Educational Thinking and the Conservation of the Revolutionary

2010 ◽  
Vol 112 (2) ◽  
pp. 488-508
Author(s):  
Eduardo Manuel Duarte
Keyword(s):  
Multicultural Education ◽  
Research Question ◽  
Digital Archives ◽  
Little Rock ◽  
The Public ◽  
The World ◽  
Life Of The Mind ◽  
The Mind ◽  
Background Context ◽  
Educational Thinking

Background/Context Prior work on Hannah Arendt and education has focused on democratic education, multicultural education, and conservatism in education. Most of these studies have concentrated on her essay, “The Crisis in Education.” While this study extends that work, it does so by taking up the lesser studied but equally relevant piece, “Reflections on Little Rock.” Furthermore, sparse attention has been paid to Arendt's work on thinking in relation to work on education. This piece seeks to fill these gaps in the scholarship on Arendt and education. Purpose/Objective/Research Question/Focus of Study Following Arendt, my inquiry is concerned with what we might call “the life of the student mind.” Two central questions guide this inquiry: What are students qua students doing that prepares them in advance for renewing a common world? How, as students, are they engaged with the world without being asked to take responsibility for it? Research Design This study is a comparative exegesis of Arendt, reading her early essays, “Reflections on Little Rock” and “The Crisis in Education,” through the lens of Thinking, the first volume of her final and posthumously published work, The Life of the Mind. The study is heavily supported by research conducted in the Arendt digital archives. Conclusions/Recommendations This exegesis reveals new insights into Arendt's mapping of the educational sphere and the principal activity taking place therein, namely, educational thinking. The close comparative reading of Arendt's early and later work produces a philosophical construction of the educational sphere as a liminal zone between past and future, a gap between the private sphere of the home, and the political sphere of the public realm. In turn, the primary result of this study is the articulation of a distinctly Arendtian conception of educational thinking as occurring in an existential space of solitude where students, withdrawn from the continuity of everyday life, engage in an activity that enables them to reflect upon and critically reimagine the world and thereby prepare for world-caring.

Cosmopolitanism and Education: A View from the Ground

2010 ◽  
Vol 112 (1) ◽  
pp. 1-30 ◽  
Author(s):  
David T. Hansen
Keyword(s):  
Quantitative Research ◽  
Research Question ◽  
Educational Practice ◽  
Cultural Hybridity ◽  
Philosophical Perspective ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Economic Transformations ◽  
The World ◽  
Background Context

Background/ Context In recent years, scholars the world over in both the social sciences and humanities have reanimated the ancient idea of cosmopolitanism. They discern in the idea ways in which people today can respond creatively to rapid social, political, cultural, and economic transformations. Scholars in this burgeoning field have examined issues involving cultural hybridity, global citizenship, environmental justice, economic redistribution, and more. In the article, I examine from a philosophical perspective how a cosmopolitan-minded education can assist people in cultivating thoughtful receptivity to the new and reflective loyalty to the known. Purpose/ Objective/ Research Question/ Focus of Study Philosophical work has begun on possible relations between cosmopolitanism and education. However, there are virtually no published studies that deploy a systematic cosmopolitan frame of analysis in conjunction with qualitative or quantitative research. This article seeks to encourage such research by elucidating a distinctive conception of cosmopolitanism rooted in one of its long-standing strands. This strand is characterized as cosmopolitanism on the ground, and it features what has been called “philosophy as the art of living” and “actually existing cosmopolitanism.” Research Design The article is a philosophical investigation that builds an argument using the techniques of conceptual analysis, comparison, contrast, analogy, metaphor, illustration, and exegesis of texts. Conclusions/ Recommendations The long-standing strand of cosmopolitanism on the ground generates several key elements of a philosophy of cosmopolitan-minded education. These elements are (1) a recognition of the importance of local socialization as making possible education itself, (2) the recognition that a cosmopolitan outlook triggers a critical rather than idolatrous or negligent attitude toward tradition and custom, (3) the recognition that curriculum across all subjects can be understood as a cosmopolitan inheritance, and (4) the recognition that many teachers constitute an already existing cosmopolitan community and can build on their shared purposes to enhance educational practice the world over.

Hope in the Unexpected: How Can Teachers Still Make a Difference in the World?

2010 ◽  
Vol 112 (2) ◽  
pp. 386-406
Author(s):  
Julian Edgoose
Keyword(s):  
Social Change ◽  
Research Question ◽  
Focused Attention ◽  
The World ◽  
Agents Of Change ◽  
Hard Times ◽  
The Impact ◽  
Background Context ◽  
Objective Research

Background/Context The central role of hope in teaching has long been acknowledged by authors such as Sonia Nieto and Larry Cuban, but hope has received little focused attention from scholars. This article seeks to compare multiple understandings of hope to examine how teachers can find hope in times of global crises that challenge the promise of a better future that is implicit in modern schooling. Purpose/Objective/Research Question/Focus of Study How can teachers find hope in hard times, when the usual promise of schools for a better future seems difficult to sustain? Research Design This article is an analytic essay. Conclusions/Recommendations This article concludes that while the long-dominant understandings of hope are inadequate for many teachers at times like these, Arendt's view of the hope that emerges in the unexpected occurrences of classroom life resonates strongly with the most rewarding and hopeful experiences of many teachers. Yet Arendt explains how the hope that teachers experience from these unpredictable and unexpected occurrences is not just a source of immediate reward, but rather contributes to political and social change. The article concludes with an account of Arendt's critique of historians’ narratives of social change and an affirmation of the impact that teachers can have as agents of change.

