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Search Results: 1 - 10 of 144 matches for " Hannah Arendt. "
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SOBRE EL CONCEPTO DE PERDóN EN EL PENSAMIENTO DE HANNAH ARENDT
Madrid Gómez Tagle,Marcela;
Praxis Filosófica , 2008,
Abstract: even though hannaharendt do not develops neither explicitly nor exhaustively the concept of forgiveness, its relevancy in her thought can be glimpsed considering her statement, in her article about bertolt brecht (1948), to the effect that: “judgment and forgiveness are the two faces of the same coin.” despite its early formulation, this statement gives account of the importance that the concept of forgiveness would take in her political reflections. the pretension of this paper is to reconstruct this concept and to show its relevancy within her work, taking as a basis the commentaries and notes along her texts.
A??o, funda??o e autoridade em Hannah Arendt
Avritzer, Leonardo;
Lua Nova: Revista de Cultura e Política , 2006, DOI: 10.1590/S0102-64452006000300006
Abstract: thirty years after hannah arendt?s death, the author is considered one of the best political theorists of the 20th century. hannah arendt main contribution to political theory is her concept of action and its role in the redefinition of the political realm, in particular, the way it has inserted the idea of new beginning into modern politics. many authors have already pointed out the athenian inspiration of hannah arendt?s concept of the political. in this article, it is shown that hannah arendt has been inspired not only by the greek tradition but also by a roman tradition concern with the issue of institutionalization of political action. however, the text shows that both dimensions instead of being complementary stand in a tension within her oeuvre and that this tension only finds a partial solution in the arendtian writings on the american revolution.
Toward a Return to Plurality in Arendtian Judgment
Jack E. Marsh Jr.
Kritike : an Online Journal of Philosophy , 2008,
Abstract: Without further ado: the perplexities surrounding the relation of Arendt’s early and late theories of judgment are rooted in her singular commitment to the abiding yet fragile possibility of human freedom. These perplexities are not a function of the theoretical faux paux conventionally ascribed to her by well meaning interpreters and sympathetic critics. Indeed, her work exhibits an admirable, if scandalous, refusal to be reduced to the imperatives of an overdetermined moral-theoretical field, an impertinence I hope to honor in this essay. For example, Seyla Benhabib seek to “resolve” Arendtian “puzzles” through reinscribing them within the neo-Kantian architectonics of discourse ethics. Ronald Beiner, by contrast, wonders why Arendt didn’t further mine Aristotelian wells in elaborating her own account(s) of judgment.2 Herein I will take up these putative ambiguities. Interpreters are undoubtedly correct that decisive ambiguities remain between Arendt’s early and late accounts of judgment, but these ambiguities issue from Arendt’s own problems, concerns, and project.
Educa??o e liberdade em Hannah Arendt
Almeida, Vanessa Sievers de;
Educa??o e Pesquisa , 2008, DOI: 10.1590/S1517-97022008000300004
Abstract: the article investigates under a philosophical perspective the relationship between the concepts of education and freedom in hannah arendt's writings. it is argued that, although she did not point it out, there exists an essential relationship between these two concepts in her thinking. the main interface here is birth, the fact that new beings are born into a world that is already constituted. out of this existential condition follows, on one side, the potential freedom of the human being, the capacity to initiate something unexpected and, on the other side, the need to receive the newcomers into a common space that is older than them. the task of education is to help the "newcomers" to embrace the world that is left to them, allowing them to take responsibility for it in the future. this, however, implies the need to tidy up this place, which is "out of its bearings". the educative action in this sense can, however, be only indirect: since every human being is born as someone singular, different from everybody else, each one of them is a novelty to the world and thus in principle capable of transforming it, of starting something new. freedom, therefore, depends on each person's singularity. education - which does not change the world in a direct action - can give children and youngsters the possibility of developing their singularity, thereby contributing to make them realize in the future the gift of freedom, renewing the world they inherited.
