Participation in Education as an Invitation to Become Towards the World

Hannah Arendt on the authority, thoughtfulness and imagination of the educator

Bibliographic Data

ID8858217
AuthorsWayne Veck (0000-0003-4951-1293, University of Winchester, corresponding author)
Year2012
Volume45
Issue1
Pages36-48
Publication date2012-09-14
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2012.713310
OpenAlexW2150911242
LanguageEN
Citations received2
References cited18

This article draws on Hannah Arendt’s analysis of authority in education, along with her insights into the workings of the imagination and the thinking process, to argue that participation in education should be conceived as an invitation to become towards the world. The potential of this invitation, the article argues, is located in the educator’s imaginative and thoughtful responsibility to receive the young as they are and as they are becoming on the one hand, and to represent the world to them, on the other hand. The ways in which this potential can be negated are examined in relation to Arendt’s accounts of non-thinking and wilfulness. The article advances to the conclusion that participation in an education is possible only where young persons are received by educators who are persistently awake to their responsibility to receive the young people they educate anew

Aesthetics · Epistemology · Pedagogy · Relation (database · Sociology · Children's Rights and Participation · Hannah Arendt's Political Philosophy · Philosophy · Philosophy, Ethics, and Existentialism

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