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Author: Mark E. Jonas
Publisher: Routledge
ISBN: 1351003488
Category : Education
Languages : en
Pages : 195
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Book Description
Nietzsche’s Philosophy of Education makes the case that Nietzsche’s philosophy has significant import for the theory and contemporary practice of education, arguing that some of Nietzsche's most important ideas have been misunderstood by previous interpreters. In providing novel reinterpretations of Nietzsche's ethical theory, political philosophy and philosophical anthropology and outlining concrete ways in which these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart from previous works on Nietzsche. This is one of the first extended engagements with Nietzsche’s philosophy which attempts to determine his true legacy for democratic education. In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its development of four concrete pedagogical approaches from Nietzsche's educational ideas makes the book a potentially helpful guide to meeting the practical challenges of contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and students studying educational foundations.
Author: Mark E. Jonas
Publisher: Routledge
ISBN: 1351003488
Category : Education
Languages : en
Pages : 195
Get Book Here
Book Description
Nietzsche’s Philosophy of Education makes the case that Nietzsche’s philosophy has significant import for the theory and contemporary practice of education, arguing that some of Nietzsche's most important ideas have been misunderstood by previous interpreters. In providing novel reinterpretations of Nietzsche's ethical theory, political philosophy and philosophical anthropology and outlining concrete ways in which these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart from previous works on Nietzsche. This is one of the first extended engagements with Nietzsche’s philosophy which attempts to determine his true legacy for democratic education. In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its development of four concrete pedagogical approaches from Nietzsche's educational ideas makes the book a potentially helpful guide to meeting the practical challenges of contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and students studying educational foundations.
Author: Peter Fitzsimons
Publisher: BRILL
ISBN: 9087903529
Category : Education
Languages : en
Pages : 192
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Book Description
The book explores the development of Nietzsche’s philosophy and its application to the problems of education, disturbing traditional liberal and democratic accounts of the relationship between individual and society.
Author: Friedrich Nietzsche
Publisher: New York Review of Books
ISBN: 1590178947
Category : Education
Languages : en
Pages : 161
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Book Description
AN NYRB Classics Original In 1869, at the age of twenty-four, the precociously brilliant Friedrich Nietzsche was appointed to a professorship of classical philology at the University of Basel. He seemed marked for a successful and conventional academic career. Then the philosophy of Schopenhauer and the music of Wagner transformed his ambitions. The genius of such thinkers and makers—the kind of genius that had emerged in ancient Greece—this alone was the touchstone for true understanding. But how was education to serve genius, especially in a modern society marked more and more by an unholy alliance between academic specialization, mass-market journalism, and the militarized state? Something more than sturdy scholarship was called for. A new way of teaching and questioning, a new philosophy . . . What that new way might be was the question Nietzsche broached in five vivid, popular public lectures in Basel in 1872. Anti-Education presents a provocative and timely reckoning with what remains one of the central challenges of the modern world.
Author: Paolo A. Bolaños
Publisher: Rowman & Littlefield
ISBN: 1793608032
Category : Philosophy
Languages : en
Pages : 211
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Book Description
Nietzsche and Adorno on Philosophical Praxis, Language, and Reconciliation: Towards an Ethics of Thinking offers a philosophical notion of an “ethics of thinking,” a kind of thinking that is receptive to the non-identical character of the world of human and non-human objects. Paolo A. Bolaños experiments with the ideas of Friedrich Nietzsche and Theodor W. Adorno, who are presented as contemporary proponents of the Frühromantik tradition. Bolaños offers a reconstruction of the respective philosophies of language of Nietzsche and Adorno, as well as a rehearsal of their critique of metaphysics and identity thinking, in order to develop a notion of philosophical praxis that is grounded in the ethical dimension of thinking. Via Nietzsche and Adorno, Bolaños argues that thinking’s performative participation in uncertainty broadens the domain of reason, thereby also broadening our conceptual capacities and our receptivity to new possibilities of thinking. As an ethical praxis, thinking guards itself from the error of solidification, thereby opening philosophy to a reconciliatory, as opposed to domineering, reception of the world.
