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:: Volume 31, Issue 4 (3-2016) ::
QJOE 2016, 31(4): 9-30 Back to browse issues page
Principles of Citizenship Education Based on Hannah Arendt’s Philosophy
M. Khezri Aghdam , S.M. Sajjaadi, Ph.D. , A. Manoochehri, Ph.D. , A.R. Saadeghzaadeh Ghamsari, Ph.D.
Abstract:   (5616 Views)

Citizenship education, like education in general, has its philosophical foundations, and curriculum planners need to be familiar with these philosophies in order to do their job well. Among such philosophies is Hannah Arendt’s, a clever synthesis of neo-Aristotelian and existentialist thoughts. According to this philosophy citizenship assumes the existence of a public context, collective identity, and human agency while maintaining a mutual relationship between its elements among which morality has a special and significant role alongside right and duty. Furthermore, self-motivation, discovery, elaboration of thought, variance, affirmation and acceptance of others, decentralization, sustained interaction, and being process oriented are among principles that can be deduced from Arendt’s philosophy, wherein an original conception of citizenship is revived and presented as an important, yet different, approach to the discourse on this topic. Such perspective necessitates further research on its possible use in curriculum planning, educational administration, and teaching citizenship courses.

Keywords: Hannah Arendt, citizenship, citizenship rights, citizenship morality, citizenship education
Full-Text [PDF 434 kb]   (1984 Downloads)    
Type of Study: Research | Subject: Special
Received: 2014/12/27 | Accepted: 2015/08/9 | Published: 2016/03/19
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Khezri Aghdam M, Sajjaadi, Ph.D. S, Manoochehri, Ph.D. A, Saadeghzaadeh Ghamsari, Ph.D. A. Principles of Citizenship Education Based on Hannah Arendt’s Philosophy. QJOE 2016; 31 (4) :9-30
URL: http://qjoe.ir/article-1-154-en.html


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Volume 31, Issue 4 (3-2016) Back to browse issues page
فصلنامه تعلیم و تربیت Quarterly Journal of Education
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