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  1. added 2019-06-05
    Schopenhauer, Nietzsche, and the Aesthetically Sublime.Bart Vandenabeele - 2003 - Journal of Aesthetic Education 37 (1):90.
  2. added 2019-05-22
    Exemplars, Institutions, and Self-Knowledge in Schopenhauer as Educator.Sacha Golob - 2020 - Journal of Nietzsche Studies 52 (1):46-66.
    As a face in the mirror, so the morals of men are easily corrected with an exemplar.As Christopher Janaway observed, “the topic of Schopenhauer as Educator is really education rather than Schopenhauer.”2 Indeed, Nietzsche described it as addressing a “problem of education without equal”.3 This article reconstructs the pedagogical challenge and solution presented by Nietzsche in that text. It is obvious that Schopenhauer’s example is meant to underpin Nietzsche’s new pedagogy; what is less obvious is how exactly that exemplary role (...)
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  3. added 2019-04-17
    Nietzsche (as) Educator.Babette Babich - 2018 - Educational Philosophy and Theory 51 (9):871-885.
  4. added 2019-04-01
    Nietzsche, Poststructuralism and Education: After the Subject?Michael Peters - 1997 - Educational Philosophy and Theory 29 (1):1-19.
  5. added 2017-09-14
    Nietzsche’s New Dawn. Educating Students to Strive for Better in a Dynamic Professional World.H. Joosten - 2015 - Dissertation, The Hague University of Applied Sciences
    Professional higher education is expected to educate large numbers of students to become innovative professionals within a time frame of three or four years. A mission impossible? Not necessarily, according to Henriëtta Joosten who is a philosopher as well as a teacher. She uses the experimental, liberating, but also dangerous ideas of Friedrich Nietzsche to rethink contemporary higher professional education. What does it mean to teach students to strive for better in a professional world where horizons tend to disperse and (...)
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  6. added 2017-05-26
    Nietzsche's Legacy for Education Revisited.M. A. Peters - forthcoming - Studies in Philosophy and Education.
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  7. added 2017-05-26
    Nietzsche on Aesthetics, Educators and Education.Steven Stolz - 2017 - Studies in Philosophy and Education 36 (6):683-695.
    This essay argues that much can be gained from a close examination of Nietzsche’s work with respect to education. In order to contextualise my argument, I provide a brief critique of Nietzsche’s thinking on aesthetics, educators and education. I then turn my attention to the work of Thus Spoke Zarathustra, the figures Zarathustra and the Übermensch, and other Nietzschean works with a view to outline what I mean by a Nietzschean education. My central thesis being that a Nietzschean education is (...)
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  8. added 2017-05-26
    Between Remembering and Forgetting.Mordechai Gordon - 2015 - Studies in Philosophy and Education 34 (5):489-503.
    This essay seeks to add to a growing body of literature in philosophy of education that focuses on issues of historical consciousness and remembrance and their connections to moral education. In particular, I wish to explore the following questions: What does it mean to maintain a tension between remembering and forgetting tragic historical events? And what does an ethical stance that seeks to maintain this tension provide us? In what follows, I first describe two contemporary approaches to cultivating historical consciousness (...)
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  9. added 2017-05-26
    Going to School with Friedrich Nietzsche: The Self in Service of Noble Culture.Douglas W. Yacek - 2014 - Studies in Philosophy and Education 33 (4):391-411.
    To understand Nietzsche’s pedagogy of self-overcoming and to determine its true import for contemporary education, it is necessary to understand Nietzsche’s view of the self that is to be overcome. Nevertheless, previous interpretations of self-overcoming in the journals of the philosophy of education have lacked serious engagement with the Nietzschean self. I devote the first part of this paper to redressing this neglect and arguing for a view of the Nietzschean self as an assemblage of ontologically basic affects which have (...)
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  10. added 2017-05-26
    An Educational Interpretation of Nietzsche’s ‘Overman’ and ‘Eternal Recurrence’.Sang-Cheol Park - 2014 - The Journal of Moral Education 26 (2):81.
