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  1. On the Tragedy of the Modern Condition: The ‘Theologico-Political Problem’ in Carl Schmitt, Leo Strauss, and Hannah Arendt.Facundo Vega - 2017 - The European Legacy 22 (6):697-728.
    This article addresses Eric L. Santner’s claim that “there is more political theology in everyday life than we might have ever thought” by analyzing the “theologico-political problem” in the work of three prominent twentieth-century political thinkers—Carl Schmitt, Leo Strauss, and Hannah Arendt. Schmitt, Strauss, and Arendt share a preoccupation with the crisis of modern political liberalism and confront the theologico-political problem in a similar spirit: although their responses differ dramatically, their individual accounts dwell on the absence of incontestable principles in (...)
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  • Amor Mundi and Saving the Circumstance: Loving a technoscientific world according to José Ortega y Gasset and Hannah Arendt.Alexander Castleton - 2022 - Revista de Filosofía (Madrid) 48 (2):515-534.
    José Ortega y Gasset and Hannah Arendt were two thinkers influenced by the phenomenological tradition for whom worldly experiences within a specific circumstance were essential to what it means to be human. This article, first, examines their notions of ‘amor mundi’ (Arendt) and ‘salvation of circumstance’ (Ortega), pointing out their similarities concerning the individual’s relationship to the world. It then moves on to investigate some of Ortega’s and Arendt’s conceptions about science, technology, and the concomitant bureaucratization and technocratization of the (...)
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  • Pedagogical encounters in music.Cecilia Ferm Almqvist, Cathy Benedict & Panagiotis A. Kanellopoulos - 2017 - European Journal of Philosophy in Arts Education 2 (1):6-48.
    This paper employs aspects of Hannah Arendt’s thought to explore different but interrelated questions that haunt contemporary music education. We see the importance of a return to Arendt now more than ever as we find ourselves, three authors in three different countries, trying to contribute to democratic music education practices and to researching the conceptual base of such practices, in countries where technocratic approaches to policy development prevail. More specifically in this article we address the following questions: how can we (...)
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