Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-11T07:49:43.141Z Has data issue: false hasContentIssue false

6 - Hannah Arendt on the Very Possibility of Democratic Education

from Part One - Historical Perspectives

Published online by Cambridge University Press:  20 April 2023

By
Roland Reichenbach
Edited by
Julian Culp ,
Johannes Drerup  and
Douglas Yacek
Julian Culp
Affiliation:
The American University of Paris, France
Johannes Drerup
Affiliation:
Universität Dortmund
Douglas Yacek
Affiliation:
Universität Dortmund
Get access

Summary

In this chapter, Hannah Arendt is characterized as a “pedagogue of the public realm” and, at the same time, as an antipode to John Dewey and his ideas of democracy and education. Arendt’s understanding of the political sphere – the so-called “political” – is illuminated and questioned in its proximity to political thoughts of Jacques Rancière. The elementary political dimension of education is asserted in line with, or even despite, Arendt’s insights and skepticism.

Keywords

Democratic educationpolitical educationmoral self-understandingpolitical theorypublic sphere
Type
Chapter
Information
The Cambridge Handbook of Democratic Education , pp. 74 - 89
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arendt, H. (1961). Between past and future. Six exercises in political thought. New York: The Viking Press.Google Scholar
Arendt, H. (1963/1986). Eichmann in Jerusalem – Ein Bericht über die Banalität des Bösen. Munich: Piper.Google Scholar
Arendt, H. (1994a). Verstehen und Politik. In Arendt, H., ed., Zwischen Vergangenheit und Zukunft. Übungen im politischen Denken I. Munich: Piper, pp. 110–27 (original: Between past and future, 1968).Google Scholar
Arendt, H. (1994b). Freiheit und Politik. In Arendt, H., ed., Zwischen Vergangenheit und Zukunft. Übungen im politischen Denken I. Munich: Piper, pp. 201–26 (original: Between past and future, 1968).Google Scholar
Arendt, H. (1958/1998). The human condition. Chicago, IL: The University of Chicago Press.CrossRefGoogle Scholar
Arendt, H. (1998a). Vom Leben des Geistes. Das Denken – Das Wollen. Munich: Piper (original: The life of the mind, 1971).Google Scholar
Benhabib, S. (1992). Situating the self. Gender, community and postmodernism in contemporary ethics. New York: Routledge.Google Scholar
Benhabib, S. (1995). Selbst im Kontext. Kommunikative Ethik im Spannungsfeld von Feminismus, Kommunitarismus und Postmoderne. Frankfurt a. M.: Suhrkamp (original: Situating the self, 1992).Google Scholar
Benhabib, S. (2006). Hannah Arendt. Die melancholische Denkerin der Moderne. Frankfurt a. M.: Suhrkamp (original: The reluctant modernism of Hannah Arendt, 1996).Google Scholar
Beutel, W., & Fauser, P. (Eds.) (2011). Demokratiepädagogik: Lernen für die Zivilgesellschaft. Frankfurt a. M.: Wochenschau Verlag.Google Scholar
Beutel, W., Gloe, M., Himmelmann, G., Lange, D., Reinhardt, V., & Seifert, S. (Eds.) (2022). Handbuch Demokratiepädagogik. Schwalbach: Wochenschau-Verlag.Google Scholar
Brunkhorst, H. (1999). Hannah Arendt. Munich: Beck.Google Scholar
Carr, W. (1995). Erziehung und Demokratie unter den Bedingungen der Postmoderne. In Koch, L., Marotzki, W. & Peukert, H., eds., Erziehung und Demokratie. Weinheim: Deutscher Studien Verlag, pp. 35–56.Google Scholar
Curtis, K. F. (1997). Aesthetic foundations of democratic politics in the work of Hannah Arendt. In Calhoun, C. & McGowan, J., eds., Hannah Arendt and the meaning of politics. Minneapolis, MN: University of Minnesota Press, pp. 27–52.Google Scholar
