Exemplars, Institutions, and Self-Knowledge in Schopenhauer as Educator
Bibliographic Data
| ID | 12314992 |
|---|---|
| Authors | Sacha Golob (0000-0001-9803-3430, Kings College London, corresponding author) |
| Year | 2020 |
| Volume | 51 |
| Issue | 1 |
| Pages | 46-66 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Nietzsche Studies (JOURNAL) |
| Journal identifiers | ISSN: 0968-8005 • E-ISSN: 1538-4594 |
| Publisher | The Pennsylvania State University Press (PUBLISHER) |
| DOI | 10.5325/jnietstud.51.1.0046 |
| OpenAlex | W2990445663 |
| Language | EN |
| References cited | 6 |
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
Aesthetics · Conformity · Enlightenment · Epistemology · Sociology · German Literature and Culture Studies · Nietzsche, Schopenhauer, and Hegel · Philosophy · Psychology · Schopenhauer and Stefan Zweig · Social Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |