Item – Thèses Canada

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Numéro d'OCLC
1006741891
Lien(s) vers le texte intégral
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Auteur
Wiens, John Richard.
Titre
Hannah Arendt and education : educational leadership and civic humanism.
Diplôme
Ph. D. -- Simon Fraser University, 2000
Éditeur
Ottawa : National Library of Canada = Bibliothèque nationale du Canada, [2001]
Description
4 microfiches
Notes
Includes bibliographical references.
Résumé
Hannah Arendt's idea provide conceptual tools to allow us to re-conceptualize educational leadership. In particular, Arendt's political concepts of freedom and action, and educational concepts of natality and the world, provide powerful and compelling resources for the reconsideration of both education and educational leadership. She understands freedom as the human capacity to initiate, and action as the activity of initiation. Natality, the term she uses to define unique individual potential and responsibility for political action, demands an education that, somewhat paradoxically, is somewhat private and keeps children away from the world until they're ready for public participation in politics. The world she defines as public, political places/spaces where adults get together not only to decide what's best for everyone including themselves but also to find more opportunities to get together for those purposes. Thus, education is an activity that precedes politics, and the aims of education are the achievement of authenticity, moral notions of individuality and solidarity and a sense of the public good. These aims imply that educational leadership is properly the responsibility of educated people, and is an ethical-political activity that has the purposes of upholding the public purposes of education and of creating and sustaining public spaces for the continuous renewal of democracy. Arendt suggested that the times in which we live, "dark times," caused us to adopt a notion of education called progressive education that politicized children and schools. The reason for this is that we had forgotten the proper relationships between children and adults, between private and public matters and between the activities of labour, work and action. I argue that her perspective reminds us that children can only be taught how to participate publicly by learning in a safe, somewhat private place, and that they should not have critical public responsibilities until educated. Children's work, not labour, is to learn why and how they, individually and collectively, can help renew democracy when they are educated. Educational leadership is ensuring that the conditions for children to learn are maintained, and continuously engaging others about how to improve teaching, curricula and schools.
ISBN
0612519368
9780612519367