Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/12684
Title: Reconciling ourselves to reality: Arendt, education and the challenge of being at home in the world
Authors: Biesta, G
Keywords: Arendt;Being taught;Education
Issue Date: 2016
Publisher: Taylor & Francis Group
Citation: Journal of Educational Administration and History, 48(2): pp. 183 - 192, (2016)
Abstract: In this paper, I explore the educational significance of the work of Hannah Arendt through reflections on four papers that constitute this special issue. I focus on the challenge of reconciling ourselves to reality, that is, of being at home in the world. Although Arendt's idea of being at home in the world is connected to her explorations of understanding, such understanding should not be approached as a matter of sense making, but in terms of ‘eccentric judgement’. For judgement to be eccentric, we must expose ourselves to otherness, which has to do with friendship if we understand friendship as a public rather than an entirely private matter. While political judgement requires a ‘being in the presence of others’ Arendt's views on thinking and its role in moral judgement indicate the necessity of solitude, of being alone with oneself. Rather than seeing this a process through which one calls oneself into question, I highlight the importance of the experience of being called into question, which I understand as the experience of ‘being taught’. I conclude that the educational significance of Arendt's work particularly lies in this link with teaching, and less so in notions of learning, reflection and sense making.
URI: http://www.tandfonline.com/doi/full/10.1080/00220620.2016.1144580
http://bura.brunel.ac.uk/handle/2438/12684
DOI: http://dx.doi.org/10.1080/00220620.2016.1144580
ISSN: 0022-0620
1478-7431
Appears in Collections:Dept of Education Research Papers

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