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  11. added 2017-05-26
    Kierkegaard and Nietzsche - Educational Meaning of Negativity -.Byung-Duk Lim - 2014 - The Journal of Moral Education 26 (3):95.
  12. added 2017-05-26
    Overcoming Ressentiment: Nietzsche's Education for an Aesthetic Aristocracy.Mark Jonas - 2013 - History of Political Thought 34 (4):669-701.
    I argue that recent interpretations of Nietzsche's political theory that make him out to be a Machiavellian elitist are misguided. While Nietzsche's philosophy advocates a return to an order of rank among individuals, it does not entail the domination of the few over the many. Rather, it is meant to benefit all individuals, whatever their rank. To this end, I examine several Machiavellian interpretations and demonstrate the inadequacy of their exegetical evidence. I then turn to Nietzsche's educational theory and show (...)
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  13. added 2017-05-26
    Self-Education and University.Aleksandar Dobrijević & Predrag Krstić - 2013 - Synthesis Philosophica 28 (1-2):83-96.
    In an attempt to articulate the link between the “ideas” of university and self-education, the authors of this paper firstly set forth the classical understanding of education that precedes the conception of self-education. The second part deals with Nietzsche’s rigorous understanding of self-education as the most consequent and most far-reaching intervention in the concept of education so far. The third part is exploring the example of Derrida’s wavering in regard to university activity and efficacity and signals the modern “antinomies” of (...)
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  14. added 2017-05-26
    Learning and Teaching in Uncertain Times: A Nietzschean Approach in Professional Higher Education.Henriëtta Joosten - 2013 - Journal of Philosophy of Education 47 (4):548-563.
    Today professionals have to deal with more uncertainties in their field than before. We live in complex and rapidly changing environments. The British philosopher Ronald Barnett adds the term ‘supercomplexity’ to highlight the fact that ‘we can no longer be sure how even to describe the world that faces us’ (Barnett, 2004). Uncertainty is, nevertheless, not a highly appreciated notion. An obvious response to uncertainty is to reduce it—or even better, to wipe it away. The assumption of this approach is (...)
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  15. added 2017-05-26
    Gratitude, Ressentiment, and Citizenship Education.Mark E. Jonas - 2012 - Studies in Philosophy and Education 31 (1):29-46.
    Patricia White (Stud Philos Educ 18:43–52, 1999) argues that the virtue gratitude is essential to a flourishing democracy because it helps foster universal and reciprocal amity between citizens. Citizens who participate in this reciprocal relationship ought to be encouraged to recognize that “much that people do does in fact help to make communal civic life less brutish, pleasanter and more flourishing.” This is the case even when the majority of citizens do not intentionally seek to make civic life better for (...)
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  16. added 2017-05-26
    Nietzsche, Culture and Education. By Thomas E. Hart, Ed.Ian McPherson - 2011 - Journal of Philosophy of Education 45 (3):569-572.
  17. added 2017-05-26
    Nietzsche on History and Historical Education Through Tragic Sense.B. Dimopoulos - 2011 - Filozofia 66:133-140.
    Nietzsche’s definition of history is based on his refusal to conceive it as “pure science”: We can employ history only “for the purpose of life”. This vitalistic perspective led us to initially tackle the nietzschean interpretation of life, which is concerned with a “dark, driving power that insatiably thirsts for itself”, which, in its effort to be redeemed from “the “unconsciousness of instinct”, can be find in a small minority of geniuses, the human types who will ensure the fulfillment of (...)
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  18. added 2017-05-26
    Nietzsche, Culture and Education – Edited by Thomas E. Hart.George Duke - 2010 - Educational Philosophy and Theory 42 (8):918-920.
  19. added 2017-05-26
    Nietzsche, Culture, and Education (Review).P. Taylor Webb - 2010 - Journal of Nietzsche Studies 40 (1):91-93.
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  20. added 2017-05-26
    Review of" Nietzsche, Culture and Education". [REVIEW]Stefan Ramaekers - 2010 - British Journal of Educational Studies 58 (3):354-356.
  21. added 2017-05-26
    When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Philosophy of Education 44 (1):45-60.
