Abstract

Abstract:

This article provides a new analysis of Nietzsche’s vision of pedagogy in Schopenhauer as Educator. I examine the institutional threats faced by education as he sees them from 1872 onward, focusing on how his account of conformity moves beyond Enlightenment treatments of that topic. I next consider the role exemplars might play in combatting those threats, arguing that Nietzsche develops a distinctive affective and epistemological model of exemplarity and its role in the learning process. I show how this tracks his own engagement with Schopenhauer from the first encounter to Schopenhauer as Educator. I close with the question of how an exemplar is to be identified: this links closely, I suggest, to Nietzsche’s changing views on love.

pdf

Additional Information

ISSN
1538-4594
Print ISSN
0968-8005
Pages
pp. 46-66
Launched on MUSE
2020-03-03
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.