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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:ICS.10756/288512 |
| Date | 08 1900 |
| Creators | Van Dyk, Tricia K. |
| Contributors | Zuidervaart, Lambert, Institute for Christian Studies |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-nd/3.0/, Attribution-NonCommercial-NoDerivs 3.0 Unported |
| Relation | http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/002/MR30198.PDF |
Page generated in 0.0018 seconds