The best version of themselves. Educating to individuality starting from Nietzsche's philosophy
DOI:
https://doi.org/10.24310/EstudiosNIETen.vi21.13600Keywords:
education, educator, overman, self-overcoming, self-perfectionism, individuality, democracyAbstract
This essay illustrates the Nietzschean concept of education as it emerges in the Untimely Considerations, is developed in the works of the middle period (Daybreak, Human, All Too Human I and II, The Gay Science) and culminates in Thus Spoke Zarathustra. It also discusses Nietzsche's critique of the educational institutions of his time and the alternative idea of ??educating by example. Finally, in this essay the possibility and usefulness of using some of Nietzsche's ideas for contemporary teaching - above all the ideal of self-overcoming and self-perfectioning - will be evaluated, and the different theories on this regard critically discussed.
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
References
Allen, A. (2017). «Awaiting education: Friedrich Nietzsche on the future of our educational institutions», en Philosophical Inquiry in Education, 24(3), 197-210.
Arcilla, R. (1995). For the love of perfection: Richard Rorty and liberal education. New York, NY: Routledge.
Aviram, A. (1991).« Nietzsche as educator?», en Journal of Philosophy of Education, 25(2), 219-234.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Cambridge University Press.
Bingham, C. (2001). «What Friedrich Nietzsche cannot stand about education: Toward a pedagogy of self-reformulation», en Educational Theory, 51(3), 337-352.
Cavell, S. (1990). Conditions Hansome and Unhandsome: The Constitution of Emersonian Perfectionism. Chicago/London: University of Chicago Press.
Church, J. (2006). «Dreaming of the true erotic: Nietzsche's Socrates and the reform of modern education», en History of Political Thought, 27(4), 685-710.
Conant, J. (2001). «Nietzsche's perfectionism: A reading of Schopenauer as educator», en R. Schacht (Ed.), Nietzsche's postmoralism: Essays on Nietzsche's prelude to philosophy's future. Cambridge, UK: Cambridge University Press.
Conway, D. (1990). «Nietzsche contra Nietzsche. The Deconstruction of Zarathustra»., en Nietzsche as Postmodernist. Essays pro and contra", ed. C. Koelb, 91-110. New York: SUNY.
Cooper, D. (1983). «On reading Nietzsche on education», en Journal of Philosophy of Education, 17(1), 119-126.
Cooper, D. (2010). Authenticity and learning: Nietzsche's educational philosophy. New York, NY: Routledge.
D’Iorio, Paolo (2012). Le Voyage de Nietzsche à Sorrente: Genèse de la philosophie de l’esprit libre. Paris: CNRS Éditions. (
Duckworth, A. L., & Eskreis-Winkler, L. (2013). True grit. Available: http://psychologicalscience.org/observer/true-grit
Ewald, O. (1903). Nietzsches Lehre in ihren Grundbegriffen. Hoffman, Berlin.
Gordon, H. (1980) «Nietzsche’s Zarathustra as educator», en The Journal of Philosophy of Education 14(2): 181–192.
Hillesheim, J. W. (1986). «Suffering and self-cultivation: The case of Nietzsche», en Educational Theory, 36(2), 171-178.
Hillesheim, J. W. (1990). «Nietzschean images of self-overcoming: Response to Rosenow», en Educational Theory, 40(2), 301-306.
Hurka, T. (1992). Perfectionism, en L. Becker (Ed.), Encyclopedia of ethics. New York, NY: Garland Publishing.
Hurka, T. (1993). Perfectionism. Oxford: Oxford University Press.
Hurka, T. (2009). «Nietzsche: Perfectionist», en B. Leiter & N. Sinhababu (Eds.), Nietzsche and morality. Oxford, UK: Oxford University Press.
Johnston, J. S. (1998). «Nietzsche as educator: A reexamination», en Educational Theory, 48(1), 67-83.
Jonas, M. (2009). «A (R)evaluation of Nietzsche’s anti-democratic pedagogy: The overman, perspectivism, and self-overcoming», en Studies in Philosophy and Education 28(2): 153–169.
