Democratic education as a matter of civility: retrieving Arendt’s institutionalism via Balibar
Zamotkin, Ivan (2024-10-15)
Routledge
15.10.2024
Zamotkin, I. (2024). Democratic education as a matter of civility: retrieving Arendt’s institutionalism via Balibar. Ethics and Education, 19(4), 521–535. https://doi.org/10.1080/17449642.2024.2414711
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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202410286471
https://urn.fi/URN:NBN:fi:oulu-202410286471
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Abstract
In this paper, my aim is to reintroduce and reclaim the concept of civility for the ongoing debates on democratic education within the Arendt-inspired philosophy of education. I juxtapose a prominent interpretation related to theories of radical democracy and radical democratic education, referring to Gert Biesta’s work, which amends Arendt’s ideas with insights from Jacques Rancière. Conversely, I explore an alternative construction of what can be considered ‘an Arendtian perspective on democratic education’ coming from another French philosopher, Étienne Balibar. Within this perspective the role of institutions is redeemed, and the primary concern shifts from the political agency of individuals to the conditions that allow the space of politics to be constituted and preserved. The discussion includes an analysis of Marius von Mayenburg’s play ‘Martyr’ to illustrate importance of thinking about education, especially democratic education, as a matter of civility.
In this paper, my aim is to reintroduce and reclaim the concept of civility for the ongoing debates on democratic education within the Arendt-inspired philosophy of education. I juxtapose a prominent interpretation related to theories of radical democracy and radical democratic education, referring to Gert Biesta’s work, which amends Arendt’s ideas with insights from Jacques Rancière. Conversely, I explore an alternative construction of what can be considered ‘an Arendtian perspective on democratic education’ coming from another French philosopher, Étienne Balibar. Within this perspective the role of institutions is redeemed, and the primary concern shifts from the political agency of individuals to the conditions that allow the space of politics to be constituted and preserved. The discussion includes an analysis of Marius von Mayenburg’s play ‘Martyr’ to illustrate importance of thinking about education, especially democratic education, as a matter of civility.
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