Journal of Philosophy of Education 42 (2):269-285 (2008)
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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
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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.
Going to School with Friedrich Nietzsche: The Self in Service of Noble Culture.Douglas W. Yacek - 2014 - Studies in Philosophy and Education 33 (4):391-411.
Nietzsche’s New Dawn. Educating Students to Strive for Better in a Dynamic Professional World.H. Joosten - 2015 - Dissertation, The Hague University of Applied Sciences
Levelling and Misarchism: A Nietzschean Perspective on the Future of Democratic Educational Institutions.Tadej Pirc - 2017 - Journal of Philosophy of Education 51 (2):491-509.
How the Conception of Knowledge Influences Our Educational Practices: Toward a Philosophical Understanding of Epistemology in Education.James Magrini - unknown
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