A distin??o entre conhecer e pensar em Hannah Arendt e sua relevancia para a educa??o
Almeida, Vanessa Sievers de;
Educa??o e Pesquisa , 2010, DOI: 10.1590/S1517-97022010000300014
Abstract: education, chiefly concerned with the acquisition of competences and/or with the transmission of knowledge, has paid little attention to understanding the world - that is to say, to a mode of thinking that does not have as its primary objective the solution of problems. to better understand the relevance of this issue, we look into the distinction established by hannah arendt between thinking and knowing. her approach to these activities of the human spirit was born out of the eichmann process in jerusalem. at that time, she observed that the defendant had been capable of coordinating the deportation of jews to concentration camps, but was incapable of reflecting upon the meaning of his own actions. later, in her the life of the mind, she recognized that knowledge and thinking are two distinct faculties. the knowing has to do with the search for the truth. knowledges have a general validity, and usefulness. the cognitive activity, however, turns out to be limited, because it is incapable of attributing meaning to our relationship with the world. the search for meaning is specific to the thinking, to the reflection on experiences, whose "results" are, nevertheless, "elusive" and often seen as useless. in spite of that, this article argues that thinking, as a search for meaning, is essential to an education that, beyond achieving a knowledge and a know-how, aims at contributing to help youngsters to establish a relationship with the human world of meaning and belonging.
Biopolítica de los derechos humanos: un acercamiento desde el pesamiento de Hanna Arendt
Martínez, Miguel ángel;
En-claves del pensamiento , 2011,
Abstract: this paper examines hannah arendt's considerations specially in some passages of the human condition and the origins of totalitarism to consider biopolitics fundamentation of the human rights. besides, this paper focus on the convergence between the arguments of the jewish philosopher and those made by michel foucault, in order to reinforce arendt's idea on the subject of biopolitics.
KANT Y HANNAH ARENDT. LA COMUNIDAD DEL JUICIO REFLEXIONANTE
Rivera de Rosales,Jacinto;
Ideas y Valores , 2005,
Abstract: this article introduces a critical commentary to hannah arendt?s interpretation of kant in her lectures on kant?s political philosophy. the author follows the scheme of what arendt considers the three kantian human perspectives: man as a rational being, man as an animal species, and man as a synthesis of the rational and the sensitive. arendt?s research focuses on the contribution that the kantian theory of the reflexive judgment can bring to a political theory, following the distinction between actor and spectator.
Hannah Arendt, poder e a crítica da "tradi??o"
Perissinotto, Renato M.;
Lua Nova: Revista de Cultura e Política , 2004, DOI: 10.1590/S0102-64452004000100007
Abstract: the aim of this article is the distinction between power and violence in hannah arendt. it has two parts. the first makes a presentation of arendt?s definition of power. the second consists of some critical comments, beggining with a defense of the "theoretical tradition" criticized by arendt and then sorting out two related problems of her interpretation: the suppression of conflict from political life and, therefore, the limited heuristic value of her concept of power. the article concludes that the absence of conflict in arendt's theory of power is based on a radical distinction between the political and the social worlds. finally, it suggests that, though her definition of power as "action in concert" touches on the central issue of "organization", such definition does not take in account the effects of the latter on political equality.
Corpo e vida: a crítica de Hannah Arendt à modernidade científica
Heuer, Wolfgang;
Physis: Revista de Saúde Coletiva , 2010, DOI: 10.1590/S0103-73312010000200011
Abstract: this paper analyzes the categories of body and life in hannah arendt's thought in the context of criticism that the author makes of modern scientific approach. from the presentation of some core aspects of arendt's criticism, it discusses to what extent this criticism can be useful in contemporary discussion of biological and biotechnological world. finally, it tries to show the radical thinking of the author about life in the body and its relationship to the concept of body and life of traditional chinese medicine.
A política na sociedade do conhecimento
Aguiar, Odílio Alves;
Trans/Form/A??o , 2007, DOI: 10.1590/S0101-31732007000100002
Abstract: the article is intended to discuss the dilemmas and possibilities of the politics in the existing models of society. the notion of network society introduced by manuel castels and the concepts of totalitarianism and action conceived by hannah arendt will ground the theoretical work present here. it will approach the implications of the jewish question in the arendtian political theory. in this theory rises an agonic perspective of the power, that is, the power is not a place for anonyms forces, systemics, reproducers of the status quo, but of the foundation, resistance, civility and disclosure of the men as agent. the hannah arendt's thought is important to help us to access the practices that replace, in this society of knowledge, the original significance of the politics.
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