A (R)evaluation of Nietzsche's Anti-democratic Pedagogy: The Overman, Perspectivism, and Self-overcoming
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Studies in Philosophy and Education 28 (2):153-169 (2009)
In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and provides a more nuanced understanding of Nietzsche’s “anti-democratic” pedagogy. Ultimately, I argue that while Nietzsche’s educational philosophy is not egalitarian, it can be effectively utilized in “democratic” classrooms, assuming his concept of self-overcoming is properly construed.
|Keywords||Nietzsche Self-overcoming Self-mastery Perspectivism Overman Will to power Education Pedagogy|
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References found in this work BETA
Nimrod Aloni (1989). The Three Pedagogical Dimensions of Nietzsche's Philosophy. Educational Theory 39 (4):301-306.
Aharon Aviram (1991). Nietzsche as Educator? Journal of Philosophy of Education 25 (2):219–234.
Charles Bingham (2001). What Friedrich Nietzsche Cannot Stand About Education: Toward a Pedagogy of Self-Reformulation. Educational Theory 51 (3):337-352.
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Citations of this work BETA
Mark E. Jonas (2012). Gratitude, Ressentiment, and Citizenship Education. Studies in Philosophy and Education 31 (1):29-46.
Douglas W. Yacek (2014). Going to School with Friedrich Nietzsche: The Self in Service of Noble Culture. Studies in Philosophy and Education 33 (4):391-411.
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