Finding one’s way

A response to the idea of an education after progress

Bibliographic Data

ID11953376
AuthorsElisabet Langmann (0000-0002-8777-0694, Södertörn University, corresponding author)
Year2023
Volume57
Issue6
Pages1119-1126
Publication date2023-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhad083
OpenAlexW4389672356
LanguageEN
Citations received2
References cited9

Inspired by the work of Hannah Arendt, this response article focusses on the tension between hope in the future and lost hope in the present inherent in the modern idea of progress. The backdrop of the Suite ‘Education after Progress’ is some of the interrelated challenges that we are facing today, such as climate change, new pandemics, mass migration, and the rise of populism. Drawing on different philosophical concepts and strands, the five articles in the Suite explore what it would mean to learn and educate beyond the imagery of progress. Thinking beyond, however, is never an easy task and the question becomes how to orient oneself in this new philosophical landscape without losing track of what is educationally important and meaningful. After responding to each article, focussing on five possible connections between them (change, orientation, time, situatedness, and immanence), the response article concludes with the more general question of what place, if any, concepts as the past, conservation, and preservation have in an education ‘after’ progress

Environmental ethics · Epistemology · Higher education · Immanence · Philosophy of education · Political science · Sociology · Suite · Hannah Arendt's Political Philosophy · Philosophy, Ethics, and Existentialism · Law · Philosophy

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