“Nothing is really equal”: On the compatibility of Nietzsche's egalitarian ethics and anti‐democratic politics

Ikuta, Jennie C.

doi:10.1111/1467-8675.12290

Cited by 2 publications

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“…(o.a. Mouffe 1993, Owen 2002, Siemens 2009, Patton 2014, Ikuta 2017) Op onderwijskundig vlak is Nietzsche vandaag de dag veel minder aanwezig als grote vernieuwermen zou zelfs kunnen beweren dat hij in die hoedanigheid afwezig is. Een mogelijke verklaring hiervoor is te vinden bij Rosenow (2000, 684) die een duidelijk gebrek aan consensus opmerkt tussen Anglo-Amerikaanse onderzoekers, die Nietzsche als een democratische en humane pedagoog voorstellen, en Duitstalige onderzoekers, die in Nietzsches filosofie geen basis voor een constructieve pedagogie terugvinden, of als die er is, de tand des tijds niet heeft doorstaan.…”

Section: Inleidingunclassified

Nietzsches Einverleibung als leertheorie

Gellens¹

2019

Algemeen Nederlands Tijdschrift Voor Wijsbegeerte

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Nietzsche’s Einverleibung as learning theory: Towards an integrated corporality in pedagogy and philosophy educationThe traditional distinction of Western philosophy between body and mind still permeates many contemporary pedagogical frameworks. In this article, I will reconstruct in Nietzsche’s philosophy the basis for a constructive pedagogical model that understands learners in an integrated way. The first part of this article will argue that this model of embodiment (‘Einverleibung’) forms a learning theoretical foundation. In the second part, I will build on this Nietzschean learning theory in order to re-evaluate specific contemporary pedagogical trends, a.o. Bloom’s taxonomy and competency-based education within the context of expertise development. Finally, I elaborate on the meaning of Nietzsche’s model of Einverleibung for a 21st century philosophy education that embodies an emancipatory and inclusive didactic.

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Section: Inleidingunclassified

Nietzsches Einverleibung als leertheorie

Gellens¹

2019

Algemeen Nederlands Tijdschrift Voor Wijsbegeerte

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“Not Equals but Men”: Du Bois on Social Equality and Self-Conscious Manhood

Rodman¹

2021

American Political Thought

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While recent scholarship has argued for the utility of W. E. B. Du Bois's thought for democratic theory, his career-long emphasis on the problem of social equality-and the solution of self-conscious manhood-has gone largely unnoticed. In this article, I argue that while Du Bois's emphasis on social equality powerfully situates racial oppression as a social and epistemic problem, his solution of self-conscious manhood paradoxically reproduces the very conditions of social inequality he seeks to combat. Open to people of all races, genders, and classes, the path of self-conscious manhood consists in radical truth-telling, a free anarchy of the spirit, a will to strive and act, and the purity of isolation. However, through a close reading of Du Bois's biographies, editorials, and fiction, I show that self-conscious manhood centers an exclusionary and atomized ethic of self-creation rather than producing a democratic political and social order.

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“Nothing is really equal”: On the compatibility of Nietzsche's egalitarian ethics and anti‐democratic politics

Cited by 2 publications

References 34 publications

Nietzsches Einverleibung als leertheorie

Nietzsches Einverleibung als leertheorie

“Not Equals but Men”: Du Bois on Social Equality and Self-Conscious Manhood

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