educational Philosophy and Theory

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For Hannah Arendt, authority is the shape educational responsibility assumes. In our time, authority in Arendt's sense is under pressure. The figure of Greta Thunberg shows the failure of adult generations, taken collectively, to take responsibility for the world and present and future generations of newcomers. However, in reflecting on Arendt's use of authority, we argue that her account of authority also requires amendments. Arendt's situating of educational authority in-between past and future adequately captures its temporal dimension. We make explicit another, spatial, dimension: authority in-between world and earth. Arendt's neglect of the material earth also has implications for the relational dimension of authority. Arendt's authority depends on a dichotomy between the private (education, the child) and the public sphere (politics, the adult). This is problematic. First, we agree with Arendt's feminist critics that the personal can be made into the site of the political. Second, we point once more to Thunberg, the child, taking the public stage, thereby contesting the division between public and private. In response, we situate the relational dimension of authority inbetween private and public. The three dimensions of educational authority taken together imply that it is situated in-between domains that cannot be reduced to each other or taken as absolutes: past and future (time), world and earth (space), and the private and public sphere (relation). This brings us to our concept of ambiguous authority, which expresses the Arendtian nature of our reflections and the ways in which we seek to renew her original insights on educational authority.

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Thinking in Dark Times: Learning to Repair and Renew Our Common World

Cited by 2 publications

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Where is education? Arendt's educational philosophy in between private and public

Where is education? Arendt's educational philosophy in between private and public

Ambiguous authority: Reflections on Hannah Arendt’s concept of authority in education

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