Abstract
Hannah Arendt and John Dewey have differing views about education. Perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. Arendt believes in the teacher's authority as the "authority of the past" (193).

From the Paper
Hannah Arendt and John Dewey have differing views about education. Perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. Arendt believes in the teacher's authority as the "authority of the past" (193). Dewey refutes on the basis that "the gulf between the mature or adult[s] and the experience and abilities of the young is so wide that the very situation forbids much active participation by pupils in the development of what is taught" (19).

Tags:arendt, dewey, education

Abstract
The paper discusses how Hannah Arendt and John Dewey have differing views about education. The paper asserts that perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. The paper discusses how Arendt believes in the teacher's authority as the "authority of the past" (193).

From the Paper
"Hannah Arendt and John Dewey have differing views about education. Perhaps the most succinct way of delineating this difference is that Arendt believes in the legitimate authority of the adult instructor, while Dewey regards this authority as imposed and not so legitimate, that there is a need for more fluidity between adult teachers and child students. Arendt believes in the teacher's authority as the "authority of the past" (193). Dewey refutes on the basis that "the gulf between the mature or adult[s] and the experience and abilities of the young is so wide that the very situation forbids much active participation by pupils in the development of what is taught" (19)."

Tags:arendt, dewey, education

Abstract
In this article, the writer compares Hannah Arendt's concept of freedom against how it is treated by Aristotle, Plato, Homer and Virgil. The writer looks at Arendt's view of Christian innovation in Western thought.

From the Paper
"Hannah Arendt's view that freedom appeared in the Western philosophical tradition with experience of religious conversion of Paul first and then of Augustine resonates with modern sensibilities because it is a relatively straightforward exercise to point out that the Christian innovation in Western thought was to liberate previous strands of thought from the institutional habits that had beset institutional religion. That idea is in the background of Jesus' statement that he has come to both destroy and fulfill the prevailing pharisaic law."

Tags:Arendt, freedom, Aristotle, Homer, Virgil, Plato, Aristotle, Aeneid, Homer/Odysse, freedom

Abstract
In this article, the writer discusses how Hannah Arendt's commentary on social issues reflects her preoccupation with the historical roots of modern politics and social structure. The writer looks at religious tradition and the secular spirit.

From the Paper
"The weight of Hannah Arendt's credentials as a social critic is difficult to overstate not so much because her texts deal with specific social issues as because she observes and is concerned with the big picture the implications that idiosyncratic issue fronts reveal regarding the general quality of human life With a firm command of history and historiography and a steady hand on the tiller of the present intellectual culture she dissects a series of issues commonly the subject matter of the intelligentsia with an eye on the integrity ..."

Tags:justice, Arendt. political, secular, religious, freedom, human condition, social order

Abstract
This paper explains that Hannah Arendt's "Eichmann in Jerusalem" follows the trial chronologically, dealing primarily with the trial, Eichmann as a person and especially the treatment of Jews to "solve" the Jew issue in Germany during the rule of Hitler. The author points out that Arendt asserts that the primary driving force of Adolf Eichmann, who had no personal hatred against Jews, was his wish for a career in the Third Reich; therefore, on this premise, Arendt suggests that a holocaust such as the one in Germany could have happened anywhere, and could happen again. The paper relates that the subtitle of the book, "A Report on the Banality of Evil", gives the reader an interesting idea that Arendt's view of evil is banality, which can be prevented by rational thought.

From the Paper
"Of particular interest is the section dealing with Eichmann's personality. What makes this interesting is that Hannah Arendt does not assume the role of psychoanalyst when writing about him. She merely presents him as he is through his actions and his words. Thus, the reader is introduced to an unexceptional man who willingly became involved in the merciless killing of millions. It is similarly interesting and also horrifying to note that even while on trial, Eichman showed absolutely no remorse for his actions. His main regret is his inability to further his Third Reich career."

Tags:personality, banality, rational, philosophy, simple-mindedness

Abstract
This essay examines the main points of theoretical disagreement between Karl Marx and Hannah Arendt. It is argued here that the most important distinction between Arendt and Marx lies in their differing interpretations of labor. Marx portrays labor as a generalized theory of manpower, and Arendt indicates there are two kinds of labor, animal laborans (animal labor) and homo faber, or, the work of the hands.

Abstract
This paper examines Hannah Arendt and Karl Jaspers' ideas on totalitarianism and discusses the nature of totalitarianism and its impact on society. The paper also discussses examples of totalitarian governments, particularly that of Germany. The paper then relates the power that these governments had with the views of Arendt and Jaspers. The paper contains extensive footnotes.

From the Paper
"Within society, the statements that are made by the government authorities are true because they are the power among people, which gives them more control and the authority to define crime. By using this power, police can have upper hand on crime and criminals due to the fact that people become intimidated those who have a power over them. In other words, the law was made for the police and criminal justice to gain and maintain a power over society. When people believe there is a power that can restrain them, they have more self-control in order to avoid others who look down on them and embarrassment. Furthermore, the law was made to give society structure under the criminal justice system."

Tags:power, control, government, authority

Abstract
This paper examines how Hannah Arendt came up with her thoughts on ideologies, and to be more specific, those associated with Nazi ideology and the totalitarian state. It looks at how Arendt often associated the Nazi ideology with terror and saw no justification in why the Nazis used their beliefs for their appalling rein over society. In comparison, it examines how Machiavelli, a writer in the 1500s, had thoughts of his own, some dealing with how a prince should rule and the characteristics one should have to be a successful ruler.

From the Paper
"Arendt discusses how Nazis associate terror with totalitarianism and why they coincide together. She believes that terror is a way of how totalitarian governments work and suggests that this is how they enforce their way of life on society. In this type of society either people are with the movement and are educated or are against their ideology and viewed as ignorant and a threat to society. This gave Nazis the power they needed to kill people at will with no opposition. They used terror as a way to suppress the masses to conform to their ideology. They related their ideas to a scientific way of thinking and made people see that their ideology had merit and made sense to continuing the existence of the human race. They used propaganda as a way of instilling their beliefs and discrediting any other form of thinking or reasoning."

Tags:totalitarianism, nazism

Abstract
This paper discusses Hanna Arendt's moral philosophy and how it would be applied to the decision about who to serve in an intensive care unit and Jeremy Bentham's theory of utility and how it would be applied to the decision of torturing Iraqi prisoners in order to gain information on terrorist cells.

From the Paper
"The determination of how to use the available beds in the intensive care unit if applied to Hannah Arendt's view of morality would encompass all of the following considerations on every given potential admission: first come first served, the most critical and life threatening, those who can afford to pay, the youngest the, oldest, those in the most pain, those who have the best chance to survive and those most valuable to the community."

Tags:morality, ethics, values, truth, absolutes, moral code, norms, identity, happiness, pleasure, the good

Abstract
This paper examines Hannah Arendt's "Origins of Totalitarianism" (1951) and Heda Kovaly's "Under a Cruel Star: Life in Prague" 1941_1968 (1986) to determine how Europeans reacted to totalitarianism in the twentieth century.