Abstract
Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking not only as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropological dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person’s mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it.
Keywords authority  education  man  responsibility for the world  society  thinking  авторитет  відповідальність за світ  людина  мислення  мышление  образование  общество, авторитет  освіта  ответственность за мир  суспільство  человек
Categories No categories specified
(categorize this paper)
DOI 10.15802/ampr.v0i17.206722
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 50,488
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
The Life of the Mind.Hannah Arendt - 1978 - Harcourt Brace Jovanovich.
Lectures on Kant's Political Philosophy.Hannah Arendt - 1982 - University of Chicago Press.
Between Past and Future.Hannah Arendt - 1961 - New York: Viking Press.

View all 12 references / Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

“This Is Our World.” Hannah Arendt on Education.Wouter Pols & Joop Berding - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 39-48.
Between Two Betweens: Hannah Arendt and the Politics of Education.Emily Zakin - 2017 - Journal of Speculative Philosophy 31 (1):119.
Children's Participation: An Arendtian Criticism.Sharon Jessop - 2011 - Educational Philosophy and Theory 43 (9):979-996.
Hannah Arendt- Politisk Dannelse Og Reflekterende Dømmekraft.Helgard Mahrdt - 2012 - Norsk Filosofisk Tidsskrift 47 (3):193-205.
Wonder, Guarding Against Thoughtlessness in Education.Mario Di Paolantonio - 2019 - Studies in Philosophy and Education 38 (3):213-228.
Сучасна Парадигма Позаакадемічної Освіти У Контексті Безперервної Професійної Освіти.Olga Kyvliuk & Galina Zhukova - 2019 - Гуманітарний Вісник Запорізької Державної Інженерної Академії 76:122-131.
Освіта Як Чинник Становлення І Розвитку Креативної Особистості В Умовах Інформаційного Суспільства.V. Оnikitenko - 2018 - Гуманітарний Вісник Запорізької Державної Інженерної Академії 74:150-158.

Analytics

Added to PP index
2020-06-30

Total views
3 ( #1,243,432 of 2,326,759 )

Recent downloads (6 months)
3 ( #280,144 of 2,326,759 )

How can I increase my downloads?

Downloads

My notes