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
Friedrich Nietzsche (1996). Human, All Too Human. Cambridge University Press.
Maudemarie Clark (1990). Nietzsche on Truth and Philosophy. Cambridge University Press.
Walter Arnold Kaufmann (1974). Nietzsche, Philosopher, Psychologist, Antichrist. Princeton University Press.
Citations of this work BETA
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.
Predrag Krstić (forthcoming). Three Naive Questions: Addressed to the Modern Educational Optimism. Studies in Philosophy and Education:1-16.
Sean Steel (2014). The Birth of Dionysian Education ? Part One. Philosophy of Music Education Review 22 (1):38-60.
Mark E. Jonas (2012). Gratitude, Ressentiment, and Citizenship Education. Studies in Philosophy and Education 31 (1):29-46.
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