By David Cooper
David E. Cooper elucidates Nietzsche's educational views intimately, in a sort that might be of worth to educationalists in addition to philosophers. during this name, first released in 1983, he indicates how those perspectives relate to the remainder of Nietzsche's paintings, and to fashionable eu and Anglo-Saxon philosophical concerns. For Nietzsche, the aim of precise schooling used to be to provide inventive people who take accountability for his or her lives, ideals and values. His perfect used to be human authenticity. David E. Cooper units Nietzsche's critique opposed to the history of nineteenth-century German tradition, but is worried even as to stress its bearing upon contemporary academic suggestion and coverage.
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Additional resources for Authenticity and Learning: Nietzsche's Educational Philosophy (Volume 2)
In particular, there will be a tendency, on both approaches towards specialization—and all that implies. In a society of such technological sophistication as our own—one which, moreover, has witnessed an extraordinary mushrooming of knowledge—it is inevitable that training for economic roles, as well as initiation into disciplined systems of knowledge, must impose specialization. True, the emphasis may be upon a number of roles and upon a number of disciplines: but a group of specialisms does not add up to that holistic education, that ‘unity in variety’, so admired by Goethe.
As we shall see in the following chapters, Nietzsche’s main charge against both approaches—emerging already in the remarks of the last paragraph—returns us to the theme of authenticity discussed in the first chapter: for the charge is that neither approach can constitute ‘true education’, since neither can foster—indeed, each can only hinder— the authentic life. 3 Nature and technicism Training ‘breadwinners’ and producing ‘scholars’ may not be polar opposites, for they have aims and enemies in common.
It is not simply that technicist investigation of nature is conducted with the devices of calculation and measurement, but that the questions raised are to be settled by calculative, means-end reasoning. They take the form, broadly, of asking how nature’s resources are to be most efficiently utilized to achieve certain results, especially the overarching one of increased material wealth. The forest becomes something to measure: it consists of x units of material, the cost of whose utilization will be y, yielding z by way of benefit.