Dissatisfied with the Western tradition of political philosophy, Arendt maintained a tension between the political, which she associates primarily with the freedom to act, and the philosophical, which she associates principally with the activity of thinking, throughout her works. Whilst Arendt's work is underpinned by a focus on political action, her work on the thinking/non-thinking dichotomy is of significant educational value. Taking a broadly phenomenological approach, and reading Arendt through an educational lens, this paper seeks to demonstrate how the thinking/non-thinking dichotomy and the perils of "non-thinking" reveal the wider dangers of instrumentalism and the performative models of education that accompanies it. It is suggested here that Arendt's work exposes "non-thinking" as a form of instrumental thinking, which is not only a threat to the development of the capacity for critical thought but also to the development autonomy and the capacity for moral judgement.