Hannah Arendt antimoderne ? Lectures et interprétations (notice n° 996520)
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| fixed length control field | 02966cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125132754.0 |
| 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 | Ottavi, Dominique |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Hannah Arendt antimoderne ? Lectures et interprétations |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 6 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le style du texte de Hannah Arendt « La crise de l’éducation » peut dissimuler la complexité de sa pensée. C’est pourquoi différentes lectures ont pu être faites, particulièrement en France, où cet écrit s’est trouvé en résonance avec l’actualité. Arendt oppose aux expérimentations de l’éducation progressive aux États-Unis des caractéristiques constantes de l’éducation. Parce qu’elle ne rentre pas dans les détails du « pathos de la nouveauté » qu’elle dénonce, on peut être tenté de considérer Arendt comme antimoderne. Cependant, à la lecture des interprétations qui ont été faites, on peut voir que, si Arendt a pu conforter le sentiment d’une crise de l’éducation entretenue par la pédagogie moderne, les enjeux politiques sont plus profonds. Dans le domaine éducatif, Jean Lombard, Claude Lefort, Jean-Pierre Lebrun offrent une alternative à la réduction du texte à sa composante antimoderne. En amont de la crise éprouvée, il faut repenser la notion de formation, les racines de la crise de l’autorité, et la manière dont la philosophie se forge à l’épreuve des événements. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Hannah Arendt’s article “The crisis in education” is easy to read, which can hide the complexity of her thought and references. This is why different interpretations have been given, particularly in France, where this essay addresses issues in today’s world. Arendt contrasts the experiments of Progressive Education in the United States with enduring aspects of education, intergenerational transmission in particular. Because she does not detail the “pathos of novelty” that she denounces, Arendt may seem anti-modern. However, when examining successive interpretations of Arendt, we can see that, if she was able to describe a crisis in modern pedagogy, the political stakes are deeper. In the field of education, Jean Lombard, Claude Lefort, Jean-Pierre Lebrun, from differing points of view, offer an alternative to reducing Arendt’s text to its anti-modern component. We must rethink the notion of training, the roots of the crisis of authority, and the way in which philosophy is formulated in the face of events. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enfance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédagogie moderne |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | interprétations de Hannah Arendt |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | modern pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | schooling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | childhood |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Interpretations of Hannah Arendt’s ideas |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Le Télémaque | 63 | 1 | 2023-09-15 | p. 71-81 | 1263-588X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-le-telemaque-2023-1-page-71?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-le-telemaque-2023-1-page-71?lang=fr&redirect-ssocas=7080</a> |
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