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

Jonas, Mark E.

doi:10.1007/s11217-008-9107-1

Cited by 12 publications

(6 citation statements)

References 12 publications

(13 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Aquilo que se denomina por self-mastery proporcionaria que nossa energia fosse canalizada para atividades afirmativas da vida (JONAS, 2009).…”

Section: Relacionando a Tomada De Decisão Ao Tempo Nietzschiano: Uma unclassified

A Decisão Em Organizações E a Filosofia Nietzschiana

Favoreto

2017

E&G

View full text Add to dashboard Cite

<p>A despeito da extensa pesquisa sobre decisão em organizações, seus fundamentos ainda suscitam reflexões. A complexidade que envolve o meio organizacional enseja que as teorias desenvolvidas estejam, constantemente, sobre bases pouco seguras. Nietzsche, conquanto não enfoque a organização, fornece subsídios valiosos para a compreensão da decisão humana. Objetiva-se, neste ensaio, pensar a decisão organizacional a partir de elementos da filosofia nietzschiana. Empregam-se, para tanto, as noções nietzschianas de tempo, do “torna-te quem tu és” e de poder de decisão para discutir a relação entre aprendizagem e path dependence, o conceito de razão coletiva e o binômio voluntarismo-determinismo. Nietzsche, crítico implacável de pressupostos tomados como certos, proporciona que se chegue a conclusões inabituais, que fazem repensar a forma como usualmente se concebe a tomada de decisão em organizações.</p>

show abstract

“…Aquilo que se denomina por self-mastery proporcionaria que nossa energia fosse canalizada para atividades afirmativas da vida (JONAS, 2009).…”

Section: Relacionando a Tomada De Decisão Ao Tempo Nietzschiano: Uma unclassified

A Decisão Em Organizações E a Filosofia Nietzschiana

Favoreto

2017

E&G

View full text Add to dashboard Cite

show abstract

“…2 Other deployments have adopted Nietzsche to the cause of democratic education, or a version of it, that incorporates some kind of quest for higher culture. 3 So, for example, over a series of papers, Jonas (2009; has sought to rehabilitate Nietzsche and make him useful to present-day democratic societies, most recently by arguing that in Schopenhauer as Educator Nietzsche develops a vision of human excellence and flourishing which balances the needs of the many with the cultivation of individual greatness. This vision could be applied with modification to present-day democratic societies, Jonas argues, that would better serve collective wellbeing if they expended more effort generating the conditions necessary to support the cultivation of great educators, who have achieved a level of intellectual and spiritual harmony that will allow them to serve as exemplars for the rest of us, raising us up by the force of their example.…”

Section: Introductionmentioning

confidence: 99%

Awaiting Education: Friedrich Nietzsche On the Future of Our Educational Institutions

Allen

2020

pie

View full text Add to dashboard Cite

The republication of Nietzsche’s lectures “On the Future of Our Educational Institutions” invites reconsideration of Nietzsche’s thought on education. Though there is much in these lectures that might appeal to those struggling for the future of the humanities, or for the future of education more generally, I argue against their use in the attempted redemption of the humanities or education. Consideration of “Schopenhauer as Educator”, published two years later, brings out Nietzsche’s growing hostility to education. Education in modernity is a lost cause, Nietzsche argues. It is beyond redemption because (1) true teachers can no longer be found and (2) we are almost incapable of educating ourselves. At best we might attempt to educate ourselves against the age, which includes the challenging task of educating against our selves. From this position, which holds out little hope for the future of education as it is currently configured, if the modern educator has any functionality left, it is to serve as a symptom of decline.

show abstract

“…While most interpreters consider Nietzsche to be useful for philosophical reflection on contemporary educational concerns-e.g. Bingham (2001;, Fennell (2005), Fitzsimons (2007, Gregory (2001), Irwin (2003), Jonas (2009Jonas ( , 2010Jonas ( , 2012Jonas ( , 2013aJonas ( , 2013b, Jonas & Nakazawa (2008), Jonas & Yacek (2018), Joosten (2015), Marshall (2001), Mintz (2004), Ramaekers (2001), Sassone (2004), Steel (2014), Stolz (2017), Tubbs (2005), Yacek (2014aYacek ( , 2014b-others have argued that Nietzsche's philosophical legacy is incompatible with the aims and practices of democratic education-e.g. Allen (2017), Aviram (1991), Jenkins (1982), Johnston (2001), Rosenow (1973Rosenow ( , 1989.…”

Section: Introductionmentioning

confidence: 99%

The Problem of Student Disengagement: Struggle, Escapism and Nietzsche’s Birth of Tragedy

Yacek

Jonas

2020

pie

Self Cite

View full text Add to dashboard Cite

Numerous studies have shown that secondary and college students are increasingly apathetic and disengaged from their schooling. The problem of student disengagement is not confined to under-represented socioeconomic groups; it is found across the country—in cities, suburbs, and rural communities; in wealthy schools and poor schools; in public schools and charter schools; in majority white schools and those composed largely of students of color. In this essay, we argue that Friedrich Nietzsche’s Birth of Tragedy contains crucial pedagogical and conceptual resources for responding to this widespread problem. The conception of “Dionysian pessimism” Nietzsche advances in this early work and its relationship to the escapist, “Alexandrianism” he observes in late 19th century German education are relevant to the contemporary problem of student disengagement, we argue, because they address head on the reality of struggle in students’ academic experiences and can potentially explain the disengagement they experience when they fail to acknowledge, accept and even embrace the struggle of education. When struggle is seen as something to be avoided and endured only for the sake of later academic and career success, as it often is, Nietzsche argues that apathy, disengagement and even resentment can result. Thus, while Nietzsche’s diagnosis is rooted in an analysis of his own culture and time, this essay hopes to show that it has the potential to speak to important practical issues in contemporary education.

show abstract

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

Cited by 12 publications

References 12 publications

A Decisão Em Organizações E a Filosofia Nietzschiana

A Decisão Em Organizações E a Filosofia Nietzschiana

Awaiting Education: Friedrich Nietzsche On the Future of Our Educational Institutions

The Problem of Student Disengagement: Struggle, Escapism and Nietzsche’s Birth of Tragedy

Contact Info

Product

Resources

About