A (R)evaluation of Nietzsche's Anti-democratic Pedagogy: The Overman, Perspectivism, and Self-overcoming

Studies in Philosophy and Education 28 (2):153-169 (2009)
Abstract
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
    Aharon Aviram (1991). Nietzsche as Educator? Journal of Philosophy of Education 25 (2):219–234.
    Christoph Cox (1995). Nietzsche, Naturalism, and Interpretation. International Studies in Philosophy 27 (3):3-18.

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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.
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