Research article | Open Access
International Journal of Progressive Education 2018, Vol. 14(2) 13-28
Hannah Arendt’s “The Human Condition” in the realm of early childhood education: perceptions and reality
pp. 13 - 28 | DOI: https://doi.org/10.29329/ijpe.2018.139.2
Publish Date: April 25, 2018 | Single/Total View: 390/1.045 | Single/Total Download: 556/2.141
Abstract
This article is an academic commentary on the concept of sociology of education. The authors have ventured through the lens of Hannah Arendt's The Human Condition and discuss its impact might have had if the corresponding mode of education and pedagogy be carried out in reality according to what Arendt had inspired her readers. A cross reference has been made on the recent 2017 early childhood reform document in Hong Kong on Play with the anticipated forms of education which the authors have perceived in Arendt's The Human Condition, namely the ‘labour', ‘work' and ‘action'. Discussions on the impacts of Arendt's perceptions of ‘works of art' and ‘vita activa' in particular have been made if they are to be implemented in the early childhood classroom in Hong Kong.
Keywords: Hannah Arendt, The Human Condition, play, early childhood education, sociology of education
APA 7th edition
Lau, G., & Ho, K.K. (2018). Hannah Arendt’s “The Human Condition” in the realm of early childhood education: perceptions and reality. International Journal of Progressive Education, 14(2), 13-28. https://doi.org/10.29329/ijpe.2018.139.2
Harvard
Lau, G. and Ho, K. (2018). Hannah Arendt’s “The Human Condition” in the realm of early childhood education: perceptions and reality. International Journal of Progressive Education, 14(2), pp. 13-28.
Chicago 16th edition
Lau, Grace and Kwok Keung Ho (2018). "Hannah Arendt’s “The Human Condition” in the realm of early childhood education: perceptions and reality". International Journal of Progressive Education 14 (2):13-28. https://doi.org/10.29329/ijpe.2018.139.2
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