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ERIC Number: EJ888452
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
A "More General Crisis": Hannah Arendt, World-Alienation, and the Challenges of Teaching for the World as It Is
Levinson, Natasha
Teachers College Record, v112 n2 p464-487 2010
Background/Context: This article is part of a special issue on the 50th anniversary of the publication of Hannah Arendt's essay, "The Crisis in Education" and her book The Human Condition. Despite the proliferation of books and articles on Arendt's work since the mid-90s, "The Crisis in Education" does not figure all that much in writing on Arendt. Because it is more likely than not that "The Crisis in Education" will be the only exposure that most students of education have to Arendt's body of work, it seems important to situate the arguments that Arendt makes rather cryptically in this essay in the broader context of her work. Doing so not only explains the problematic in more detail but also complicates Arendt's exhortation to teachers to take responsibility for the world. How can we expect teachers to do so under the more general conditions of world-alienation to which we are all susceptible and for which we have little in the way of conceptual guidance? Purpose/Focus of Study: My article explains the shift in thinking about the purpose of education from being primarily about and for "the world" to being for "life." Arendt holds progressive educational ideas responsible for this shift, although she concedes that the progressives were simply reflecting the "prejudices" of the modern age. My article explains what these prejudices are and how they work against a conception of education that will help us overcome the phenomenon of world-alienation. I explore what this suggests for rethinking the content of the teacher education curriculum. Research Design: This article is a philosophical analysis. Conclusions/Recommendations: If world-alienation is the fundamental problem, then the educational solution would seem to be to make education more worldly. However, my reading of Arendt's critique of the most worldly disciplines--political philosophy, history, economics, and the behavioral sciences--shows that each of these disciplines has contributed to the phenomenon of world-alienation. This suggests that simply returning to an education based on "the disciplines" (or "content knowledge," in contemporary educational discourse) will not be all that helpful unless the "return" to the disciplines brings the problem of world-alienation to the fore and shows how each of these disciplines has, at times, contributed to this phenomenon.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A