Lectures on Kant's Political Philosophy

Arendt, Hannah; Beiner, Ronald

doi:10.7208/chicago/9780226231785.001.0001

Cited by 844 publications

(91 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Against the normative discourse of music psychology and its pervasive influence on music ‘methods’ (Regelski, 2002), the dogmatism of advocacy, and the sweeping power of positivism and scientism which ‘have become ideological touchstones for a profession anxious to substantiate its dignity and credibility among the behavioral sciences’ (Bowman, p. 2005, p. 31), this paper tried to propose a critical perspective on improvisation and composition and their relevance to education, which seeks to establish conceptual relations between music‐making and personal and social autonomy in ways that unsettle traditional conceptions of music‐making, of creativity, and of how music education might initiate students' thinking about forms of social organisation and issues of democratic politics 30 . This effort rests on the premise that ‘critical thought is in principle anti‐authoritarian’ (Arendt, 1992, p. 38); hence its educational value.…”

Section: Discussionmentioning

confidence: 99%

Envisioning Autonomy through Improvising and Composing: Castoriadis visiting creative music education practice

Kanellopoulos

2012

Educational Philosophy and Theory

View full text Add to dashboard Cite

Do psychological perspectives constitute the only way through which the role of musical creativity in education can be addressed, researched and theorised? This essay attempts to offer an alternative view of musical creativity as a deeply social and political form of human praxis, by proposing a perspective rooted in the thought of the political philosopher and activist Cornelius Castoriadis (1922–1997). This is done in two steps. First, an attempt is made to place the pursuit of the concept of musical creativity within a larger educational and societal context of conflicting trajectories that run through (a) Modernity and (b) Education. Then, I revisit the issue of educational value of improvising and composing through creating conceptual links between the process of music‐making through improvisation and composition and the project of political autonomy as conceived by Castoriadis. By foregrounding instituting imaginary over instituted imaginary, improvising and composing become active processes of positing new legitimacies, and of creating a music‐making context that searches for its own foundations. It is in and through creative musical praxis that we can think about issues of hierarchies, musical values, social dimensions of different music‐making processes, our relationship to past values and to historical dimensions of music. By arguing that improvisation and composition might be seen as ways of positing the issue of political autonomy in musical terms, this paper emphasises the role of improvisation and composition as a mode of potentially transformative educational practice that may foster the development of critical consciousness, linking music education to a larger project of re‐discovering and at the same time re‐defining democracy.

show abstract

Section: Discussionmentioning

confidence: 99%

Envisioning Autonomy through Improvising and Composing: Castoriadis visiting creative music education practice

Kanellopoulos

2012

Educational Philosophy and Theory

View full text Add to dashboard Cite

show abstract

“…(Anders 1988, p. 319) It is indeed above all the imagination, as Hannah Arendt particularly sustains, that allows us to intuitively represent something that is not currently present (Arendt 1982). Evidently, Anders adds, it is a operation that gives no guarantee of success and that, I might add, will probably take longer than any institutional provision; nevertheless, it is something that we cannot avoid if we want not only to keep the hope alive, but to produce a radical turnaround.…”

Section: Overcoming the Split Between Knowing And Feelingmentioning

confidence: 94%

The Responsible Subject in the Global Age

Pulcini

2009

Sci Eng Ethics

View full text Add to dashboard Cite

The first thesis of this article is that the concept of responsibility takes on an unprecedented meaning in the twentieth century resulting from the emergence of a new dimension of the other: to be responsible comes to mean not just to account for oneself in relation to the other, but also to take the other into account, to take care of the other-what I call responsibility towards (the other). The main reason for this change consists in the emergence of global risks and the necessity, as underlined by Hans Jonas, to be responsible for the destiny of the world and future generations. The problem, as explored in the article's second thesis, is that this implies the existence of a subject who is capable of responsibility. Jonas's insights on this point are insufficient, since he only recognizes duty as the fundament for his ethics of responsibility and thus neglects the problem of motivation. This is a particularly crucial problem today as we are witnessing the presence of a pathological subject, characterized by a split in his faculties (between doing and imagining, knowing and feeling). To underline this fact, this article makes use of Günther Anders's reflections, which provide a psycho-anthropological analysis of the subject, showing his pathologies and the necessity, from a moral perspective, to overcome his scission. Finally, this author suggests, as the article's third thesis, that this overcoming is the necessary fundament for the perception of risk, which in turn reinstates the subject's perception of his own vulnerability. Responsibility thus finds a motivation, which is neither altruistic nor duty-centred, in the awareness of our own vulnerability and the bond with the destiny of humankind as a whole.

show abstract

“…When we as professionals try to imagine what a situation looks like from the points of view of others with whom we share our world, we engage in representative thinking. As Arendt (1982) herself put it, we then 'think with an enlarged mentality' and train our 'imagination to go visiting' (p. 43); and this, in turn, requires us also to not seek false security in rules and orthodoxies (such as professional codes of ethics), but think 'without pillars and props' (Arendt, 1968, p. 10).…”

Section: Professional Activity As Actionmentioning

confidence: 97%

The ‘Civic-minded’ Professional? An exploration through Hannah Arendt’s ‘vita activa’

Kreber

2014

Educational Philosophy and Theory

View full text Add to dashboard Cite

Recent reform initiatives calling for 'civic' ('public-good' or 'democratic') professionalism can be seen as a response to the widely reported decline in public trust in the professions and an attempt to partially remedy this problem through a more publically engaged professionalism. The author draws on the political philosophy of Hannah Arendt, identifying the strong, albeit in the professionalism literature rarely acknowledged, affinities between civic professionalism and her concept of action as (collective) freedom through public deliberation. Using the three modalities of the active life that Arendt discusses in The Human Condition (labour, work and action) as analytical tools, the author suggests that changing conditions in the public sector have led to professional life increasingly taking on the forms of labour and work, at the expense of action. The implications of these developments are highlighted before the author proceeds to show that a professional life oriented strongly towards action is consistent with 'civic' professionalism based on community engagement. Some of the main approaches traditionally taken to promote a civic orientation among university students are noted; the article concludes with a discussion of how the specific concepts underlying Arendtian action can be put to work in university pedagogies to intentionally promote the public 'civic-minded professional'.

show abstract

Lectures on Kant's Political Philosophy

Cited by 844 publications

References 0 publications

Envisioning Autonomy through Improvising and Composing: Castoriadis visiting creative music education practice

Envisioning Autonomy through Improvising and Composing: Castoriadis visiting creative music education practice

The Responsible Subject in the Global Age

The ‘Civic-minded’ Professional? An exploration through Hannah Arendt’s ‘vita activa’

Contact Info

Product

Resources

About