Source: Teachers College Record, Volume 112 Number 2, 2010, p. 509-552.
This article begins from the aforementioned point of tension to consider what Arendt might have said about education in 2008, particularly in light of the discussion of world alienation in The Human Condition and Arendt’s later work on thinking in The Life of the Mind. Although Arendt’s analysis of worldlessness is multifaceted, this article focuses on one specific aspect of her argument: the way our very approaches to thinking—including the way we conduct scholarly inquiry—contribute to the loss of the world.
This work is philosophical in nature, focusing on several of Hannah Arendt’s published works.
Drawing on Arendt’s work on thinking, the author argues that the best response to worldlessness is a specific type of thinking.
The article concludes by suggesting that educational researchers and practitioners consider the ways in which education is currently implicated in the problem of world alienation, as well as the ways that we can start thinking differently in response.
Arendt, Hannah. The Human Condition: A Study of the Central Dilemmas Facing Modern Man. Chicago: University of Chicago Press, 1958.
Hannah Arendt, "The Crisis in Education" in Between Past and Future: Six exercises in political thought (New York: Viking, 1961).
Arendt, Hannah, “Thinking”, The Life of the Mind, Volume I, New York: Harvest, 1981.