How inadequate to the task of making a human being are the highest institutes of learning, the universities, the leaders and the institutions with which we are content! (P63), I mistrust all systematizers and I avoid them. Nietzsche was just twenty-four and far from completing his dissertation, but the university’s standards for employment were looser than those of its German counterparts. You seek followers? In January of 1869, Friedrich Nietzsche was offered a peach of a job—a professorship in classical philology at the University of Basel. (P507). edited 8/18/11. This driving force determines our own educational institutions, which Nietzsche presents in perfectly balanced economic terms, as so many given and chained conclusions, as if we were talking as indeed we are talking about a formula for increasing the gross national product of education per se: ‘as much knowledge and education as possible, therefore as much demand as possible, therefore as … On Reading Nietzsche on Education On Reading Nietzsche on Education Cooper, David E. 1983-07-01 00:00:00 On Reading Nietzsche on Education The educational views of great philosophers often receive scant attention. (P63), The most dangerous party member. But the first ones must educate themselves! I. Nietzsche had a brilliant school and university career,culminating in May 1869 when he was called to a chair in classicalphilology at Basel. His book, Beyond Good and Evil was one of the last books he wrote, during the period of 1886 to 1888 - a two year period when he authored a total of seven books. In 1858 he was admitted to Schulpforta, Germany’s leading Protestant boarding school. I am now concerned with something very comprehensible, namely, explaining how all of us, through Schopenhauer, can educate ourselves against our times-because we have the advantage of really knowing these times through him. In Schopenhauer as Educator, Nietzsche argues that inequalities of talent and achievement are actually productive of excellence in all students. When situated within the conditions and debates to which they respond, the lectures reveal how Nietzsche the philologist became the physician of modernity and its ills. People have believed at all times that they knew what a cause is; but whence did we take our knowledge-or more precisely, our faith that we had such knowledge? The greatest giver of alms is cowardice. Your true educators and molders disclose the true original meaning and the basic material of your being, which is something quite incapable of being educated or molded, and to which access is in any case … The question of whether Nietzsche really advocated nihilism or not is largely dependent upon the context: Nietzsche's philosophy is a moving target because he had so many different things to say on so many different subjects, and not all of what he wrote is … ©2000 NewFoundations. Even now man and man's earth are unexhausted and undiscovered. Nietzsche’s Basel lectures are notable for a number of reasons, including the new urgency and depth gained by Nietzsche’s early reckoning with his discipline and the German educational system as a whole. At age 24, he was the youngest ever appointed tothat post. What does not destroy me, makes me stronger. Nietzsche’s Sex Education In contrast to Nietzsche’s unapologetic statements in aphorism 363 about the ‘natural opposition’ between the sexes, aphorisms 68-71 of The Gay Science convey a sense of concern for the quandary that women find themselves exposed to in love relationships as a result of education … This kind of education, of course, cannot be formalized within our present institutions, cannot be marketed to a mass audience, and cannot serve the interests of the … Press my type on others? The criticism of the institutions and the suggested path for change demand a comprehensive historical study of the foundations of these educational institutions, a study that points out their failures and the available avenues for change. Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Power Truth Time. At this point in Nietzsche's life, he viewed certain types of philosophy as counterproductive, such as universalis… (P59), Why beggars still live. (S104), ... German Universities: what an atmosphere prevails among their scholars, what desolate spirituality-and how contented and lukewarm it has become! I admire the courage and wisdom of Socrates in everything he did, said-and did not say. The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently. Is that not doubly a lie? Friedrich Nietzsche. Nietzsche offered a quasi-historical account of the harmful consequences of traditional ethics in Zur Geneologie der Moral (On the Genealogy of Morals) (1887). The target of Nietzsche’s censure is a pair of tendencies: “One is the drive to expand education as much as possible… to extend education and culture to an ever wider circle”; the second “is the drive to narrow and weakenit… [which] expects education to give up its highest claim to autonomy and submit to serve another form of life, the state.” Although it would be a mistake to see Nietzsche as a champion of either liberalism or democracy, his objection to educational expansion is not that higher learning must be rese… kind of ‘ ‘educating’’ that is concerned with educators who are ‘ ‘liberators’’ and capable of. In doing so, the article shows that Nietzsche’s lectures resonate in suggestive ways with twenty-first-century debates about higher education. (S45), And to