Ruankool, Nopparat;
(2023)
Reflecting on Teacher’s Authority through Hannah Arendt’s “The Crisis in Education”.
Diskursus - Jurnal Filsafat dan Teologi STF Driyarkara
, 19
(1)
pp. 1-18.
10.36383/diskursus.v19i1.345.
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Abstract
Child-centered education has become pervasive due to its emphasis on freedom, which is highly valued in modern society. This progressive approach has brought an inquiry into the teacher’s authority which is viewed as traditional and irrelevant for students today. This essay aims to step back and to explore the concept of the teacher’s ‘authority’ more deeply through Hannah Arendt’s writing entitled “The Crisis in Education”. It begins by analyzing what Arendt means by the ‘crisis’ in education, particularly in the American context. Then, by departing from the progressive interpretation, I re-examine the concept of ‘authority’ and its relation to ‘freedom’, based on ancient Greek and Roman understandings. Drawing on these analyses, Arendt asserts that teachers play a significant role because they prepare students to love and care for the world (amor mundi). Nevertheless, I argue that a teacher’s authority must also include attention to the private realm that continues impacting students’ learning at schools. Only in this way are students genuinely prepared for their responsibility as political agents in our society.
 Abstrak
 Pendidikan yang berpusat pada anak menjadi kian populer karena sangat menekankan kebebasan, sesuatu yang sedemikian dijunjung tinggi oleh masyarakat modern. Pendekatan progresif ini membuat otoritas guru lantas dipertanyakan, karena dianggap terlalu tradisional dan tidak relevan lagi. Artikel ini ingin menelusuri konsep ‘otoritas’ guru secara lebih mendalam melalui tulisan filsuf Hannah Arendt yang berjudul “The Crisis in Education”. Pertama, akan diselidiki makna ‘krisis’ dalam konteks Pendidikan di USA. Kedua, sedikit menyimpang dari tafsiran progresif dan dengan menimba inspirasi dari pemahaman Yunani dan Romawi kuno, artikel ini hendak menilai kembali makna ‘otoritas’ dan relasinya dengan ‘kebebasan’. Ketiga, berdasarkan analisis makna ‘otoritas’ tersebut, Arendt menegaskan bahwa guru memainkan peran krusial karena merekalah yang menyiapkan siswa untuk mencintai dan peduli kepada dunia sekitarnya (amor mundi). Penulis berpendapat lebih lanjut bahwa otoritas guru harus memperhatikan dimensi privat yang sangat memengaruhi proses pembelajaran siswa di sekolah. Hanya dengan demikian siswa dapat sungguh siap untuk kemudian memikul tanggung jawab sebagai aktor-aktor politis dalam masyarakat.
 Kata-kata kunci: otoritas, kebebasan, pendidikan-berpusat-pada-anak, dimensi privat, dimensi politis, amor mundi
| Type: | Article |
|---|---|
| Title: | Reflecting on Teacher’s Authority through Hannah Arendt’s “The Crisis in Education” |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.36383/diskursus.v19i1.345 |
| Publisher version: | https://doi.org/10.36383/diskursus.v19i1.345 |
| Language: | English |
| Additional information: | © The Author 2023. Original content in this paper is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). |
| Keywords: | Hannah Arendt, authority, freedom, child-centered education, private realm, political realm, amor mundi |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10168850 |
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