Hangi Paideia? Demokratik Bir Pratik Olarak Eğitimi Arendt ve Rancière’de Birlikte Okumak

Year 2025, Volume: 17 Issue: 1, 29 - 51, 13.02.2025

Ömür Birler

https://doi.org/10.53376/ap.2025.02

Abstract

Bu çalışma, Hannah Arendt ve Jacques Rancière'in bakış açılarını inceleyerek, demokrasi ile eğitim arasındaki karmaşık ilişkiyi derinlemesine araştırmaktadır. Her iki düşünür de Platon karşıtı bir duruş paylaşırken, eğitimin demokrasideki rolünü anlamaya yönelik farklı yaklaşımlar sunmaktadır. Arendt, Sokrates'ten ilham alarak, çocuklara içkin olan yaratıcı doğurganlık gücü ile kamusal alanın içkin çoğulluğu arasındaki kritik boşluğu vurgular ve ilkinin korunması için eğitim ve siyasetin birbirinden ayrı tutulması gerektiği sonucuna varır. Öte yandan Rancière’e göre demokratik eğitim için dönülmesi gereken esin kaynağı Sokrates değil, “cahil hocadır”. Rancière Sokratik ebelik yöntemini reddeder ve “akılların eşitliği” ve bilginin demokratikleşmesini savunur. Bu çalışma, bahsi geçen iki düşünürün Sokratik paideia üzerine farklı ancak birbirini tamamlayan görüşlerini analiz ederek, eğitimin nasıl eleştirel düşünmeyi teşvik edebileceğini, hiyerarşik yapıları sorgulayabileceğini ve nihayetinde demokratik ideal olarak eşitliğin gerçekleştirilmesine nasıl katkıda bulunabileceğini araştırmaktadır.

Keywords

Eğitim, Demokrasi, Plato, Hannah Arendt, Jacques Rancière

Whither Paideia? Reading Arendt and Rancière Together on Education as a Democratic Practice

Abstract

This study delves into the complex relationship between democracy and education by examining the perspectives of Hannah Arendt and Jacques Rancière. Both thinkers, while sharing an anti-Platonic stance, offer distinct approaches to understanding the role of education in democracy. Arendt, drawing inspiration from Socrates, emphasizes the critical gap between the creative force of natality innate to children and the inherent plurality of the public realm and concludes that education and politics must be kept separate for the protection of the former. For Rancière, on the other hand, it is not Socrates but the “ignorant schoolmaster” to whom one should turn as the inspiration for democratic education. He denounces the Socratic maieutic and instead argues for the "equality of intelligence" and the democratization of knowledge. By analyzing their divergent yet complementary views on the Socratic paideia, this study explores how education can foster critical thinking, challenge hierarchical structures, and ultimately contribute to realizing equality as the democratic ideal.

Keywords

Education, Democracy, Plato, Hannah Arendt, Jacques Rancière

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