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Educational theory as rhythmic action : from Arendt to Agamben

dc.contributor.authorDavids, N.en_ZA
dc.contributor.authorWaghid, Y.en_ZA
dc.date.accessioned2017-10-09T07:50:26Z
dc.date.available2017-10-09T07:50:26Z
dc.date.issued2017
dc.identifier.citationDavids, N. & Waghid, Y. 2017. Educational theory as rhythmic action : from Arendt to Agamben. South African Journal of Higher Education, 31(5):1‒13, doi:10.28535/31-5-1345en_ZA
dc.identifier.issn1753-5913 (online)
dc.identifier.otherdoi:10.28535/31-5-1345
dc.identifier.urihttp://hdl.handle.net/10019.1/102297en_ZA
dc.descriptionCITATION: Davids, N. & Waghid, Y. 2017. Educational theory as rhythmic action : from Arendt to Agamben. South African Journal of Higher Education, 31(5):1‒13, doi:10.28535/31-5-1345.en_ZA
dc.descriptionThe original publication is available at http://www.journals.ac.za/index.php/sajhe/en_ZA
dc.description.abstractTraditionally, educational theory has been couched as modes of human action through concepts such as poiesis and praxis. Inasmuch as poiesis and praxis have significantly shaped educational theory, we argue that such modes of action – if considered as mutually exclusive – do not sufficiently explain the interrelationship between educational theory and practice. Firstly, we extend the notion of action as explained by Arendt. Next, we offer an account of Agamben’s ‘opening of rhythm’, which integrates the notions of poiesis and praxis to pave the way for an understanding of educational theory as creative will that moves human action from enacting the unexpected into ‘an increasingly free and rarified atmosphere’. Secondly, in re-examining the Aristotelian concepts of poiesis and praxis, we argue that Agamben’s ‘opening of rhythm’ extends the Arendtian notion of action to perform the unexpected, and offers an as yet unexplored lens through which to understand the nexus between educational theory and practice.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/1345en_ZA
dc.format.extent13 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherHESAen_ZA
dc.subjectEducational theoryen_ZA
dc.subjectAristotle -- Theoriesen_ZA
dc.subjectAgamben, Giorgio 1942- -- Theoriesen_ZA
dc.subjectArendt, Hannah, 1906-1975 -- Theoriesen_ZA
dc.subjectEducational practiceen_ZA
dc.titleEducational theory as rhythmic action : from Arendt to Agambenen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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