Hannah Arendt et sa réception critique : l’autorité « non autoritaire » (notice n° 796093)
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| fixed length control field | 03225cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250123120751.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Augris, Emma |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Hannah Arendt et sa réception critique : l’autorité « non autoritaire » |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 68 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Depuis la traduction de La crise de la culture en 1972, anti-pédagogues et pédagogues se sont approprié l’article « La crise de l’éducation » (1958/2000). Pourtant, la conception de l’autorité qu’Arendt développe n’entre pas dans l’opposition entre conservateurs et progressistes : elle nous invite plutôt à penser une autorité « non autoritaire », qui ne se laisse pas confondre avec la domination en général. Dès lors, la valorisation de l’autorité, comme essentielle à la conduite d’une vie collective satisfaisante et à la transmission de l’amour du monde aux jeunes générations, ne fait pas d’elle une philosophe autoritariste ou conservatrice, dans le sens où l’emploi de la force serait pour elle nécessaire à l’obéissance des citoyens (ou des élèves dans le cadre de l’école) et à la durabilité d’un régime politique. L’originalité de sa position est qu’elle ne cherche en aucun cas à élaborer une pensée politique ou pédagogique indiquant un protocole à suivre, mais propose une réflexion politique sur l’éducation, d’où la pertinence de ces travaux pour analyser et comprendre la crise actuelle de l’autorité politique et pédagogique. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Since the translation of Between past and future in 1972, anti-pedagogues and pedagogues have adopted the article “The Crisis of Education” (1958). However, the conception of authority that she develops does not enter into the opposition between conservatives and progressives: she rather invites us to think of a “non-authoritarian” authority, which cannot be confused with domination in general. Therefore, the valorization of authority, as essential to the conduct of a satisfactory collective life and to the transmission of the love of the world to the young generations, does not make her an authoritarian or conservative philosopher, in the sense that the use of force would be for her necessary to the obedience of the citizens (or of the pupils within the framework of the school) and to the durability of a political regime. The originality of her position is that she does not seek to elaborate a political or pedagogical thought indicating a protocol to follow, but proposes a political reflection on education, hence the relevance of this work to analyze and understand the current crisis of political and pedagogical authority. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | domination |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | autorité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | responsabilité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | éducation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | démocratie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | monde |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | domination |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | responsibility |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | world |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | democracy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | authority |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Pensée plurielle | 58 | 2 | 2024-05-07 | p. 23-34 | 1376-0963 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-pensee-plurielle-2023-2-page-23?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-pensee-plurielle-2023-2-page-23?lang=fr&redirect-ssocas=7080</a> |
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