Derrida, J. (2001). Die unbedingte Universität. Frankfurt a. M.: Suhrkamp.Google Scholar
Dewey, J. (1900/1968). The school and society. Chicago, IL: University of Chicago Press.Google Scholar
Dewey, J. (1916/1966). Democracy and education. An introduction to the philosophy of education. New York: Free Press.Google Scholar
Dewey, J. (1981). My pedagogic creed. The philosophy of John Dewey. Chicago, IL: University of Chicago Press.Google Scholar
Dossa, S. (1989). The public realm and the public self. The political theory of Hannah Arendt. Waterloo: Wilfrid Laurier University Press.Google Scholar
Edelstein, W., Frank, S., & Sliwka, A. (2009). Praxisbuch Demokratiepädagogik. Weinheim: Beltz.Google Scholar
Gottsegen, M. G. (1994). The political thought of Hannah Arendt. Albany: State University of New York Press.Google Scholar
Hoffmann, N. (2002). Zum Zusammenhang von Generationswechsel und Innovation in der Wissenschaft – Ein fiktives Interview mit Ludwik Fleck. In Kinder, A., ed., Generationswechsel in der Wissenschaft. Bern: Lang, pp. 15–29.Google Scholar
Joas, H. (1993). Gemeinschaft und Demokratie in den USA. Die vergessene Vorgeschichte der Kommunitarismus-Diskussion. In Brumlik, M. & Brunkhorst, H., eds., Gemeinschaft und Gerechtigkeit. Frankfurt a. M.: Fischer, pp. 49–62.Google Scholar
Kant, I. (1803/1977). Schriften zur Anthropologie, Geschichtsphilosophie und Pädagogik 2. Werkausgabe Band XII, Frankfurt a. M.: Suhrkamp.Google Scholar
Meyer, T. (1994). Die Transformation des Politischen. Frankfurt a. M.: Suhrkamp.Google Scholar
Rancière, J. (1987/2009). Der unwissende Lehrmeister. Fünf Lektionen über die intellektuelle Emanzipation. Wien: Passagen.Google Scholar
Rancière, J. (1998). Aux bords du politique. Paris: Gallimard/Folio.Google Scholar
Reichenbach, R. (2000a). “Es gibt Dinge, über die man sich einigen kann, und wichtige Dinge.” Zur pädagogischen Bedeutung des Dissenses. Zeitschrift für Pädagogik, 46(6), 795–807.Google Scholar
Reichenbach, R. (2000b). Die Ironie der politischen Bildung – Ironie als Ziel politischer Bildung. In Reichenbach, R. & Oser, F., eds., Zwischen Pathos und Ernüchterung. Zur Lage der politischen Bildung in der Schweiz. Freiburg: Universitätsverlag, pp. 118–30.Google Scholar
Reichenbach, R. (2001). Demokratisches Selbst und dilettantisches Subjekt. Demokratische Bildung und Erziehung in der Spätmoderne. Münster: Waxmann.Google Scholar
Reichenbach, R. (2018). Ethik der Bildung und Erziehung. Paderborn: Schöningh/UTB.Google Scholar
Reichenbach, R. (2021). Das Soziale, das Politische und die politische Bildung. In Gensluckner, L., Ralser, M., Thomas-Olalde, O. & Yildiz, E.. eds., Die Wirklichkeit lesen. Political Literacy und politische Bildung in der Migrationsgesellschaft. Bielefeld: transcript, pp. 115–35.Google Scholar
Roberts, P. (2016). Happiness, hope, and despair. Rethinking the role of education. New York: Lang.Google Scholar
Sennett, R. (1986). Verfall und Ende des öffentlichen Lebens. Die Tyrannei der Intimität. Frankfurt a. M.: Fischer (original: The fall of public man, 1974).Google Scholar
Steiner, G. (2009). Der Meister und seine Schüler. Munich: dtv.Google Scholar
Touraine, A. (1997). Pourrons-nous vivre ensemble? Egaux et différents? Paris: Fayard.Google Scholar
Wellmer, A. (1993). Bedingungen einer demokratischen Kultur. Zur Debatte zwischen Liberalen und Kommunitaristen. In Brumlik, M. & Brunkhorst, H., eds., Gemeinschaft und Gerechtigkeit. Frankfurt a. M.: Fischer, pp. 173–96.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×