Nietzsche's Educational Dynamite

Rosenow, Eliyahu

doi:10.1111/j.1741-5446.1989.00307.x

Cited by 20 publications

(10 citation statements)

References 2 publications

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“…''What man can become'' is a forever self-realizing and self-transcending being whose main goal is perpetual creativity and self-creativity. Rosenow (1989) responded to Hillesheim in a paper published 3 years later called ''Nietzsche's Educational Dynamite.'' In that paper, Rosenow argued that Hillesheim was incorrect to translate Selbstu¨berwindung and Selbstaufhebung as 'self-surpassing' because it failed to take into account the fact that Nietzsche did not want to improve the self through self-creation but deconstruct the self through ''overcoming and annihilating the self'' (p. 308).…”

Section: The Misconstruction Of Self-overcoming In Hillesheim and Rosmentioning

confidence: 95%

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

Jonas

2008

Stud Philos Educ

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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.

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Section: The Misconstruction Of Self-overcoming In Hillesheim and Rosmentioning

confidence: 95%

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

Jonas

2008

Stud Philos Educ

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“…Philosophy’s task though its “mountain top” vision is to guarantee life’s future by discarding old values and creating more powerful new ones. Philosophy’s history narrates old values’ demolition and new values’ emergence from the foundations of the old (Rosenow 1989 ). Nietzsche envisions these new philosophical values as “experiments” on the path to transform philosophy into science, a centuries-long process that would “eclipse all the great projects and sacrifices of history to date.…”

Section: Introductionmentioning

confidence: 99%

An Odd Coupling: Nietzsche and W.E.B. Du Bois on 21st Century Philosophy of Education

Verharen

2021

Stud Philos Educ

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This essay contrasts Nietzsche’s remarks on elite education with W.E.B. Du Bois’ demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel’s dream that the spirit of freedom guided by reason would unite all the world’s peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only the elite should receive the fullest measure of education. Du Bois believed that in the future virtually every human being would receive a university-level education. The essay’s principal point is to show how contemporary technology can make Du Bois’ dream a reality. An African philosopher’s working model demonstrates a path to universal university education.

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“…Anglo-American educational interpretations of Nietzsche have tended to present Nietzsche as a "liberal educator par excellence" (Rosenow, 2000, p. 675;1989), where Nietzsche's educational stance is defined by a vision of the authentic individual, the free spirit, who concerns himself with himself for the sake of humanity. Even when there is stronger emphasis on the negation of "man" in his current form, this is interpreted as a matter of individual self-overcoming without the necessity of confronting, overcoming or negating education more generally (see, for example, Hillesheim, 1986).…”

Section: Introductionmentioning

confidence: 99%

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

Allen

2020

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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.

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Nietzsche's Educational Dynamite

Cited by 20 publications

References 2 publications

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

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

An Odd Coupling: Nietzsche and W.E.B. Du Bois on 21st Century Philosophy of Education

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

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