Journal of Philosophy of Education 42 (2):269-285 (2008)

Mark E. Jonas
Wheaton College, Illinois
In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche's denial of the opposition between the 'true' world and the 'seeming' world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche's modified 'realist' epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche's educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between 'true' and 'false' perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture.
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DOI 10.1111/j.1467-9752.2008.00623.x
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References found in this work BETA

Nietzsche on Truth and Philosophy.Maudemarie Clark - 1990 - Cambridge University Press.
Untimely Meditations.Friedrich Nietzsche - 1874 - Cambridge University Press.
Nietzsche and Metaphysics.Peter Poellner - 1995 - Oxford University Press.

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Citations of this work BETA

Nietzsche on Aesthetics, Educators and Education.Steven A. Stolz - 2017 - Studies in Philosophy and Education 36 (6):683-695.

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