Difference and Disclosure: An Arendtian Perspective on Inclusion

Morten Timmermann Korsgaard

Difference and Disclosure: An Arendtian Perspective on Inclusion

Morten Timmermann Korsgaard

Københavns Professionshøjskole (UCC)

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

Abstract

The aim of the present paper will be to engage the concept of inclusion and inclusive education through an interpretation of the political and educational writings of Hannah Arendt. Arendt’s view on the conditions of human beings seems to offer a singular and valuable starting point for such an endeavor, since she unfolds a theory that has as its primary premises the existing together of identities that are in essence both the same and unique. This concept of plurality as a human condition thus offers a line of thought which on the one hand values difference and on the other offers an account of sameness that seems aptly suited for an educational and philosophical perspective on inclusion.

Originalsprog	Engelsk
Publikationsdato	2014
Status	Udgivet - 2014
Begivenhed	ECER: THE PAST, PRESENT AND FUTURE OF RESEARCH IN EDUCATION - Corvinus University, Porto, Portugal Varighed: 1 sep. 2014 → 5 sep. 2014 http://www.eera-ecer.de/ecer2014/

Konference

Konference	ECER
Lokation	Corvinus University
Land/Område	Portugal
By	Porto
Periode	01/09/14 → 05/09/14
Internetadresse	http://www.eera-ecer.de/ecer2014/

Emneord

inklusion

Adgang til dokumentet

http://www.eera-ecer.de/ecer-programmes/conference/19/contribution/31682/

Citationsformater

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T1 - Difference and Disclosure

T2 - ECER. The European Conference on Educational Research

AU - Korsgaard, Morten Timmermann

PY - 2014

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N2 - The aim of the present paper will be to engage the concept of inclusion and inclusive education through an interpretation of the political and educational writings of Hannah Arendt. Arendt’s view on the conditions of human beings seems to offer a singular and valuable starting point for such an endeavor, since she unfolds a theory that has as its primary premises the existing together of identities that are in essence both the same and unique. This concept of plurality as a human condition thus offers a line of thought which on the one hand values difference and on the other offers an account of sameness that seems aptly suited for an educational and philosophical perspective on inclusion. The dialectic approach present in the political thinking of Arendt stands in stark contrast to some of the political and educational approaches to inclusion that dominate the current debate. It will be argued here that the individualized take on inclusion that currently seems predominant works counterproductively, and that a focus on difference and disclosure, would enable a superior theoretical foundation for inclusion as well as point towards an actual conceptualization of what children need to practice in order to make inclusive education possible. This is proposed by introducing the concept of enlarged mentality (erweiterte Denkungsart) as a way of thinking inclusively to be practiced in schools, and not just as a validation for judgment.

AB - The aim of the present paper will be to engage the concept of inclusion and inclusive education through an interpretation of the political and educational writings of Hannah Arendt. Arendt’s view on the conditions of human beings seems to offer a singular and valuable starting point for such an endeavor, since she unfolds a theory that has as its primary premises the existing together of identities that are in essence both the same and unique. This concept of plurality as a human condition thus offers a line of thought which on the one hand values difference and on the other offers an account of sameness that seems aptly suited for an educational and philosophical perspective on inclusion. The dialectic approach present in the political thinking of Arendt stands in stark contrast to some of the political and educational approaches to inclusion that dominate the current debate. It will be argued here that the individualized take on inclusion that currently seems predominant works counterproductively, and that a focus on difference and disclosure, would enable a superior theoretical foundation for inclusion as well as point towards an actual conceptualization of what children need to practice in order to make inclusive education possible. This is proposed by introducing the concept of enlarged mentality (erweiterte Denkungsart) as a way of thinking inclusively to be practiced in schools, and not just as a validation for judgment.

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M3 - Paper

Y2 - 1 September 2014 through 5 September 2014

ER -

Difference and Disclosure: An Arendtian Perspective on Inclusion

Abstract

Konference

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Citationsformater