The Discourse of the Learning Society and the Loss of Childhood

I argue that Hannah Arendt's analysis of the development of modern society illuminates one aspect of prevailing educational discourse. We can understand the ‘learning society’ as both an effect and an instrument of the logic of ‘bare biological life’ or zoé that Arendt claims is the ultimate point of reference for modern society. In such a society we seem to live permanently under the threat of social exclusion, being permanently put in the position of learners or problem‐solvers, without the right of appeal. To imagine the possibility of such an appeal requires us to recover our sense of the experience of childhood.