TY - JOUR
TI - Letting Nietzsche inside schools? Educational potential and an acknowledgement of the optimism of his philosophy
AU - Ioannis Skordis
AU - Christos-Thomas Kechagias
AU - Alexander-Stamatios Antoniou
JO - SN Social Sciences
PY - 2021
VL - 1
TODO - 7
SP - 157
PB - Springer Science and Business Media LLC
SN - 2662-9283
TODO - 10.1007/s43545-021-00158-x
TODO - Philosophy of Education, Nietzsche, The Gay Science, Schooleducation, Epistemology, Teaching strategies
TODO - The aim of this article is to identify the educational interest of Nietzsche’s funda-mental philosophical principles. To this end, Nietzsche’s work “The Gay Science”and corresponding references from other fragments of his corpus have been aggre-gated for the needs of this goal. An analysis of the book’s major propositions indi-cates an epistemological approach to educational matters, based on knowledge’s ref-utability and its validation through experimentation. Other parts of this work, stressout the incompatibility of Nietzsche’s philosophy with a democratic education. Hisphilosophical concepts of social order and destiny’s accomplishment are presentedin favour of this claim. Finally, the most unique propositions in The Gay Science areunveiled and their potential incorporation into the educational process is proposed.In particular, the values of appearance and fallacy emerge, illuminating the optimis-tic side of his philosophy. From an educational perspective, these values recommendlimiting excess rationalism in classrooms and maintaining students’ learning interestby focusing on their emotional needs
ER -