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

Allen, Ansgar

doi:10.7202/1070606ar

Cited by 9 publications

(3 citation statements)

References 13 publications

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“…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. As we hope the show in determining the contemporary educational "relevance" of Nietzsche's Birth of Tragedy, we believe that the former group has this right.…”

Section: Introductionmentioning

confidence: 89%

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

Yacek

Jonas

2020

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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.

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Section: Introductionmentioning

confidence: 89%

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

Yacek

Jonas

2020

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“…Yet, with respect to education, how much schooling can be found in the content of The Gay Science? Typically, studies regarding the educational side of Nietzsche's philosophy are referred-or partially referred-to in the more relevant content texts "Schopenhauer as Educator" and "On the future of our Educational Institutions" (Babich 2019;Jonas 2018;Allen 2017;Stolz 2017;Golomb 1985). Furthermore, the concept of Superhuman in his original work "Thus Spoke Zarathustra" (will also be cited as TSZ) and its potential incorporation in the educational process has been fascinating educators for a long time now (Rosenow 1973;Sassone 1996;Fitzsimons 2007).…”

Section: Introductionmentioning

confidence: 99%

Letting Nietzsche inside schools? Educational potential and an acknowledgement of the optimism of his philosophy

2021

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The aim of this article is to identify the educational interest of Nietzsche's fundamental philosophical principles. To this end, Nietzsche's work "The Gay Science" and corresponding references from other fragments of his corpus have been aggregated for the needs of this goal. An analysis of the book's major propositions indicates an epistemological approach to educational matters, based on knowledge's refutability and its validation through experimentation. Other parts of this work, stress out the incompatibility of Nietzsche's philosophy with a democratic education. His philosophical concepts of social order and destiny's accomplishment are presented in favour of this claim. Finally, the most unique propositions in The Gay Science are unveiled and their potential incorporation into the educational process is proposed. In particular, the values of appearance and fallacy emerge, illuminating the optimistic side of his philosophy. From an educational perspective, these values recommend limiting excess rationalism in classrooms and maintaining students' learning interest by focusing on their emotional needs.

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“…If nothing else, one might suggest that the considerable hostility to education (particularly modern education) displayed in Nietzsche's work makes it easier to consider its end as something we could approach with dark interest rather than plain horror. But, as I have explored elsewhere, this interpretation of Nietzschean thought and its relation to the question of education is not without controversy(Allen, 2017b). Previous scholarship agrees that Nietzsche leads us to question aspects of education, but does not take Nietzschean thought to its limit, as we wonder if modern education and its associated moral and intellectual devices, its Western ancestral traditions and biases, might be questionable as a whole.…”

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confidence: 95%

The End of Education? Nietzsche, Foucault, Genealogy

Allen

2020

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This paper considers the end of education and the demands it makes upon us. It argues that the feared end of education, underpins, and unduly shackles reflection on the current crisis of education. As a spectral, abysmal prospect, it both fetters and stimulates educational critique, mobilising critique to the support of a cause it cannot question because it is committed to its rescue. In a time of crisis, we find ourselves tied only more firmly to education, forced to express or enact our faith in educational redemption. Drawing from the work of Friedrich Nietzsche and Michel Foucault, a contrasting, genealogical critique of education is imagined, one that might defer the impulse of educational redemption and defy the limits on thought currently imposed. A genealogy of education is outlined that would strip education of its dignity, and thereby challenge its dominion. The necessary incoherence of such an approach is explored.

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

Cited by 9 publications

References 13 publications

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

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

Letting Nietzsche inside schools? Educational potential and an acknowledgement of the optimism of his philosophy

The End of Education? Nietzsche, Foucault, Genealogy

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