Teaching as Jesus Making: The Hidden Curriculum of Christ in Schooling

2015 ◽  
Vol 117 (3) ◽  
pp. 1-27
Author(s):  
Kevin J. Burke ◽  
Avner Segall
Keyword(s):  
Hidden Curriculum ◽  
Research Question ◽  
Curriculum Theory ◽  
Prior Work ◽  
The Public ◽  
New Concepts ◽  
School Classroom ◽  
Public School Classroom ◽  
Background Context ◽  
Objective Research

Background/Context The ideas of teaching as salvation and teacher-as-martyr are not new concepts. Prior research, however, has largely failed to explore the historical and cultural religious roots that continue to inform the ways in which teachers are constructed. That is, though prior work has engaged with thinking about religion and thinking about teachers as saviors, little work has been done to uncover the hidden curriculum of teaching that positions teachers as versions of Christ in the public school classroom. Purpose/Objective/Research Question/Focus of Study Here we highlight the fact that certain elements inherent in the act of public teaching have their roots in Christian, particularly Biblical, thinking. Such connections highlight the religiosity in teaching, regardless of whether a teacher is a Christian believer. Research Design The work is an analytic essay, drawing on critical traditions in cultural studies and curriculum theory. Findings/Results We illustrate that although we think of teaching as a secular activity and assume that religion has been expunged from public, including teacher, education, the sediments of religion remain present in how the teacher learns to imagine, construct, and enact his or her work as teacher as savior and martyr.

City Brands and their Communication through Web Sites

2010 ◽  
pp. 26-49 ◽  
Author(s):  
José Fernández-Cavia ◽  
Assumpció Huertas-Roig
Keyword(s):  
World Wide Web ◽  
Web Sites ◽  
World Wide ◽  
Early Stage ◽  
City Marketing ◽  
The Public ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Mind

City marketing tries to position cities in the mind of the public, although the process of creating and communicating city brands is still at an early stage of its development. One of the main tools for the communication of these brands is now the World Wide Web. This chapter describes the results of two combined studies (qualitative and quantitative) that analyzes a sample of official city Web sites. The results show that official Web sites of cities give much attention to ease of navigation, but interactivity is much less implemented, especially between users. Furthermore, some lack of attention to the communication aspects of city brands can also be found. Finally, the chapter submits a number of improvement proposals.

scholarly journals Qatar Digital Library: A New Phase of Digital Archives

2019 ◽  
Vol 43 (3) ◽  
pp. 441-446 ◽  
Author(s):  
Maryam Ahmed Al-Mutawa
Keyword(s):  
Digital Library ◽  
British Library ◽  
Digital Archives ◽  
The Public ◽  
Historical Materials ◽  
Academic Researchers ◽  
The World ◽  
History Of ◽  
Collaboration Project ◽  
New Phase

Abstract Qatar Digital Library is a collaboration project by Qatar Foundation and the British Library to have an open access digital archive which aims to benefit people around the world. QDL offers cultural and historical materials of the Gulf and other regions and make it available online for everyone. The aim of QDL is to improve the understanding of the Islamic world, Arab cultural heritage, and the modern history of the Gulf for the public and the academic researchers.

Hidden Depths

Symposium ◽  
2020 ◽  
Vol 24 (2) ◽  
pp. 125-143
Author(s):  
Hannah Lagrand ◽  
Keyword(s):  
Hannah Arendt ◽  
Public And Private ◽  
The Public ◽  
Life Of The Mind ◽  
The Mind

Throughout her work, Hannah Arendt continually insists on the importance of the division between public and private. However, while the value of the public is a clear theme in Arendt scholarship, the unique value of the private often goes overlooked. In this essay, I draw on Arendt’s work in The Life of the Mind, particularly her discussion of the thinking activity, in order to draw out the richness that the hiddenness of the private has to offer as well as to explore what it might look like to care for the private in a modern world.Dans son travail, Hannah Arendt insiste continuellement sur l’importance de la division entre le public et le privé. Cependant, bien que la valeur du public soit un thème évident aux oeuvres intellectuelle d’Arendt, la valeur unique du privé vient souvent négligée. Dans cette dissertation, je m’appuie sur les travaux d’Arendt dans The Life of the Mind (La Vie de l’Esprit), en particulier son débat sur l’activité mentale, afin de faire ressortir la richesse dissimulée que le privé a à offrir ainsi que d’explorer ce à quoi cela pourrait ressembler si on s’occupait du privé dans un monde moderne.

