Hannah Arendt, Education, and the Question of Totalitarianism

Autor/in	Spector, Hannah
Titel	Hannah Arendt, Education, and the Question of Totalitarianism
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 1, S.89-101 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2014.927113
Schlagwörter	Authoritarianism; Politics of Education; Social Theories; Academic Freedom; Ideology; Power Structure; Common Core State Standards; Commercialization + Suchen Sie Ihr Suchwort? Autoritarismus; Educational policy; Bildungspolitik; Gesellschaftstheorie; Akademische Freiheit; Ideologie; Common core curriculum; Curriculum; Kerncurriculum
Abstract	The aim of this paper is to consider the ways in which Arendt's writings on totalitarianism act as a warning sign for political and miseducational circumstances in the USA. Because the term totalitarianism has been used imprudently (largely in the mass media) to express repressive conditions in so-called models of democracy, this paper seeks to both clarify and raise questions concerning its meaning as a form of nation-state-sanctioned power and/or economic-technological force. This analysis draws largely from Arendt's definition of totalitarianism expressed as an antipolitical phenomenon characterized by terror-ruled ideological indoctrination which destroys both the public realm and the private identities. I contend that analyses of twentieth-century totalitarianism are significant to today's unprecedented questions and circumstances germinating in and having significance beyond the USA. I also describe the difficulty of action under extreme conditions. In the last analysis, I deliberate on the site of education as a totalitarian coercion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01