In Hannah Arendt's philosophy of political action, the concept of the "world" has an ambivalent meaning. The "world" is, on the one hand, considered a condition of political action, which delivers human freedom from the crisis of extinction but, on the other hand, it binds human to some existing circumstances. In her view of the education, this ambivalence has especially important implications, because in the light of "natality", Arendt see the child as a fundamental capability of human freedom where-as she says the education must be carried on with not freedom but authority. This paper attempts to examine the relation between freedom and authority in Arendt's philosophy with particular emphasis on the concept of the "world" which provides for uniqueness of her philosophy of political action. The conservation of the "world", her primary philosophical motive, would make her idea of freedom fruitful, and, at once, give a suitable understanding of conservatism in education. I will argue the position of education in her philosophy is not exactly negative, but it would assume a particular role to fill in gaps of authority, of world, today.
|
