| 000 | 03523nam a22004935i 4500 | ||
|---|---|---|---|
| 001 | 978-3-030-37573-7 | ||
| 003 | DE-He213 | ||
| 005 | 20210303052455.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 200101s2020 gw | s |||| 0|eng d | ||
| 020 | _a9783030375737 | ||
| 024 | 7 |
_a10.1007/978-3-030-37573-7 _2doi |
|
| 040 | _cМУБИС | ||
| 050 | 4 | _aLC8-6691 | |
| 072 | 7 |
_aJNA _2bicssc |
|
| 072 | 7 |
_aEDU040000 _2bisacsh |
|
| 072 | 7 |
_aJNA _2thema |
|
| 082 | 0 | 4 |
_a370.1 _223 |
| 100 | 1 |
_aNixon, Jon. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 0 |
_aHannah Arendt _h[electronic resource] : _bThe Promise of Education / _cby Jon Nixon. |
| 250 | _a1st ed. 2020. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2020. |
|
| 300 |
_aXIX, 71 p. 1 illus. _bonline resource. |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 347 |
_atext file _bPDF _2rda |
||
| 490 | 1 |
_aSpringerBriefs on Key Thinkers in Education, _x2211-937X |
|
| 505 | 0 | _aChapter 1. Arendt as public educator: an introduction to her life and work -- Chapter 2. Natality, promise and plurality: education in and for the world -- Chapter 3. Thinking, judgement and action: education for human agency -- Chapter 4. Equality, freedom and the public sphere: towards an educated citizenry -- Chapter 5. Education and intellectual friendship: mutual flourishing. | |
| 520 | _aThis book gathers some of Hannah Arendt’s core themes and focuses them on the question, ‘What is education for?’ For Arendt, as for Aristotle, education is the means whereby we achieve personal autonomy through the exercise of independent judgement, attain adulthood through the recognition of others as equal but different, gain a sense of citizenship through the assumption of our civic rights and responsibilities, and realize our full potential as sentient beings with the capacity for human ‘flourishing’ and ‘happiness’ (eudaimonia). In order to appreciate the pivotal role that education plays in Arendt’s analysis of the human condition, we have to understand the emphasis she placed on ‘thoughtfulness’, as the measure of our humanity and on ‘thoughtlessness’, as the measure of our inhumanity. Education sustains and develops the human capacity: to think together (phronesis), to think for oneself (what Arendt called ‘the two-in-one’ of thinking), and to think from the point of view of others (what she termed ‘representative thinking’). From the developing constellation of ideas embedded in her vast and varied body of work, the author infers a notion of education as a necessary preparation for personal fulfillment, social engagement, and civic participation. | ||
| 650 | 0 | _aEducation—Philosophy. | |
| 650 | 0 | _aEducational sociology. | |
| 650 | 1 | 4 |
_aEducational Philosophy. _0https://scigraph.springernature.com/ontologies/product-market-codes/O38000 |
| 650 | 2 | 4 |
_aSociology of Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O29000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030375720 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030375744 |
| 830 | 0 |
_aSpringerBriefs on Key Thinkers in Education, _x2211-937X |
|
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-37573-7 |
| 942 |
_2ddc _cEBOOK |
||
| 999 |
_c102215 _d102215 |
||