Tag Archives: Arendt

Philosophical Journalism in Fragments

Learning from Arendt

[This is an experiment that takes a series of related tweets (in italics) and amplifies them through a series of fragments from the scholarly literature … and philosophical journalism. N.B. Twitter can be used to think philosophically! (Ed.)] I. There is room and a need for academic or philosophical journalism that records and reflects on […]

Full Citation Information:
Peters, M. A. (2022). Philosophical Journalism in Fragments: Learning from Arendt. PESA Agora. https://pesaagora.com/columns/philosophical-journalism-in-fragments/

Michael A. Peters

Michael A. Peters (FRSNZ)  is a New Zealander and is currently Distinguished Professor at Beijing Normal University, and Emeritus Professor University of Illinois Urbana-Champaign. He has Honorary Doctorates from Aalborg University, Denmark and SUNY, New York. Michael is Editor-in Chief of Educational Philosophy and Theory and Beijing International Review of Education (Brill). He is founding editor of Policy Futures in Education (Sage); E-Learning & Digital Media (Sage); Knowledge Cultures (Addleton); Open Review of Educational Research (Taylor & Francis); Video Journal of Education and Pedagogy (Brill) and on the board of many other journals and book series. Michael has written over 100 books and many journal articles on a wide range of topics and has worked with and mentored many younger scholars.

The mainstreaming of totalitarianism

In an ever-changing, incomprehensible world, the masses had reached the point where they would, at the same time, believe everything and nothing, think that everything was possible and that nothing was true.… The totalitarian mass leaders based their propaganda on the correct psychological assumption that … one could make people believe the most fantastic statements […]

Eric J. Weiner

Eric J. Weiner is an Associate Professor in the department of Educational Foundations at Montclair State University, New Jersey, U.S.A. He writes about a range of issues from the perspectives of critical pedagogy, semiotics, aesthetics, sociolinguistics, and sociological theory. His work focuses on the intersection of meaning and power in everyday life. Recent books include: Deschooling the Imagination: Critical Thought as Social Practice (2015, Routledge); The Theater of Educational Possibility: Where Teachers Learn How to Think Critically and Act Creatively (2012 Peter Lang); Private Learning, Public Needs: The Neoliberal Assault on Democratic Education (2005 Peter Lang Publishers).

 

 

Article Feature Image Acknowledgement: Photo by Jørgen Håland on Unsplash

“Me and Socrates, we are tight friends”

Co-constructing a polis of teachers and philosophers of education

Cara E. Furman with Christine Sparkes
book lot on black wooden shelf

Cara E. Furmana with Christine Sparkes (Public School Teacher) aUniversity of Maine at Farmington, ME, USA   Abstract It is an educational truism that reflection helps teachers to be more effective and ethical. Building on John Dewey’s assertion that we learn by doing and reflecting, and Hannah Arendt’s that reflection is strengthened through discourse among […]

Full Citation Information:
Furman, C. E. (2021). “Me and Socrates, we are tight friends”: Co-constructing a polis of teachers and philosophers of education. ACCESS: Contemporary Issues in Education, 41(1), 36-51. https://doi.org/10.46786/ac21.8287
Article Feature Image Acknowledgement: Photo by Giammarco on Unsplash