Hannah Arendt, John Dewey, Confucius and Plato in dialogue on democracy education and the formation of the citizen

Resumo

In the context of democratic crises, declining social trust, and profound transformations of global education under the impact of technology and globalization, returning to classical and modern foundations of educational philosophy has become increasingly urgent. This article conducts a systematic comparative study of Hannah Arendt’s educational thought in dialogue with three major traditions: John Dewey’s democratic pragmatism, Confucian thought represented by Confucius, and the classical political, educational philosophy of Plato. Through conceptual analysis of democracy, truth, political action, and the aims of education, the article argues that Hannah Arendt represents a “non-instrumental” approach to education that emphasizes adult responsibility for the common world. This approach stands in contrast to Dewey’s reform-oriented pragmatism, differs fundamentally from Confucius’s moral and hierarchical model of moral cultivation, and simultaneously inherits from and critically challenges Plato’s epistemic elitism. The article clarifies foundational philosophical tensions within modern civic education and proposes a theoretical reference framework for educational reform in societies undergoing transformation.