Search results for: Levinson Natasha

This article is a philosophical analysis which explores the concept of world estrangement in Arendt’s analysis of the crisis in education. The author explains what Arendt means when she contrasts an education for the world with an education for life. The author also shows how, in light of the deep philosophical and material roots of world-alienation, orienting teachers toward the world and away from a preoccupation with the concerns of “life” will demand a rethinking of the core of the teacher education curriculum.