Author: Christine Swanton
Publisher: John Wiley & Sons
ISBN: 1118939395
Category : Philosophy
Languages : en
Pages : 245
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Book Description
This ground-breaking and lucid contribution to the vibrant field of virtue ethics focuses on the influential work of Hume and Nietzsche, providing fresh perspectives on their philosophies and a compelling account of their impact on the development of virtue ethics. A ground-breaking text that moves the field of virtue ethics beyond ancient moral theorists and examines the highly influential ethical work of Hume and Nietzsche from a virtue ethics perspective Contributes both to virtue ethics and a refreshed understanding of Hume’s and Nietzsche’s ethics Skilfully bridges the gap between continental and analytical philosophy Lucidly written and clearly organized, allowing students to focus on either Hume or Nietzsche Written by one of the most important figures contributing to virtue ethics today
Author: Nigel Blake
Publisher: Routledge
ISBN: 1136370048
Category : Education
Languages : en
Pages : 255
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Book Description
This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply laissez-faire about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche.
Author: Brian Leiter
Publisher: Routledge
ISBN: 131763585X
Category : Philosophy
Languages : en
Pages : 426
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Book Description
Both an introduction to Nietzsche’s moral philosophy, and a sustained commentary on his most famous work, On the Genealogy of Morality, this book has become the most widely used and debated secondary source on these topics over the past dozen years. Many of Nietzsche’s most famous ideas - the "slave revolt" in morals, the attack on free will, perspectivism, "will to power" and the "ascetic ideal" - are clearly analyzed and explained. The first edition established the centrality of naturalism to Nietzsche’s philosophy, generating a substantial scholarly literature to which Leiter responds in an important new Postscript. In addition, Leiter has revised and refreshed the book throughout, taking into account new scholarly literature, and revising or clarifying his treatment of such topics as the objectivity of value, epiphenomenalism and consciousness, and the possibility of "autonomous" agency.
Author: Mark Alfano
Publisher: Cambridge University Press
ISBN: 1107074150
Category : History
Languages : en
Pages : 317
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Book Description
Examines Nietzsche's thinking on the virtues using a combination of close reading and digital analysis.
Author: Paul Smeyers
Publisher: Springer
ISBN: 3319727613
Category : Education
Languages : en
Pages : 1456
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Book Description
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
Author: Jill Stauffer
Publisher: Columbia University Press
ISBN: 0231518536
Category : Philosophy
Languages : en
Pages : 289
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Book Description
The essays that Jill Stauffer and Bettina Bergo collect in this volume locate multiple affinities between the philosophies of Nietzsche and Levinas. Both philosophers question the nature of subjectivity and the meaning of responsibility after the "death of God." While Nietzsche poses the dilemmas of a self without a ground and of ethics at a time of cultural upheaval and demystification, Levinas wrestles with subjectivity and the sheer possibility of ethics after the Shoah. Both argue that goodness exists independently of calculative reason for Nietzsche, goodness arises in a creative act moving beyond reaction and ressentiment; Levinas argues that goodness occurs in a spontaneous response to another person. In a world at once without God and haunted by multiple divinities, Nietzsche and Levinas reject transcendental foundations for politics and work toward an alternative vision encompassing a positive sense of creation, a complex fraternity or friendship, and rival notions of responsibility. Stauffer and Bergo group arguments around the following debates, which are far from settled: What is the reevaluation of ethics (and life) that Nietzsche and Levinas propose, and what does this imply for politics and sociality? What is a human subject and what are substance, permanence, causality, and identity, whether social or ethical in the wake of the demise of God as the highest being and the foundation of what is stable in existence? Finally, how can a "God" still inhabit philosophy, and what sort of name is this in the thought of Nietzsche and Levinas?
