Montaigne, Nietzsche, and the Mnemotechnics of Student Agency
Bibliographic Data
| ID | 8856454 |
|---|---|
| Authors | C W Bingham (0000-0002-9804-0574, Simon Fraser University, corresponding author), Charles Bingham (Simon Fraser University) |
| Year | 2007 |
| Volume | 39 |
| Issue | 2 |
| Pages | 168-181 |
| Publication date | 2007-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2007.00303.x |
| OpenAlex | W2045253101 |
| Language | EN |
| Citations received | 3 |
This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective on memory than is commonly discussed when educators speak of memory. Nietzsche and Montaigne show how remembering and forgetting might be understood more thoroughly and deployed with more finesse. The case is made that such deployments, such mnemotechnics, have great relevance for enhancing the agency of students
Aesthetics · Agency (philosophy · Art · Epistemology · Forgetting · Linguistics · Perspective (graphical · Relevance (law · Sociology · Subject (documents · Computer Science · Educational Philosophies and Pedagogies · Hermeneutics and Narrative Identity · Law · Philosophy · Philosophy, Ethics, and Existentialism
| Citations per year | 0.25 |
|---|---|
| Citation span | 2014 - 2023 (10) |
| Highly cited | No |