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

Autor/in	Jonas, Mark E.
Titel	A (R)evaluation of Nietzsche's Anti-Democratic Pedagogy: The Overman, Perspectivism, and Self-Overcoming
Quelle	In: Studies in Philosophy and Education, 28 (2009) 2, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-008-9107-1
Schlagwörter	Stellungnahme; Educational Philosophy; Misconceptions; Self Control; Instruction + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Missverständnis; Selbstbeherrschung; Teaching process; Unterrichtsprozess
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10