51 |
Les sans-Etat dans la philosophie d'Hannah Arendt : les humains superflus, le droit d'avoir des droits et la citoyenneté /Caloz-Tschopp, Marie-Claire. January 2000 (has links) (PDF)
Univ., Diss.--Paris., 1996.
|
52 |
Die Komplexität politischen Handelns : die Liberalismus-Kommunitarismus-Debatte im Lichte des Denkens von Hannah Arendt /Rose, Uta-D. January 2004 (has links) (PDF)
Univ., Diss.--Wuppertal.
|
53 |
heute das Böse denken : mit Immanuel Kant und Hannah Arendt zu einem Neuansatz für die TheologieWillnauer, Elmar January 2005 (has links)
Zugl.: Würzburg, Univ., Diss., 2004
|
54 |
Natality From Chaos: Hannah Arendt and Democratic EducationVan Dyk, Tricia K. 08 1900 (has links)
This thesis considers contemporary education from a philosophical angle via the work of Hannah Arendt in light of education's key place a the intersection of responsibility for the past, empowerment to effect change in the present, and hope for the future. Chapter 1 sets out an understanding of human community as a chaotic system in the technical sense via Arendt's concept of natality, applying this understanding to the project of education as a way of helping educators facilitate students' ability to contribute something new without controlling students' potentially unique contributions. Chapter 2 questions in more detail the applicability of some of Arendt's philosophical and political ideas to multicultural education, addressing also the need for setting goals for action without assuming a deterministic, mathematically linear process. Chapter 3 examines Arendt's firm distinction between education and politics in the context of globalization and the possibility of continual renewal and transformation of our world.
|
55 |
Vita narrativa: aproximaciones al concepto de narración de Hannah ArendtFerreirós Matus, Facundo January 2009 (has links)
Informe de Seminario para optar al grado de Licenciado en Filosofía / La presente tesina tiene el objetivo de aproximarse a lo que Hannah Arendt concibió bajo el concepto de narración. Aproximación y no definición porque la autora no delimita con claridad dicho concepto y lo que tenemos de él no son más que fragmentos en los que fue utilizado en el contexto de otras explicaciones. ¿Por qué entonces la narración? Porque estimamos que el carácter implícito con el que actúa transversalmente en la escritura arendtiana podría funcionar como un elemento conciliador, una clave de lectura capaz de arrojar luz para la comprensión de su pensamiento. Por tanto, lo que sigue se configura, y quizás allí reside su valor, como un esfuerzo interpretativo por establecer puentes entre lo escrito, por sobre aquellos espacios que han quedado inevitablemente vacíos.
|
56 |
A "pedagogia" de Hannah Arendt /Mafra, Tiago Barbosa January 2019 (has links)
Orientador: Romualdo Dias / Resumo: A que nos conduz o pensamento de Hannah Arendt? Neste estudo concebe-se o pensamento de Hannah Arendt a partir de uma dimensão inerente a sua condição de “conduzir”, nos marcos do sentido etimológico da “pedagogia”. Faz-se um exercício de cartografia do seu pensamento, com uma demarcação sobre aqueles escritos que nos permitem aproximar melhor da condição humana de seu exercício na filosofia. Procuram-se em algumas correspondências, memórias, entrevistas e discursos, as marcas de um pensamento que nos auxiliam a pensar o sentido de “pertencimento”, na relação do sujeito com o mundo, e o sentido do “reconhecimento”, na relação do sujeito com o outro seu semelhante. A resposta à pergunta nuclear alcança a sua elaboração final com a definição do exercício mesmo do pensamento, em uma solução de acerto do sujeito consigo mesmo. Discute-se o sentido do pensar, enquanto uma prática, ao mesmo tempo individual e social, como a expressão da responsabilidade que um sujeito assume diante do outro e diante do mundo. Tais elementos da composição do sujeito a partir do reconhecimento do mundo, do outro e de si, são trazidos para a reflexão dos desafios de uma educação diferente, que tenha-os como base de condução. / Abstract: Where does Hannah Arendt thoughts lead us? In this study Hannah Arendt's thinking is conceived from a dimension inherent in his condition of "driving" within the framework of the etymological sense of "pedagogy". An exercise of cartography of his thought is made, with a demarcation on those writings that allow us to better approach the human condition of his exercise in philosophy. We seek in some correspondences, memories, interviews and speeches, the marks of a thought that help us think the sense of "belonging", regarding the subject with the world, and the sense of "recognition", regarding the subject with the other of his resembling. The answer to the nuclear question reaches its final elaboration with the definition of the exercise of thought, in a solution of hits of the subject's own self-satisfaction. It discusses the meaning of thinking, as a practice, both individual and social, as an expression of the responsibility that one admits before the other and before the world. Such elements of one’s composition from the recognition of the world, from the other and from itself, are brought to the reflection of the challenges of a different education that has them as a basis of conduction. / Mestre
|
57 |
Arendt's concept of politics.Skaperdas, Theodore George January 1972 (has links)
No description available.
|
58 |
The material production of truth /Travis, Ellen. January 2004 (has links)
Thesis (Ph.D.)--York University, 2004. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 168-173). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99248
|
59 |
Evil and the Augustinian tradition /Mathewes, Charles T., January 2001 (has links)
Texte remanié de: Ph.D.--Chicago--University, 1997. Titre de soutenance : The challenge of tragedy for the human good : The Augustinian proposals of Reinhold Niebuhr and Hannah Arendt. / Bibliogr. p. 247-266. Index.
|
60 |
The philosophy of work of Yves R. Simon and Hannah ArendtLim, Felix Beng-Chye. January 2008 (has links)
Thesis (Ph. L.)--Catholic University of America, 2008. / Includes bibliographical references (leaves 81-83).
|
Page generated in 0.0383 seconds