Jonas, M. (2012). «Gratitude, ressentiment, and citizenship education», en Studies in Philosophy and Education, 31(1), 29-46.
Jonas, M. (2013). «Overcoming ressentiment: Nietzsche's education for an aesthetic aristocracy», en History of Political Thought, 34(4), 669-701.
Jonas, M., and Y. Nakazawa (2008). «Finding truth in ‘lies’: Nietzsche’s perspectivism and its relation to education», en Journal of Philosophy of Education, 42(2): 269–285.
Jones, A. (1999). «The limits of cross-cultural dialogue: Pedagogy, desire, and absolution in the classroom», Educational Theory, 49(3), 309.
Joosten, H. (2013). «Learning and teaching in uncertain times: A Nietzschean approach in professional higher education», en Journal of Philosophy of Education, 47(4), 548-563.
Joosten, H. (2014). «Excellence for all: A Nietzschean-inspired approach in professional higher education», en Educational Philosophy and Theory, 47(13/14), 1516-1528.
Kateb, G. (1992). The Inner Ocean: Individualism and Democratic Culture. Ithaca and London: Cornell University Press.
Mintz, A. I. (2004). «The disciplined schooling of the free spirit: Educational theory in Nietzsche's middle period», en Philosophy of Education, 163-170.
Peters, M. A., Marshall, J. D. & Smeyers, P. (Eds., 2001). Nietsche's legacy for education: Past and present values. Westport, CT: Bergin & Garvey.
Ramaekers, S. (2001). «Subjectivism and beyond: on the embeddedness of the Nietzschean individual», en M. Peters e.a (eds.). Nietzsche's legacy for education: past and present values. New York (N.Y.): Bergin and Garvey.
Rawls, J. (1971). A Theory of Justice. Cambridge, Mass.: The Belknap Press of Harvard University Press.
Rosenow, E. (1989). «Nietzsche's educational dynamite», en Educational Theory, 39(4), 307-316.
Sadler, P. M., & Good, E. (2006). «The impact of self- and peer-grading on student learning», en Educational Assessment. 1181): 1-31.
Sassone, L. A. (2002). The Process of Becoming: A democratic Nietzschean Philosophical Pedagogy for Individualization. Discovery Association Publishing House, Chicago.
Schacht, R. (1998). «A Nietzschean education: Zarathustra/Zarathustra as educator», en Philosophers on education, ed. A.O. Rorty, 318–332. London & New York: Routledge.
Simons, M. (1988). «Montessori, Superman, and Catwoman», Educational Theory 38, no. 3, 341-49.
Smeyers, P. (2001). «Nietzsche and education: Learning to make sense for oneself, or standing for one's ideas», en M. Peters, J. Marshall, & P. Smeyers (Eds.), Nietzsche's legacy for education: Past and present values. Westport, CT: Bergin & Garvey.
Steel, S. (2014). «On the need for Dionysian education in schools today», Educational Theory, 64(2), 123-141.
Stolz, S. (2017). «Nietzsche on aesthetics, educators and education», en Studies in Philosophy and Education, 36(6), 683-695.
Yacek, D. (2014a).«Going to school with friedrich Nietzsche: The self in service of noble culture», en Studies in Philosophy and Education, 33(4): 391–411.
Yacek, D. (2014b). «Learning to see with different eyes: A Nietzschean challenge to multicultural dialogue», en Educational Theory 64(2): 99–121.
Zakaras, A. (2009). Individuality and mass democracy. Oxford: Oxford University Press.
Zavatta, B. (2008). «Nietzsche and Emerson on Friendship and Its Ethical-Political Implications», en H. Siemens and V. Roodt (eds.), Nietzsche, Power and Politics, 511-540. Berlin: De Gruyter.
Zavatta, B. (2019). Individuality and Beyond. Nietzsche reads Emerson. New York: Oxford University Press.
Zavatta, B. (2022). «Nas raízes do perfeccionismo nietzschiano. Contribuição de Emerson», en Estudos Nietzsche. Edição especial sobre Nietzsche e perfeccionismo. Ed by. Rogerio Lopes. Forthcoming
Arcilla, R. (1995). For the love of perfection: Richard Rorty and liberal education. New York, NY: Routledge.
