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)
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|
|Categories||categorize this paper)|
References found in this work BETA
Nietzsche, Philosopher, Psychologist, Antichrist.Walter Arnold Kaufmann - 1950 - Princeton University Press.
Citations of this work BETA
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.
Gratitude, Ressentiment, and Citizenship Education.Mark E. Jonas - 2012 - Studies in Philosophy and Education 31 (1):29-46.
Three Naive Questions: Addressed to the Modern Educational Optimism.Predrag Krstić - 2016 - Studies in Philosophy and Education 35 (2):129-144.
The Birth of Dionysian Education ? Part One.Sean Steel - 2014 - Philosophy of Music Education Review 22 (1):38-60.
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