    Avi Mintz has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity. Compassion leads many teachers to unreflectively alleviate student struggles. While there are certainly times when (...)
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  22. added 2017-05-26
    When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Journal of Philosophy of Education 44 (1):45-60.
    Avi Mintz has recently argued that Anglo‐American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity. Compassion leads many teachers to unreflectively alleviate student struggles. While there are certainly times when (...)
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  23. added 2017-05-26
    Nietzsche, Ethics and Education: An Account of Difference – By P. Fitzsimons.Andrew Gibbons - 2010 - Educational Philosophy and Theory 42 (1):142-145.
  24. added 2017-05-26
    A Evaluation of Nietzsche’s Anti-Democratic Pedagogy: The Overman, Perspectivism, and Self-Overcoming.Mark E. Jonas - 2009 - Studies in Philosophy and Education 28 (2):153-169.
    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 (...)
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  25. added 2017-05-26
    Does That Sound Strange to You? : Education and Indirection in Essay III of on the Genealogy of Morality.Daniel Conway - 2009 - In Jeffrey A. Metzger (ed.), Nietzsche, Nihilism, and the Philosophy of the Future. Continuum.
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  26. added 2017-05-26
    Finding Truth in ‘Lies’: Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Philosophy of Education 42 (2):269-285.
    In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  27. added 2017-05-26
    Cultivating ‘the Capacity for an Unconstrained View’: Nietzsche, Education and Psychotherapy.Onel Brooks - 2008 - Philosophical Practice 3 (2):285-297.
    This paper takes up a theme in Nietzsche’s philosophy and argues that the capacity to take an unconstrained view can be seen to be of great importance in philosophy, and more specifically, in counselling and psychotherapy, and that therefore much thought needs to be given to the cultivation of this capacity in the education of philosophical practitioners. This paper is specifically concerned with the education of psychotherapists and counsellors and how this process can constrain and restrict the practitioner, because it (...)
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  28. added 2017-05-26
    Nietzsche, Culture, and Education.Thomas Hart (ed.) - 2008 - Ashgate.
    This book brings together a collection of specially commissioned essays on the theme of Nietzsche's cultural critique and its use in and effect on educational ...
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  29. added 2017-05-26
    Finding Truth in 'Lies': Nietzsche's Perspectivism and its Relation to Education.Mark E. Jonas & Yoshiaki M. Nakazawa - 2008 - Journal of Philosophy of Education 42 (2):269-285.
    In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...)
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  30. added 2017-05-26
    From the genealogy of morality to moral education. Nietzsche's search for virtue.Stanisław Łojek - 2008 - Diametros:41-56.
    Stanisław Łojek, From the genealogy of morality to moral education. Nietzsche's search for virtue Diametros 18 The aim of this paper is to show the correspondence between two basic aims of Nietzsche’s philosophy: genealogically-critical research of the sources of our values and the positive attempt to establish human greatness and virtue. Genealogy can help us to discern in different kinds of virtue and greatness different potentialities of human existence. This is why it opposes moral absolutism, which says that true reality (...)
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  31. added 2017-05-26
    Nietzsche’s Übermensch as a Metaphor for Education.Peter Fitzsimons - 2007 - Paideusis: Journal of the Canadian Philosophy of Education Society 16:5-15.
    Rather than appealing to universal truth or morality based on the power of reason, Nietzsche’s impassioned plea for resuscitating the embodied self as a source of ethics provides a new perspective on educational philosophy. Within the concept of Will to Power, he offers the notion of the Übermensch as a model for overcoming the social limitations of Christian morality and the dictates of fashion. In a formative state, ‘untimely men’ stand outside the homogenising influence of the State. Nietzsche’s Übermensch, involving (...)
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  32. added 2017-05-26
    Open Secrets: Literature, Education, and Authority From J-J. Rousseau to J. M. Coetzee.Michael Bell - 2007 - Oxford University Press.
