A discussion of the influence of Martin Buber is not easily limited to the philosophical anthropology he espoused. Nor is the political thinking of Hannah Arendt easily removed from criticism of the philosophies that informed her. Both Buber and Arendt attacked the beastly shoulders of a misapplied messianism as it emerged in modern Germany. Hegel, Heidegger, Marx and to some degree Nietzsche would affect this misplacement, and Arendt and Buber for their part would enter into a shared critique that is (...) often neglected, despite promising attempts in a comparative direction made by Ellis, Engel and Riker. In this essay, I make the case that the contributions of Buber and Arendt – their shared assessments of the viability of the public realm, the need for common responsibility and the recurrent decision to engage with otherness in practical terms – point to an innovative critique of the forcible abstraction of a more traditional messianic made by German views of history. In the midst of the crises identified as correlates of a misapplied messianic, the hope as Buber and Arendt see it lies in the capacity for reflective and courageous identification and education between human individuals as they live towards one another. (shrink)

Hannah Arendt has a particular notion of thinking that both is and is not philosophical. While not guided by the search for meta principles, nor concerned with establishing logical systems, her notion of thinking as the examination of “whatever happens to come to pass,” and its significance for saving our world from thoughtlessness, retains and is motivated by the fundamental pathos at the heart of philosophy—wonder. In this paper, I consider the limiting and enabling sense in which Arendt invokes “wonder” (...) for the possibility of thinking. I do so, in turn, to explore what the pathos of wonderment might offer education—an institution charged with cultivating “thinking” and, yet, constantly susceptible to the thoughtless trappings of technocratic jargon and the mechanical logic of assessment, learning processes and social reproduction. Can wonder—the very pathos of philosophy—cultivate a thinking that helps us retain an “unclouded attentiveness” to what is educational in education? Might wonder help us to overcome the thoughtlessness that dulls our attention to what we do to each other through education? (shrink)

ABSTRACTThe role of exemplification and exemplars is receiving increasing attention in educational theory. Usually, this is connected to emulation models in character and moral education. Exemplars in this framework are those who show us how to act and what to do, and inspire us emotionally to improve. In Hannah Arendt’s unfinished work on judgement, the exemplar plays a different role. Instead of functioning as an inspiration for behavioural change, the exemplar inspires thinking. In Men in Dark Times and the lecture (...) series ‘Some questions of moral philosophy’, we find a collection of texts describing in detail some of the intellectual inspirations for Arendt’s work on exemplarity and judgement. In this paper, I will use an exploration of these texts as a starting point for considering the role of exemplarity in the development of educational judgement. (shrink)

This thesis is concerned with Arendt’s political theory, particularly those elements of it concerned with political institutions. It treats her work as a response to a mis-conceptualisation of politics as being fundamentally formed of rulership and command, which is to say that she opposes treating sovereignty as an essential component of political practice. What Arendt offers, as an alternative, is a full-fledged account of how politics could operate in the absence of sovereignty. This thesis argues that it is a coherent (...) picture, consistent across the course of her work. A particularly important element of this consistency is the closeness of fit between the material which forms the basis of Arendt’s understanding of politics and her account of political foundations. To do so, the thesis begins with a discussion of Arendt’s concept of ‘action’, which forms the basis of her understanding of politics. One of the most distinctive features of this is the importance of individual initiative, understood as responsiveness to the already given. This part of action is an essential part of linking it harmoniously to those other elements of her work which appear here. Arendt’s work on ‘judgment’ is the focus of its own chapter; it is important because judgment is Arendt’s conceptualisation of political discussion modelled on opinion, which has previously been treated as a late-career development, is here treated as consistent with and, essentially, an extension of, certain features of action. On the basis of this combined reading of action and judgment, it is possible to read Arendt’s description of political foundations as an example of the same kind of political activity. Contra Honig’s reading of the political foundation as an opportunity for resistance, this thesis treats it as a political act which invites the participation of later citizens. Finally, an account of Arendt’s institutional thought is completed by presenting her description of the ‘council system’ in combination with Thomas Jefferson’s ‘ward system’. The two combine to form an example of political organisation which both does without a reliance on sovereignty and maximises opportunities for meaningful political engagement. (shrink)

The article asks why and how Hannah Arendt framed The Human Condition as a history of modern science. It answers that, in telling the history of instrumental rationality and the work of the experim...