Nietzsches Philosophy Of Education

Nietzsche’s Philosophy of Education makes the case that Nietzsche’s ​philosophy has ​significant import for the theory and contemporary practice of education, arguing that ​some of ​Nietzsche​'s most important ​ideas ​have been misunderstood by ​previous ​interpreters. ​In ​providing novel reinterpretations of ​Nietzsche's ​ethical theory, political​ philosophy​ and philosophical anthropology ​and outlining concrete ways in which ​these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart​ from previous works on Nietzsche​. This is one of the first ​extended engagements with Nietzsche’s philosophy ​which attempts to determine his true legacy for democratic education. ​In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its ​development of four concrete pedagogi​cal approaches from Nietzsche's educational ideas ​makes the book a potentially helpful guide to meeting the practical challenges of ​contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and ​​students studying educational foundations.

AN NYRB Classics Original In 1869, at the age of twenty-four, the precociously brilliant Friedrich Nietzsche was appointed to a professorship of classical philology at the University of Basel. He seemed marked for a successful and conventional academic career. Then the philosophy of Schopenhauer and the music of Wagner transformed his ambitions. The genius of such thinkers and makers—the kind of genius that had emerged in ancient Greece—this alone was the touchstone for true understanding. But how was education to serve genius, especially in a modern society marked more and more by an unholy alliance between academic specialization, mass-market journalism, and the militarized state? Something more than sturdy scholarship was called for. A new way of teaching and questioning, a new philosophy . . . What that new way might be was the question Nietzsche broached in five vivid, popular public lectures in Basel in 1872. Anti-Education presents a provocative and timely reckoning with what remains one of the central challenges of the modern world.

David E. Cooper elucidates Nietzsche's educational views in detail, in a form that will be of value to educationalists as well as philosophers. In this title, first published in 1983, he shows how these views relate to the rest of Nietzsche's work, and to modern European and Anglo-Saxon philosophical concerns. For Nietzsche, the purpose of true education was to produce creative individuals who take responsibility for their lives, beliefs and values. His ideal was human authenticity. David E. Cooper sets Nietzsche's critique against the background of nineteenth-century German culture, yet is concerned at the same time to emphasize its bearing upon recent educational thought and policy.

The Paradox of Philosophical Education: Nietzsche's New Nobility and the Eternal Recurrence in Beyond Good and Evil is the first coherent interpretation of Nietzsche's mature thought. Author Harvey Lomax pays particular attention to the problematic concept of nobility which concerned the philosopher during his later years. This sensitive reading of Nietzsche examines nobility as the philosopher himself must have seen it: as a true and powerful longing of the human soul, interwoven with poetry, philosophy, religion, and aristocratic politics. Both a close textual analysis and a thoughtful reconceptualization of Beyond Good and Evil, The Paradox of Philosophical Education penetrates beyond the philosopher's mask of caustic irony to the face of the real Nietzsche: a lover of wisdom whose work sought to resurrect it in all its Socratic splendor

This book explores the significance of human animality in the philosophy of Friedrich Nietzsche and provides the first systematic treatment of the animal theme in Nietzsche's corpus as a whole Lemm argues that the animal is neither a random theme nor a metaphorical device in Nietzsche's thought. Instead, it stands at the center of his renewal of the practice and meaning of philosophy itself. Lemm provides an original contribution to on-going debates on the essence of humanism and its future. At the center of this new interpretation stands Nietzsche's thesis that animal life and its potential for truth, history, and morality depends on a continuous antagonism between forgetfulness (animality) and memory (humanity). This relationship accounts for the emergence of humanity out of animality as a function of the antagonism between civilization and culture. By taking the antagonism of culture and civilization to be fundamental for Nietzsche's conception of humanity and its becoming, Lemm gives a new entry point into the political significance of Nietzsche's thought. The opposition between civilization and culture allows for the possibility that politics is more than a set of civilizational techniques that seek to manipulate, dominate, and exclude the animality of the human animal. By seeing the deep-seated connections of politics with culture, Nietzsche orients politics beyond the domination over life and, instead, offers the animality of the human being a positive, creative role in the organization of life. Lemm's book presents Nietzsche as the thinker of an emancipatory and affirmative biopolitics. This book will appeal not only to readers interested in Nietzsche, but also to anyone interested in the theme of the animal in philosophy, literature, cultural studies and the arts, as well as those interested in the relation between biological life and politics.

Friedrich Nietzsche's 'Schopenhauer as Educator,' published in 1876, is an extended but lively philosophical work that is thought-provoking. In this extended essay, Nietzsche describes education as knowing oneself--a task requiring almost herculean effort.

Friedrich Wilhelm Nietzsche (1844-1900) was a German philosopher. His writing included critiques of religion, morality, contemporary culture, philosophy and science, using a distinctive style and displaying a fondness for aphorism. Nietzsche s influence remains substantial within and beyond philosophy, notably in existentialism and postmodernism. Nietzsche's Third Untimely Meditation is not only his homage to Schopenhauer, but a reflection on education in the most comprehensive sense. Many of Nietzsche's writings aimed at instructing the modern world on how to philosophize with a sledgehammer, but the premise of the Third Meditation is altogether more gentle, namely the singular marvel that is every human being.

Nietzsche's Philosophy of Education makes the case that Nietzsche's ​philosophy has ​significant import for the theory and contemporary practice of education, arguing that ​some of ​Nietzsche​'s most important ​ideas ​have been misunderstood by ​previous ​interpreters. ​In ​providing novel reinterpretations of ​Nietzsche's ​ethical theory, political​ philosophy​ and philosophical anthropology ​and outlining concrete ways in which ​these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart​ from previous works on Nietzsche​. This is one of the first ​extended engagements with Nietzsche's philosophy ​which attempts to determine his true legacy for democratic education. ​In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its ​development of four concrete pedagogi​cal approaches from Nietzsche's educational ideas ​makes the book a potentially helpful guide to meeting the practical challenges of ​contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and ​​students studying educational foundations.

The book explores the development of Nietzsche’s philosophy and its application to the problems of education, disturbing traditional liberal and democratic accounts of the relationship between individual and society.