    This study reflects on contemporary humanistic pedagogy by exploring the limits of the teachable. Revisiting the Bildungsroman, it studies the pedagogical relationship from the point of view of the mentor rather than of the young hero. Writers examined include Rousseau, Sterne, Goethe, Nietzsche, D. H. Lawrence, F. R. Leavis, and J. M. Coetzee.
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  33. added 2017-05-26
    Philosophy, Education, and the Cycle of Enlightenment: Thus Spoke Zarathustra, Thus Listened the Rabbis.Claire Katz - 2007 - New Nietzsche Studies 7 (3/4):75-90.
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  34. added 2017-05-26
    Dreaming of the True Erotic: Nietzsche's Socrates and the Reform of Modern Educatio.Jeffrey Church - 2006 - History of Political Thought 27 (4):685-710.
    Education reform requires in Nietzsche's view a trenchant criticism of contemporary educational institutions. The criticism of the institutions and the suggested path for change demand a comprehensive historical study of the foundations of these educational institutions, a study that points out their failures and the available avenues for change. The historical study leads Nietzsche back to Socrates, who is not only the root of contemporary problems, but also a ripe source for new possibilities for education and culture. Socrates' multifarious character (...)
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  35. added 2017-05-26
    Nietzsche's Apollonian and Dionysian Consciousness of Community and Classroom Samba.Chrstopher Naughton - 2006 - Action, Criticism and Theory of Music Education 2 (5):1-14.
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  36. added 2017-05-26
    Is Education Necessary? On Democracy, Economic Politics and Educational Knowledge in the Age of Globalization.Mirko Wischke - 2006 - Synthesis Philosophica 21 (1):103-114.
    Can education be reduced to training? Can education become equal to upbringing? What is meant by education? From Fichte to Schleiermacher, through Nietzsche and Jaspers, up to Habermas, these questions were discussed over and over again in the context of the relationship between education and universities. Reviving the history of this discussion is instructive in as much as it shows that contemporary discussions about the reform of education and higher education in very important aspects represent the revival of politically unresolved (...)
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  37. added 2017-05-26
    Nietzsche, Zarathustra and Deleuze.N. Tubbs - 2005 - Journal of Philosophy of Education 39 (2):357-385.
  38. added 2017-05-26
    Lightning and Frenzy: Music Education, Adolescence, and the Anxiety of Influence.Paul Standish - 2005 - Educational Philosophy and Theory 37 (3):431-440.
    Drawing on themes found in James Marshall's writings on Nietzsche, the arts and the self, this paper explores the nature of influence in the arts and its relevance to education. It considers what Harold Bloom has called the ‘anxiety of influence’ and amplifies this in terms of broader questions concerning Emersonian self‐reliance. The particular twist these matters take in the lives of adolescents presents special problems for education in the arts—not least in view of the dangers of self‐deception, affectation and (...)
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  39. added 2017-05-26
    Autonomy, Agency and Education: He Tangata, He Tangata, He Tangata.Ruth Irwin Nesta Devine - 2005 - Educational Philosophy and Theory 37 (3):317-331.
    In this paper the authors take up James Marshall's work on the individual and autonomy. Their suggestion is that although the liberal notion of the autonomous individual might give us a standard of reference for the freedom of persons, the liberal tradition also circumscribes that freedom by prescribing it both as an attribute of persons and as a necessity for persons to exercise, in the form of choice, even though the range of choice is in fact limited. Starting from an (...)
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  40. added 2017-05-26
    Lightning and Frenzy: Music Education, Adolescence, and the Anxiety of Influence.Paul Standish - 2005 - Educational Philosophy and Theory 37 (3):431–440.
    Drawing on themes found in James Marshall's writings on Nietzsche, the arts and the self, this paper explores the nature of influence in the arts and its relevance to education. It considers what Harold Bloom has called the ‘anxiety of influence’ and amplifies this in terms of broader questions concerning Emersonian self‐reliance. The particular twist these matters take in the lives of adolescents presents special problems for education in the arts—not least in view of the dangers of self‐deception, affectation and (...)
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  41. added 2017-05-26
    " Unit of Style" and Education of the Impulses in Friedrich Nietzche's Youth Writings.Luzia Gontijo Rodrigues - 2004 - Trans/Form/Ação 27 (2):75-95.
