Hannah Arendt's educational conception
Interlocutions with John Dewey
Bibliographic Data
| ID | 3201138 |
|---|---|
| Authors | Neiva Caetano Dos Santos (0000-0002-5266-2773, Prefeitura Municipal de Ribeirão Preto, Brasil), Marcus Vinicius Da Cunha (0000-0001-8414-7306, Universidade de São Paulo) |
| Year | 2025 |
| Volume | 30 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Brasileira de Educação (JOURNAL) |
| Journal identifiers | ISSN: 1413-2478 • E-ISSN: 1809-449X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/s1413-24782025300016 |
| OpenAlex | W4410307627 |
| Language | EN |
| References cited | 4 |
This article aims to present Hannah Arendt's educational conception through the analysis of her essay entitled "The crisis in education", originating from a conference and published in a book in 1961. The choice is justified because this is the author's only text entirely dedicated to broader educational issues. The objective of the article, however, is difficult to achieve because Arendt, who is not an education scholar, leaves several conceptual gaps, as is common in texts arising from conferences. This obstacle could determine the abandonment of the investigation, which would imply keeping the author's critical potential at the margins of the educational field. Instead, a method of inferential analysis is adopted that allows identifying Arendt's theses on education. Through these theses, possible interlocutions between Arendt and John Dewey are elaborated, focusing on the pedagogical and political aspects of both
Epistemology · Psychoanalysis · Sociology · Hannah Arendt's Political Philosophy · Philosophy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |