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  1. Agonistic Recognition in Education: On Arendt’s Qualification of Political and Moral Meaning.Carsten Ljunggren - 2010 - Studies in Philosophy and Education 29 (1):19-33.
    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 (...)
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  • Historia de la voluntad y banalidad del mal.Ángel Prior Olmos - 2010 - Arbor 186 (742):211-226.
  • Blending Arendtian Exemplarity with Weberian Ideal-Typic Analysis: Arendt’s ‘Socrates’ as a Vehicle for Social Critique.Aaron Jaffe - 2018 - Res Publica 24 (3):375-394.
    Arendt uses the exemplary validity of Socrates to think and value the possibilities of joint philosophical and political orientations in our present juncture. In this way Arendt’s ‘Socrates’ is not a mythic, historic, or dramatic individual, but offers an example of the best of the human condition. Unfortunately, because Arendt held the social conditioning and constraining of Socrates’ possibilities at arm’s length, his status as an exemplar is problematic and he ends up referring to a historical rather than contemporary possibilities. (...)
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