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

Authors

  • Héctor Cataldo González Universidad Alberto Hurtado

Keywords:

Hannah Arendt, education, official, Paolo Virno, depoliticization.

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.

Author Biography

Héctor Cataldo González, Universidad Alberto Hurtado

Licenciado y Bachiller en Filosofía por la Universidad de Artes y Ciencias Sociales de Chile (ARCIS); Doctor en Filosofía por la Universidad de Chile. Su campo de investigación se desarrolla en la filosofía política moderna, y contemporánea, especialmente el vínculo entre los preceptos liberales en las concepciones hegemónicas de la actualidad, y el ejercicio de la política como administración de recursos: el pensamiento instrumental y desarrollo tecnológico (Hannah Arendt, Micheal Foucault y Roberto Esposito). En la actualidad se desempeña como académico de la Escuela de Postgrado de la Universidad ARCIS y de la Escuela de Antropología de la Universidad Alberto Hurtado

Published

2019-04-09

How to Cite

Cataldo González, H. (2019). Quality policy and education: when neoliberal theories become educational policies. Qvadrata, 1(1), 64–79. Retrieved from https://revistascientificas.uach.mx/index.php/qvadrata/article/view/124

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