    This article approaches the concept of "unity of stile" forged by Nietzsche in his writtings when he was professor at Basel university. It aims to show the connections between such concept and his defense of the necessity of educating the insticts. It is necessary to understand the duplicity of apollinean and dionysian beyond the limits of the tragic art.O presente artigo aborda a concepção de "unidade de estilo" forjada por Nietzsche nos escritos da época de professorado na Universidade de Basiléia. (...)
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  42. added 2017-05-26
    Nietzsche's Educational Legacy Revised. A Review of Michael Peters and P. Smeyers (Eds.), 2001, Nietzsche's Legacy for Education: Past and Present Values. [REVIEW]Eliyahu Rosenow - 2004 - Studies in Philosophy and Education 23 (2/3):189-202.
  43. added 2017-05-26
    Heidegger and Nietzsche; the Question of Value and Nihilism in Relation to Education.Ruth Irwin - 2003 - Studies in Philosophy and Education 22 (3/4):227-244.
    This paper is a philosophical analysis ofHeidegger and Nietzsche's approach tometaphysics and the associated problem ofnihilism. Heidegger sums up the history ofWestern metaphysics in a way which challengescommon sense approaches to values education.Through close attention to language, Heideggerargues that Nietzsche inverts thePlatonic-Christian tradition but retains theanthropocentric imposition of ‘values’. Ihave used Nietzsche's theory to suggest aslightly different definition of metaphysicsand nihilism which draws attention to theontological parameters of human truths as astruggle between competing sets of conflictingor contradictory values (perspectives) thatopens (...)
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  44. added 2017-05-26
    The Paradox of Philosophical Education: Nietzsche's New Nobility and the Eternal Recurrence in Beyond Good and Evil.Harvey J. Lomax - 2003 - Lexington Books.
    Lomax pays particular attention to the problematic concept of nobility, which concerned Nietzsche during his later years. This study provides a close textual analysis and a thoughtful reconceptualization ofBeyond Good and Evil.
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  45. added 2017-05-26
    Nihilism: Beyond Optimism and Pessimism.Bert Lambeir & Paul Smeyers - 2003 - Studies in Philosophy and Education 22 (3/4):183-194.
    Is the youth culture, or more precisely aparticular kind of it, to be characterized as nihilistic ? And is this a threat or ablessing for education? To deal with this nihilism is first characterized generally andfollowing particular attention is paid toNietzsche's own version and revaluation ofvalues. Then Foucault's concept of life as awork of art is brought to the forefront as aparticular manner to give shape to one's life.It is argued that some of the more popularforms of pleasure nowadays may (...)
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  46. added 2017-05-26
    Nietzsche's Legacy for Education Past and Present Values.M. A. Peters, J. D. Marshall & P. Smeyers - 2001 - Bergin & Garvey.
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  47. added 2017-05-26
    Teaching to Lie and Obey: Nietzsche on Education.Stefan Ramaekers - 2001 - Philosophy of Education 35 (2):255-268.
  48. added 2017-05-26
    The Perils of Rationality: Nietzsche, Peirce and Education.Maughn Gregory - 2001 - Educational Philosophy and Theory 33 (1):23-34.
  49. added 2017-05-26
    Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2001 - Routledge.
    This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...)
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  50. added 2017-05-26
    Humanism Betrayed: Theory, Ideology, and Culture in the Contemporary University.Graham Good - 2001 - Mcgill-Queen's University Press.
    Political correctness in Canada: the McEwen report on the political science department at UBC -- The new sectarianism: gender, race, sexual orientation -- Theory 1: Marx, Freud, Nietzsche -- Theory 2: Constructionism, ideology, textuality -- Presentism: postmodernism, poststructuralism, postcolonialism -- The carceral vision: Geertz, Greenblatt, Foucault, and culture as constraint -- The liberal humanist vision: Northrup Frye and culture as freedom -- Conclusion: the hegemony of theory and the managerial university.
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1 — 50 / 65