Hannah Arendt: Thinking as Withdrawal and Regeneration of the World
In this chapter, I analyze Arendt’s conception of thinking and examine ways education can facilitate thinking activities. I argue that education for thinking in Arendt’s approach is indeed possible and of great importance, but may also be hazardous to the
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Itay Snir
Education and Thinking in Continental Philosophy Thinking against the Current in Adorno, Arendt, Deleuze, Derrida and Rancière
Contemporary Philosophies and Theories in Education Volume 17 Series Editors Jan Masschelein, KU Leuven, Leuven, Belgium Lynda Stone, University of North Carolina, Chapel Hill, NC, USA Editorial Board Gert Biesta, Arts & Social Sci, Halsbury Bldg, Brunel University, Uxbridge, UK David Hansen, Teachers College, Columbia University, New York, NY, USA Jorge Larrosa, Barcelona University, Barcelona, Spain Nel Noddings, Stanford University, Ocean Grove, NJ, USA Roland Reichenbach, Erziehungswissenschaft, University of Zurich, Zurich, Switzerland Naoko Saito, Graduate School of Education, Kyoto University, Sakyo-ku, Kyoto, Japan Paul Smeyers, Psychology and Educational Sciences, Ghent University and KU Leuven, Ghent, Belgium Paul Standish, UCL Institute of Education, London, UK Sharon Todd, Professor of Education, Maynooth University, Maynooth, Ireland
Contemporary Philosophies and Theories in Education signifies new directions and possibilities out of a traditional field of philosophy and education. Around the globe, exciting scholarship that breaks down and reformulates traditions in the humanities and social sciences is being created in the field of education scholarship. This series provides a venue for publication by education scholars whose work reflect the dynamic and experimental qualities that characterize today’s academy. The series associates philosophy and theory not exclusively with a cognitive interest (to know, to define, to order) or an evaluative interest (to judge, to impose criteria of validity) but also with an experimental and attentive attitude which is characteristic for exercises in thought that try to find out how to move in the present and how to deal with the actual spaces and times, the different languages and practices of education and its transformations around the globe. It addresses the need to draw on thought across all sorts of borders and counts amongst its elements the following: the valuing of diverse processes of inquiry; an openness to various forms of communication, knowledge, and understanding; a willingness to always continue experimentation that incorporates debate and critique; and an application of this spirit, as implied above, to the institutions and issues of education. Authors for the series come not only from philosophy of education but also from curriculum studies and critical theory, social sciences theory, and humanities theory in education. The series incorporates volumes that are trans- and inner-disciplinary. The audience for the series includes academics, professionals and students in the fields of educational thought and theory, philosophy and social theory, and critical scholarship. Series Editors: Jan Masschelein, KU Leuven, Belgium Lynda Stone, University of North Carolina, USA Editorial Board: Gert Biesta, Brunel University London, UK David Hansen, Columbia University, USA Jorge Larossa, Barcelona University, Spain Nel N
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