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  1. 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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  • Sócrates el enigma de Atenas.Oscar Mauricio Donato, Germán Meléndez, Andrea Lozano Vásquez, Dolores Amat, Leonardo Manfridi & Fernanda Rojas - 2015 - Bogotá: Universidad Libre.
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  • The Ontological Grounding of Hannah Arendt’s Political Ethics.Simas Čelutka - 2023 - The European Legacy 28 (5):441-462.
    This paper examines Hannah Arendt’s account of the relationship between politics and morality. Many critics have argued that Arendt’s conception of political action lacks any moral foundations, while others have tried to focus on her understanding of thinking as a normative source of her ethics. In contrast to these views, I present an alternative explanation and argue that the sources of Arendt’s political ethics are located neither in the faculty of thinking nor in extrapolitical moral norms or rules, but in (...)
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  • Illuminating inheritance: Benjamin's influence on Arendt's political storytelling.Annabel Herzog - 2000 - Philosophy and Social Criticism 26 (5):1-27.
    This article focuses on the political 'effect' that Arendt wished to achieve with her 'old-fashioned storytelling'. It is argued that she inherited her concept of the 'redemptive power of narrative' (Benhabib) from Walter Benjamin. The close relationship of the two intuitively suggests an affinity between Arendt's concept of a 'fragmented past' and her 'storytelling' and Benjamin's conception of history and narrative. An attempt is made here to determine the amplitude and the meaning of this proximity. An account is provided of (...)
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  • Individualization, singularization and e-ducation.Jan Masschelein - 1996 - Studies in Philosophy and Education 15 (1):97-105.
    It is commonly supposed that acting and judging ought to rest on a community-wide, binding definition of what is right and respectable, that is, a substantial consensus. Such consensus is thought possible only when we engage shared values and criteria, when we use knowledge and abilities appropriated through education. On this view, education deals with the reproduction of consensus and, hence, with the passing on of traditions and norms. On my view, we need to question the framework in which the (...)
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