say it one more. "Which philosophy offers the highest formula for the civil servant?" If all alms were given only from pity, all beggars would have starved long ago. Even in the universities, even among the real scholars of philosophy, logic as a theory, as a practice, as a craft, is beginning to die out. This mocking and enamored monster and pied piper of Athens, who made the most arrogant youths tremble and sob, was not only the wisest talker whoever lived: he was just as great in his silence (P 10), What inadequate people are employed and approved of under the name of private tutor, even by our most cultured and educated people. Philology, he maintained, was both a key symptom and a cause of a larger process of cultural decline. What conditions the decline of German culture? (P51 1). And for these I write. Nietzsche studied theology and philosophy at the University of Bonn in hopes of becoming a priest like his father. On Reading Nietzsche on Education. His  “Touching Books: Diderot, Novalis, and the Encyclopedia of the Future” appeared in Representations 114 (Spring 2011). The civil servant. All great, all beautiful things can never be common property: pulchrum est paucorum hominum. There was no hope for a higher notion of education through State-funded efforts either. One day, when in the opinion of the world one has long been educated, one discovers oneself: that is where the task of the thinker begins; now the time has come to invoke his aid-not as an educator but as one who has educated himself and thus has experience. ... (P494), "All truth is simple." (S34), There are a thousand paths that have never been trodden - a thousand healths and hidden isles of life. To understand Nietzsche's view of education requires us to grasp the importance Nietzsche attaches to being embedded in a particular historical and cultural frame. Kant's: the civil servant as a thing-in-itself raised up to be judge over the civil servant as phenomenon. The schools have no more important task than to teach rigorous thinking, cautious judgment, and consistent inference; therefore they should leave alone what is not suitable for these operations: religion, for example. The position, to be sure, had what some scholars might have considered a drawback. Is not my happiness precisely the sight of many who are different? Friedrich Nietzsche - Friedrich Nietzsche - Nietzsche’s influence: Nietzsche once wrote that some men are born posthumously, and that is certainly true in his case. (S5-6), One maxim demands that the educator recognize the real strengths of his pupils at the outset and then direct all his skill, all the nourishment and sunshine, to the goal of helping that one excellence to attain real maturity and fruitfulness. Abstract. Our overcrowded secondary schools, our overworked, stupified second ary- school teachers, are a scandal: for one to defend such conditions, as the professors at Heidelberg did recently, there may be perhaps causesreasons there are none. Two papers by Haim Gordon and Keith Jenkins (Journal of Philosophy of Education; v14 p181-92 and v16 p251-54) which interpret the educational views of Nietzsche are critiqued. Nietzsche on Education. Friedrich Nietzsche was a German doctor and philosopher that was born in the mid-19th century. You search? All higher education belongs only to the exception: one must be privileged to have a right to so high a privilege. After the death of Nietzsche's grandmother in 1856, the family moved into their own house, now Nietzsche-Haus, a museum and Nietzsche study center. Public opinions-private lazinesses. In present day Germany no one is any longer free to give his children a noble education: our "higher schools" are all set up for the most ambiguous mediocrity, with their teachers, curricula, and teaching aims. Your educators can be nothing more than your liberators. (P50), Out of life's school of war. "Who is the perfect man?" . By means of the concept of duty. (S9.10), "Reason in the schools." Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Nietzsche, Culture and Education brings together a collection of specially commissioned essays on the theme of Nietzsche's cultural critique and its use in and effect on educational theory. (P91), From a doctoral examination. "Higher Education" and huge numbers-that is a contradiction to start with. (P441), What? Cooper, David E. Journal of Philosophy of Education, v17 n1 p119-26 1983. Nietzsche himself offers the best summary of his outlook: “[N]o one would strive for education if they knew how unbelievably small the number of truly educated people actually was, or ever could be. One need only read German books: there is no longer the remotest recollection that thinking requires a technique, a teaching curriculum, a will to mastery.... (P512), That educating philosopher of whom I dreamed would certainly not only discover the central strength, but would also prevent it from disrupting the other forces. This article makes the case that the lecture series On the Future of Our Educational Institutions, which Friedrich Nietzsche held in 1872 and scholars have long neglected, marks a crucial point in the development of the philosopher’s outlook. (P50), The dying Socrates. But he may console himself with these words, which Schopenhauer, his great educator once used: "A happy life is impossible: the highest obtainable by man is a heroic life." "How is that accomplished?" When Nietzsche set off for Basel, then, Ritschl likely felt