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ERIC Number: EJ869646
Record Type: Journal
Publication Date: 2010-Jan
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0039-3746
Agonistic Recognition in Education: On Arendt's Qualification of Political and Moral Meaning
Ljunggren, Carsten
Studies in Philosophy and Education, v29 n1 p19-33 Jan 2010
Agonistic recognition in education has three interlinked modes of aesthetic experience and self-presentation where one is related to actions in the public realm; one is related to plurality in the way in which it comes into existence in confrontation with others; and one is related to the subject-self, disclosed by "thinking. Arendt"s conception of "thinking" is a way of getting to grips with aesthetic self-presentation in education. By action, i.e., by disclosing oneself and by taking initiatives, students and teachers constitute their being. The way Arendt theorizes action (vita activa) makes it essentially unpredictable and destabilizing, which does not seem to fit into what should be expected from education. In the article I will argue that it should have a place by virtue of the debate, challenge and contest it offers. But education should also be defined from a specific kind of contemplation called "thinking" to become the cultivation of a faculty of judgment in education--thinking (vita contemplativa) as a common virtue in education. Arendt's demarcation between truth and meaning does from the point of view of agonistic recognition in education call for "thinking" as a qualification of political and moral meaning--the "taste" to be established in the individual, by individual judgements but always judged in relation to members of a community.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A