Hannah Arendt: thinking the education crisis in the contemporary world
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28265 |
Resumo: | Comprised of three complementary parts, the present article discusses Hannah Arendt's reflection on the education crisis in the contemporary world. In the first part general theoretical connections are established between Arendt's theses on the education crisis and her philosophical-political thinking about the political crisis of modernity. The second part of the text discusses the Arendtian hypothesis that the education crisis is also related to the introduction of educational approaches of a psychopedagogical character which, instead of contributing to educate the young to the responsibility for the world and for political action, keep them in a childlike condition that lasts up to adulthood, consequently bringing new political problems. Finally, in the third part of the text, the hypothesis is proposed that one of the main contributions from Arendt's thinking to the reflection about the contemporary crisis of education can be found in her fruitful discussion of the "critique"-"crisis" pair, which brings into question the traditional "crisis/reform" couple. Arendt, similarly to Foucault and Deleuze, teaches us that critique and crisis are inseparable modern phenomena, and invites us to see crisis as a privileged moment for the exercise of the activity of critique. For Arendt, the education crisis should be understood as a crucial opportunity for critical reflection about the education process itself. |
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Hannah Arendt: thinking the education crisis in the contemporary world Hannah Arendt: pensar a crise da educação no mundo contemporâneo ArendtEducaçãoCriseCríticaArendtEducationCrisisCritique Comprised of three complementary parts, the present article discusses Hannah Arendt's reflection on the education crisis in the contemporary world. In the first part general theoretical connections are established between Arendt's theses on the education crisis and her philosophical-political thinking about the political crisis of modernity. The second part of the text discusses the Arendtian hypothesis that the education crisis is also related to the introduction of educational approaches of a psychopedagogical character which, instead of contributing to educate the young to the responsibility for the world and for political action, keep them in a childlike condition that lasts up to adulthood, consequently bringing new political problems. Finally, in the third part of the text, the hypothesis is proposed that one of the main contributions from Arendt's thinking to the reflection about the contemporary crisis of education can be found in her fruitful discussion of the "critique"-"crisis" pair, which brings into question the traditional "crisis/reform" couple. Arendt, similarly to Foucault and Deleuze, teaches us that critique and crisis are inseparable modern phenomena, and invites us to see crisis as a privileged moment for the exercise of the activity of critique. For Arendt, the education crisis should be understood as a crucial opportunity for critical reflection about the education process itself. Dividido em três etapas complementares, o presente artigo discute a reflexão de Hannah Arendt sobre a crise da educação no mundo contemporâneo. Na primeira parte se estabelecem algumas conexões teóricas gerais entre as teses de Arendt a respeito da crise da educação e sua reflexão filosófico-política sobre a crise política da modernidade. Na segunda parte do texto, discute-se a hipótese arendtiana de que a crise da educação também está relacionada à introdução de abordagens educacionais de caráter psicopedagógico, as quais, em vez contribuir para educar os jovens para a responsabilidade pelo mundo e para a ação política, os mantêm numa condição infantilizada que se estende até a idade adulta, trazendo, em consequência, novos problemas políticos. Finalmente, na terceira parte do texto, propõe-se a hipótese de que uma das principais contribuições do pensamento arendtiano para pensar a crise contemporânea da educação se encontra em sua interessante discussão do binômio "crítica" e "crise", o qual põe em questão o binômio tradicional "crise/reforma". Arendt, assim como Foucault e Deleuze, nos ensina que crítica e crise são fenômenos modernos indissociáveis e nos convida a enxergar a crise como momento privilegiado para o exercício da atividade da crítica. Para Arendt, a crise na educação deve ser entendida como oportunidade crucial para reflexões críticas a respeito do próprio processo educativo. Universidade de São Paulo. Faculdade de Educação2010-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2826510.1590/S1517-97022010000300012Educação e Pesquisa; v. 36 n. 3 (2010); 823-837Educação e Pesquisa; Vol. 36 No. 3 (2010); 823-837Educação e Pesquisa; Vol. 36 Núm. 3 (2010); 823-8371678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/28265/30103https://www.revistas.usp.br/ep/article/view/28265/30104Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessCésar, Maria Rita de AssisDuarte, André2014-10-24T15:48:00Zoai:revistas.usp.br:article/28265Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:48Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Hannah Arendt: thinking the education crisis in the contemporary world Hannah Arendt: pensar a crise da educação no mundo contemporâneo |
title |
Hannah Arendt: thinking the education crisis in the contemporary world |
spellingShingle |
Hannah Arendt: thinking the education crisis in the contemporary world César, Maria Rita de Assis Arendt Educação Crise Crítica Arendt Education Crisis Critique |
title_short |
Hannah Arendt: thinking the education crisis in the contemporary world |
title_full |
Hannah Arendt: thinking the education crisis in the contemporary world |
title_fullStr |
Hannah Arendt: thinking the education crisis in the contemporary world |
title_full_unstemmed |
Hannah Arendt: thinking the education crisis in the contemporary world |
title_sort |
Hannah Arendt: thinking the education crisis in the contemporary world |
author |
César, Maria Rita de Assis |
author_facet |
César, Maria Rita de Assis Duarte, André |
author_role |
author |
author2 |
Duarte, André |
author2_role |
author |
dc.contributor.author.fl_str_mv |
César, Maria Rita de Assis Duarte, André |
dc.subject.por.fl_str_mv |
Arendt Educação Crise Crítica Arendt Education Crisis Critique |
topic |
Arendt Educação Crise Crítica Arendt Education Crisis Critique |
description |
Comprised of three complementary parts, the present article discusses Hannah Arendt's reflection on the education crisis in the contemporary world. In the first part general theoretical connections are established between Arendt's theses on the education crisis and her philosophical-political thinking about the political crisis of modernity. The second part of the text discusses the Arendtian hypothesis that the education crisis is also related to the introduction of educational approaches of a psychopedagogical character which, instead of contributing to educate the young to the responsibility for the world and for political action, keep them in a childlike condition that lasts up to adulthood, consequently bringing new political problems. Finally, in the third part of the text, the hypothesis is proposed that one of the main contributions from Arendt's thinking to the reflection about the contemporary crisis of education can be found in her fruitful discussion of the "critique"-"crisis" pair, which brings into question the traditional "crisis/reform" couple. Arendt, similarly to Foucault and Deleuze, teaches us that critique and crisis are inseparable modern phenomena, and invites us to see crisis as a privileged moment for the exercise of the activity of critique. For Arendt, the education crisis should be understood as a crucial opportunity for critical reflection about the education process itself. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28265 10.1590/S1517-97022010000300012 |
url |
https://www.revistas.usp.br/ep/article/view/28265 |
identifier_str_mv |
10.1590/S1517-97022010000300012 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28265/30103 https://www.revistas.usp.br/ep/article/view/28265/30104 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 36 n. 3 (2010); 823-837 Educação e Pesquisa; Vol. 36 No. 3 (2010); 823-837 Educação e Pesquisa; Vol. 36 Núm. 3 (2010); 823-837 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808636051456 |