Quality policy and education: when neoliberal theories become educational policies.

Abstract

The following essay is composed of two parts. The first is a review of Hannah Arendt’s approach to education and its relationship to politics, with an emphasis on the distinction between teaching and indoctrination, and the gradual installation of the concept of “official”. The second part connects a series of conclusions, derived from the analysis of the previous section, with the approach of Paolo Virno about the virtuosity and the appropriation made by post-Fordism. Such appropriation means that education understood as teaching (reflection, deliberation, thinking) would be a plus for companies of a new type, and the strangulation of thinking itself.