Reasons of the Heart: Weber and Arendt on Emotion in Politics

In many fields of contemporary thought and scholarship, the classical construct of a clean division between “emotion” and “reason” has been revised. As a result, politics is no longer seen as a sphere in need of protection against the dark forces of emotion that might creep in where they do not belong. Against the backdrop of this conceptual shift the article examines the theme of emotion in the political thought of Max Weber and Hannah Arendt. The aim is to gauge the extent to which these thinkers can be read as having prepared the ground for a reassessment of the role of emotion in public life that moves beyond the classical European dichotomy of reason vs. passion. Two claims are being made. Both thinkers were still immersed in a conceptual world in which emotions were irrational, disruptive of appropriate ways of reasoning and as such closely linked to the dark powers of the masses. Yet both also held subtler positions on the relationship between reason, emotion, and democracy, and these positions are less well understood.     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.