LEADER 03351nam 22005415 450 001 9910373883303321 005 20230810170145.0 010 $a9783030375737 010 $a3030375730 024 7 $a10.1007/978-3-030-37573-7 035 $a(CKB)4940000000159063 035 $a(MiAaPQ)EBC6005161 035 $a(DE-He213)978-3-030-37573-7 035 $a(EXLCZ)994940000000159063 100 $a20200101d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHannah Arendt $eThe Promise of Education /$fby Jon Nixon 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (82 pages) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 311 08$a9783030375720 311 08$a3030375722 320 $aIncludes bibliographical references. 327 $aChapter 1. Arendt as public educator: an introduction to her life and work -- Chapter 2. Natality, promise and plurality: education in and for the world -- Chapter 3. Thinking, judgement and action: education for human agency -- Chapter 4. Equality, freedom and the public sphere: towards an educated citizenry -- Chapter 5. Education and intellectual friendship: mutual flourishing. 330 $aThis book gathers some of Hannah Arendt?s core themes and focuses them on the question, ?What is education for?? For Arendt, as for Aristotle, education is the means whereby we achieve personal autonomy through the exercise of independent judgement, attain adulthood through the recognition of others as equal but different, gain a sense of citizenship through the assumption of our civic rights and responsibilities, and realize our full potential as sentient beings with the capacity for human ?flourishing? and ?happiness? (eudaimonia). In order to appreciate the pivotal role that education plays in Arendt?s analysis of the human condition, we have to understand the emphasis she placed on ?thoughtfulness?, as the measure of our humanity and on ?thoughtlessness?, as the measure of our inhumanity. Education sustains and develops the human capacity: to think together (phronesis), to think for oneself (what Arendt called ?the two-in-one? of thinking), and to think from the point of view of others (what she termed ?representative thinking?). From the developing constellation of ideas embedded in her vast and varied body of work, the author infers a notion of education as a necessary preparation for personal fulfillment, social engagement, and civic participation. 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducation$xPhilosophy 606 $aEducational sociology 606 $aEducational Philosophy 606 $aSociology of Education 615 0$aEducation$xPhilosophy. 615 0$aEducational sociology. 615 14$aEducational Philosophy. 615 24$aSociology of Education. 676 $a320.5092 700 $aNixon$b Jon$4aut$4http://id.loc.gov/vocabulary/relators/aut$0803440 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910373883303321 996 $aHannah Arendt$92007050 997 $aUNINA