Studies in Philosophy and Education 28 (2):153-169 (2009)

Authors
Mark E. Jonas
Wheaton College, Illinois
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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DOI 10.1007/s11217-008-9107-1
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References found in this work BETA

Nietzsche on Truth and Philosophy.Maudemarie Clark - 1990 - Cambridge University Press.
Human, All Too Human.Friedrich Nietzsche - 1996 - Cambridge University Press.

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Citations of this work BETA

Nietzsche on Aesthetics, Educators and Education.Steven A. Stolz - 2017 - Studies in Philosophy and Education 36 (6):683-695.
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.

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