Aviram, A. (1991).« Nietzsche as educator?», en Journal of Philosophy of Education, 25(2), 219-234.
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Cambridge University Press.
Bingham, C. (2001). «What Friedrich Nietzsche cannot stand about education: Toward a pedagogy of self-reformulation», en Educational Theory, 51(3), 337-352.
Cavell, S. (1990). Conditions Hansome and Unhandsome: The Constitution of Emersonian Perfectionism. Chicago/London: University of Chicago Press.
Church, J. (2006). «Dreaming of the true erotic: Nietzsche's Socrates and the reform of modern education», en History of Political Thought, 27(4), 685-710.
Conant, J. (2001). «Nietzsche's perfectionism: A reading of Schopenauer as educator», en R. Schacht (Ed.), Nietzsche's postmoralism: Essays on Nietzsche's prelude to philosophy's future. Cambridge, UK: Cambridge University Press.
Conway, D. (1990). «Nietzsche contra Nietzsche. The Deconstruction of Zarathustra»., en Nietzsche as Postmodernist. Essays pro and contra", ed. C. Koelb, 91-110. New York: SUNY.
Cooper, D. (1983). «On reading Nietzsche on education», en Journal of Philosophy of Education, 17(1), 119-126.
Cooper, D. (2010). Authenticity and learning: Nietzsche's educational philosophy. New York, NY: Routledge.
D’Iorio, Paolo (2012). Le Voyage de Nietzsche à Sorrente: Genèse de la philosophie de l’esprit libre. Paris: CNRS Éditions. (
Duckworth, A. L., & Eskreis-Winkler, L. (2013). True grit. Available: http://psychologicalscience.org/observer/true-grit
Ewald, O. (1903). Nietzsches Lehre in ihren Grundbegriffen. Hoffman, Berlin.
Gordon, H. (1980) «Nietzsche’s Zarathustra as educator», en The Journal of Philosophy of Education 14(2): 181–192.
Hillesheim, J. W. (1986). «Suffering and self-cultivation: The case of Nietzsche», en Educational Theory, 36(2), 171-178.
Hillesheim, J. W. (1990). «Nietzschean images of self-overcoming: Response to Rosenow», en Educational Theory, 40(2), 301-306.
Hurka, T. (1992). Perfectionism, en L. Becker (Ed.), Encyclopedia of ethics. New York, NY: Garland Publishing.
Hurka, T. (1993). Perfectionism. Oxford: Oxford University Press.
Hurka, T. (2009). «Nietzsche: Perfectionist», en B. Leiter & N. Sinhababu (Eds.), Nietzsche and morality. Oxford, UK: Oxford University Press.
Johnston, J. S. (1998). «Nietzsche as educator: A reexamination», en Educational Theory, 48(1), 67-83.
Jonas, M. (2009). «A (R)evaluation of Nietzsche’s anti-democratic pedagogy: The overman, perspectivism, and self-overcoming», en Studies in Philosophy and Education 28(2): 153–169.
Jonas, M. (2012). «Gratitude, ressentiment, and citizenship education», en Studies in Philosophy and Education, 31(1), 29-46.
Jonas, M. (2013). «Overcoming ressentiment: Nietzsche's education for an aesthetic aristocracy», en History of Political Thought, 34(4), 669-701.
Jonas, M., and Y. Nakazawa (2008). «Finding truth in ‘lies’: Nietzsche’s perspectivism and its relation to education», en Journal of Philosophy of Education, 42(2): 269–285.
Jones, A. (1999). «The limits of cross-cultural dialogue: Pedagogy, desire, and absolution in the classroom», Educational Theory, 49(3), 309.
Joosten, H. (2013). «Learning and teaching in uncertain times: A Nietzschean approach in professional higher education», en Journal of Philosophy of Education, 47(4), 548-563.
Joosten, H. (2014). «Excellence for all: A Nietzschean-inspired approach in professional higher education», en Educational Philosophy and Theory, 47(13/14), 1516-1528.