scholarly journals Ken Donald and Muscular Christianity

2008 ◽  
Vol 32 (2) ◽  
pp. 305
Author(s):  
Mark Loane
Keyword(s):  
Public Schools ◽  
Physical Development ◽  
The Body ◽  
The Other ◽  
The Public ◽  
Playing Field ◽  
The World ◽  
Muscular Christianity ◽  
The Individual ◽  
The Mind

?MUSCULAR CHRISTIANITY? was a system which relied upon sport to allow people to grow in a moral and spiritual way along with their physical development. It was thought that . . . in the playing field boys acquire virtues which no books can give them; not merely daring and endurance, but, better still temper, self restraint, fairness, honor, unenvious approbation of another?s success, and all that ?give and take? of life which stand a man in good stead when he goes forth into the world, and without which, indeed, his success is always maimed and partial [Kingsley cited from Haley, in Watson et al].1 This system of thought held that a man?s body is given him to be trained and brought into subjection and then used for the protection of the weak, the advancement of all righteous causes [Hughes, cited in Watson et al].1 The body . . . [is] . . . a vehicle by which through gesture the soul could speak [Blooomfield, cited in Watson et al].1 In the 1800s there was a strong alignment of Muscular Christianity and the game of Rugby: If the Muscular Christians and their disciples in the public schools, given sufficient wit, had been asked to invent a game that exhausted boys before they could fall victims to vice and idleness, which at the same time instilled the manly virtues of absorbing and inflicting pain in about equal proportions, which elevated the team above the individual, which bred courage, loyalty and discipline, which as yet had no taint of professionalism and which, as an added bonus, occupied 30 boys at a time instead of a mere twenty two, it is probably something like rugby that they would have devised. [Dobbs, cited in Watson et al]1 The idea of Muscular Christianity came from the Greek ideals of athleticism that comprise the development of an excellent mind contained within an excellent body. Plato stated that one must avoid exercising either the mind or body without the other to preserve an equal and healthy balance between the two.

scholarly journals Windows of the Soul in the Worldview of Philo of Alexandria

Perichoresis ◽  
2017 ◽  
Vol 15 (3) ◽  
pp. 3-20
Author(s):  
Aurelian Botica
Keyword(s):  
Paradigm Shifts ◽  
Alexander The Great ◽  
Philo Of Alexandria ◽  
Cultural Changes ◽  
The World ◽  
Life Of The Mind ◽  
History Of ◽  
Christian Thought ◽  
The Individual ◽  
The Mind

Abstract One of the most important paradigm shifts in the history of Greek philosophy was the ‘rediscovery’ of transcendence in the movement of Intermediate Platonism. Less than a century before the birth of Hellenism (late 4th century BC), Plato had advocated an intentional preoccupation with the life of the mind / soul, encouraging the individual to avoid being entrapped in the material limitations of life and instead discover its transcendental dimension. The conquest of Athens by the Macedonians, followed by the invasion of the Orient by Alexander the Great, set in motion sociological and cultural changes that challenged the relevance of Platonic philosophy. The transcendental vision of Platonism left the individual still struggling to find happiness in the world created by Alexander the Great. This was the context in which the schools the of Cynicism, Stoicism, Epicureanism and Skepticism challenged Platonism with their call to happiness in this world and by means of the Hellenistic dominance and the rise of Roman supremacy stirred a renewed spiritual and philosophical effort to rediscover the world beyond; that is, the transcendental world of Plato. This was Middle Platonism and the Jewish philosopher Philo of Alexandria was one of its most prolific writers. In this paper, we will examine the concept of the soul in the writings of Philo, with an emphasis on the role that the soul plays in the act of approaching God through the means of the external / material cult (Temple, sacrifices, priests, etc.). Philo offers a complex vision of the soul, one that remains critically relevant to understanding the Greek, Jewish, and Christian thought that emerged after Philo.

scholarly journals Rethinking Schizophrenia in the Light of New Evidence: Thirty Years after the Vermont Longitudinal Study of Persons with Severe Mental Illness

2017 ◽  
Vol 35 (2) ◽  
pp. 199
Author(s):  
Alberto Fergusson ◽  
Miguel Gutierrez-Pelaez
Keyword(s):  
Mental Illness ◽  
Longitudinal Study ◽  
Severe Mental Illness ◽  
Mental Health Professionals ◽  
Academic Research ◽  
The Public ◽  
Empirical Correction ◽  
The World ◽  
The Mind ◽  
New Evidence

Despite new evidence, procedures, client testimony, and movements around the world, old myths regarding schizophrenia still prevail among both the public and mental health professionals.  Thirty years have passed since the mind-blowing publication in 1987 of the Vermont Longitudinal Study of Persons with Severe Mental Illness (Harding, Brooks, Ashikaga, Straus, & Breier), which led to Harding and Zahniser’s 1994 article, Empirical Correction of Seven Myths about Schizophrenia with Implications for Treatment.  We need to systematically review what we know and what we do not know in the light of new evidence.  We need to find ways  to communicate  the knowledge derived from academic research on schizophrenia and psychosis to professionals working with this population, and to people with schizophrenia and their families. Thus can we begin to break down the rock-solid prejudices that have been rooted in humanity for centuries.

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