confident that he had helped launch another brilliant academic career. Later, he transferred to a prestigious boarding school where he would receive a classical education. ... (P467), Marriage as a long conversation. Nietzsche's Theory of Education. In every party there is one member who, by his all-too-devout pronouncement of party principles, provokes the others to apostasy. Yet only a year later, Nietzsche had begun to move away from the kind of work—studies of Diogenes Laërtius, contributions to an Aeschylus lexicon, analyses of Roman and Greek meter—that had so enthused his mentor, prompting him to tout Nietzsche as the most precocious student he had ever seen. But as far as the influence of the schools reaches, they should enforce what is essential and distinctive in man: "reason and science, man's very highest power" - so Goethe, at least, judges. How many Gymnasiums there are which are a hodgepodge of warped people and antiquated institutions and are nonetheless thought to be quite adequate! (P57), There are no educators. Just after two semesters, he quit upon realizing that his personal beliefs were widely different from the theological curriculum. For seventeen years I have never tired of calling attention to the despiritualizing influence of our current science- industry. The philologist: he teaches grinding. What the "higher schools" in Germany really achieve is a brutal training, designed to prepare huge numbers of young men, with as little loss of time as possible, to become usable, abusable, in government service. The will to a system is a lack of integrity. Wisdom sets limits to knowledge too. Educators are needed who have themselves been educated, superior, noble spirits, proved at every moment, proved by words and silence, representing culture that has grown ripe and sweet-not the learned louts whom secondaryschools and universities today offer our youth as "higher wet nurses". Young Nietzsche, 1861 Nietzsche attended a boys' school and then a private school, where he became friends with Gustav Krug and Wilhelm Pinder, all three of whom came from highly respected families. Read "Nietzsche, Culture and Education" by available from Rakuten Kobo. (P470). Friedrich Nietzsche. Succinctly titled Anti-Education, the critique Nietzsche offers is much more nuanced than that, and has a great deal of relevance for our time. Theory of Value. (P71), Here we experience the consequence of a doctrine which has been preached from all of the housetops: that the State is the highest goal of humanity and that there are no higher duties for a man than to serve the State. And everywhere an$ indecent haste prevails, as if something would be lost if the young man of twenty-three were not yet "finished", or if he did not yet know the answer to the "main question": which calling? His father died in 1849, andthe family relocated to Naumburg, where he grew up in a householdcomprising his mother, grandmother, two aunts, and his younger sister,Elisabeth. (P532), Against that positivism which stops before phenomena, saying "there are only facts," I should say: no, it is precisely facts that do not exist, only interpretations.... (P458), The error of false causality. This chapter argues that Nietzsche’s construal of the relation of art to truth is always more subtle than that simple impression suggests. The challenge Nietzsche poses is so radical, I argue, and so unsettling, that those working in educational institutions characteristically fail to acknowledge its (S8-9), ... Where among our contemporaries are the ethical models and distinguished people who might serve for us all, learned and unlearned, aristocratic and plebian alike, as the epitome of creative morality in our time? “Thus Spake Zarathustra, a Book for All and None” The most general deficiency in our sort of culture and education is gradually dawning on me: no one learns, no one strives towards, no one teaches--enduring loneliness. You would multiply yourself by ten, by a hundred? One must learn to love oneself with a wholesome and healthy love, so that one can bear to be with oneself and need not roam. Yet in our rapidly changing times, J.G. And that is the secret of all education: it does not provide artificial limbs, false noses or eye-glasses - on the contrary what could provide these is merely pseudo-education. Education reform requires in Nietzsche's view a trenchant criticism of contemporary educational institutions. Indeed, he pledged to a friend that he would “publicly expose” the whole Prussian system of education. Learning to think: in our schools one no longer has any idea of this. The history of philosophy, theology, and psychology since the early 20th century is unintelligible without him. In 1850 the family moved to Naumburg on the Saale River, where Nietzsche attended a private preparatory school, the Domgymnasium. "What is the task of all higher education?" Ladies and Gentlemen, -- The subject I now propose to consider with you is such a serious and important one, and is in a sense so disquieting, that, like Nietzsche soon made good on his promise through a series of lectures titled On the Future of Our Educational Institutions, which were held at Basel’s city museum between January and March of 1872. (P190), To educate educators! ...then one can certainly find a main reason for the spiritual troubles in the surplus of teachers: on their account, one learns so little and so badly. 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