Kateb, G. (1992). The Inner Ocean: Individualism and Democratic Culture. Ithaca and London: Cornell University Press.
Mintz, A. I. (2004). «The disciplined schooling of the free spirit: Educational theory in Nietzsche's middle period», en Philosophy of Education, 163-170.
Peters, M. A., Marshall, J. D. & Smeyers, P. (Eds., 2001). Nietsche's legacy for education: Past and present values. Westport, CT: Bergin & Garvey.
Ramaekers, S. (2001). «Subjectivism and beyond: on the embeddedness of the Nietzschean individual», en M. Peters e.a (eds.). Nietzsche's legacy for education: past and present values. New York (N.Y.): Bergin and Garvey.
Rawls, J. (1971). A Theory of Justice. Cambridge, Mass.: The Belknap Press of Harvard University Press.
Rosenow, E. (1989). «Nietzsche's educational dynamite», en Educational Theory, 39(4), 307-316.
Sadler, P. M., & Good, E. (2006). «The impact of self- and peer-grading on student learning», en Educational Assessment. 1181): 1-31.
Sassone, L. A. (2002). The Process of Becoming: A democratic Nietzschean Philosophical Pedagogy for Individualization. Discovery Association Publishing House, Chicago.
Schacht, R. (1998). «A Nietzschean education: Zarathustra/Zarathustra as educator», en Philosophers on education, ed. A.O. Rorty, 318–332. London & New York: Routledge.
Simons, M. (1988). «Montessori, Superman, and Catwoman», Educational Theory 38, no. 3, 341-49.
Smeyers, P. (2001). «Nietzsche and education: Learning to make sense for oneself, or standing for one's ideas», en M. Peters, J. Marshall, & P. Smeyers (Eds.), Nietzsche's legacy for education: Past and present values. Westport, CT: Bergin & Garvey.
Steel, S. (2014). «On the need for Dionysian education in schools today», Educational Theory, 64(2), 123-141.
Stolz, S. (2017). «Nietzsche on aesthetics, educators and education», en Studies in Philosophy and Education, 36(6), 683-695.
Yacek, D. (2014a).«Going to school with friedrich Nietzsche: The self in service of noble culture», en Studies in Philosophy and Education, 33(4): 391–411.
Yacek, D. (2014b). «Learning to see with different eyes: A Nietzschean challenge to multicultural dialogue», en Educational Theory 64(2): 99–121.
Zakaras, A. (2009). Individuality and mass democracy. Oxford: Oxford University Press.
Zavatta, B. (2008). «Nietzsche and Emerson on Friendship and Its Ethical-Political Implications», en H. Siemens and V. Roodt (eds.), Nietzsche, Power and Politics, 511-540. Berlin: De Gruyter.
Zavatta, B. (2019). Individuality and Beyond. Nietzsche reads Emerson. New York: Oxford University Press.
Zavatta, B. (2022). «Nas raízes do perfeccionismo nietzschiano. Contribuição de Emerson», en Estudos Nietzsche. Edição especial sobre Nietzsche e perfeccionismo. Ed by. Rogerio Lopes. Forthcoming
Downloads
Published
2021-12-28
How to Cite
Zavatta, B. (2021). The best version of themselves. Educating to individuality starting from Nietzsche’s philosophy. Estudios Nietzsche, (21), 127–150. https://doi.org/10.24310/EstudiosNIETen.vi21.13600
Issue
Section
Articles
License
As of issue 21 (2021) this journal is published only in open access (diamond route).
From that number 21, like the previous numbers published in NIETZSCHE STUDIES, they are subject to the Creative Commons Acknowledgment-NoComercia-ShareIgual 4.0 license, the full text of which can be consulted at <http://creativecommons.org/licenses/by-nc-sa/4.0 >
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright generates two different rights: moral rights and patrimonial rights that EJFB recognizes and respects. Moral rights are those relating to the recognition of the authorship. They are rights of a personal nature that are perpetual, inalienable, unseizable and imprescriptible as consequence of the indivisible union of the author and his/her work.
Patrimonial rights are those that can be derived from the reproduction, distribution, adaptation or communication of the work, among others.
11.png)
