Education for Education’s Sake: The Idea of a Thing-Centred Pedagogy

  • Joris Vlieghe
  • Piotr Zamojski
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 11)


This chapter forms the basis of the argument developed in this book. It concerns an exercise in thought which consequentially works out some of the claims and divisions Arendt introduced in her seminal text on The Crisis in Education, viz. that education has an essence, that it exists for its own sake and that it should be carefully distinguished from other spheres of life. Drawing from Mollenhauer and Masschelein’s and Simons’s account of the school as a unique and contingent arrangement, we argue that education can be conceived, essentially, in terms of love for the world which demands that representatives of the existing generation draw attention to this world, and hence pass it on, but in such a way that newcomers can transform this world. Taking such a view, it becomes possible to transcend the sterile opposition between student- and teacher-centred approaches. Instead, we call, with Arendt, for a thing-centered approach.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Joris Vlieghe
    • 1
  • Piotr Zamojski
    • 2
  1. 1.KU LeuvenLeuvenBelgium
  2. 2.University of GdańskGdańskPoland

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