國立虎尾科技大學 |

Friedrich Nietzsche = Reconciling Knowledge and Life /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Friedrich Nietzsche/ by Robin Small.
其他題名:	Reconciling Knowledge and Life /
作者:	Small, Robin.
面頁冊數:	VI, 79 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education—Philosophy. -
電子資源:	https://doi.org/10.1007/978-3-319-29519-0
ISBN:	9783319295190

Friedrich Nietzsche = Reconciling Knowledge and Life /
Small, Robin.

Friedrich NietzscheReconciling Knowledge and Life /[electronic resource] :by Robin Small. - 1st ed. 2016. - VI, 79 p.online resource. - SpringerBriefs on Key Thinkers in Education,2211-937X. - SpringerBriefs on Key Thinkers in Education,.

Why Nietzsche matters to education -- Truth, knowledge and life -- Schools, teachers and learners -- The education of the future.

This book offers a succinct guide to Friedrich Nietzsche’s contributions to educational thought, placing them within the context of his overall philosophy and adding biographical background information that sheds light on his thinking. Topics discussed in detail include theories of knowledge and life, concepts of teaching and learning, and practice and policy issues in modern education. Friedrich Nietzsche (1844–1900) was a major Western thinker with much to say about education, both directly and indirectly. A fierce critic of the schools and universities of his time, he affirms the centrality of ‘culture’ and the exceptional individual as the true aim of education. For Nietzsche, the human predicament is characterised by the tension between knowledge and life. The task of education is to reconcile these demands, but that requires a radical rethinking of knowledge and a re-evaluation of morality. Nietzsche’s new conception of truth replaces facts with interpretations, and certainty with bold experiment. His new virtues arise out of the ‘sublimation’ of drives that are condemned by traditional morality. An education of the future promotes these aspects of individual development. Even so, Nietzsche seems to think that, in the end, it is up to each of us to engage in a broader task of self-realisation, for which he has a cryptic formula: “Become what you are.”.

ISBN: 9783319295190

Standard No.: 10.1007/978-3-319-29519-0doiSubjects--Topical Terms:

1254228
Education—Philosophy.

LC Class. No.: LC8-6691

Dewey Class. No.: 370.1

Friedrich Nietzsche = Reconciling Knowledge and Life /
LDR:02841nam a22003975i 4500 001 981991
003 DE-He213
005 20200629200818.0
007 cr nn 008mamaa
008 201211s2016 gw | s |||| 0|eng d
020 $a 9783319295190 $9 978-3-319-29519-0
024 7 $a 10.1007/978-3-319-29519-0 $2 doi
035 $a 978-3-319-29519-0
050 4 $a LC8-6691
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 370.1 $2 23
100 1 $a Small, Robin. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1022438
245 1 0 $a Friedrich Nietzsche $h [electronic resource] : $b Reconciling Knowledge and Life / $c by Robin Small.
250 $a 1st ed. 2016.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a VI, 79 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a SpringerBriefs on Key Thinkers in Education, $x 2211-937X
505 0 $a Why Nietzsche matters to education -- Truth, knowledge and life -- Schools, teachers and learners -- The education of the future.
520 $a This book offers a succinct guide to Friedrich Nietzsche’s contributions to educational thought, placing them within the context of his overall philosophy and adding biographical background information that sheds light on his thinking. Topics discussed in detail include theories of knowledge and life, concepts of teaching and learning, and practice and policy issues in modern education. Friedrich Nietzsche (1844–1900) was a major Western thinker with much to say about education, both directly and indirectly. A fierce critic of the schools and universities of his time, he affirms the centrality of ‘culture’ and the exceptional individual as the true aim of education. For Nietzsche, the human predicament is characterised by the tension between knowledge and life. The task of education is to reconcile these demands, but that requires a radical rethinking of knowledge and a re-evaluation of morality. Nietzsche’s new conception of truth replaces facts with interpretations, and certainty with bold experiment. His new virtues arise out of the ‘sublimation’ of drives that are condemned by traditional morality. An education of the future promotes these aspects of individual development. Even so, Nietzsche seems to think that, in the end, it is up to each of us to engage in a broader task of self-realisation, for which he has a cryptic formula: “Become what you are.”.
650 0 $a Education—Philosophy. $3 1254228
650 0 $a Philosophy and social sciences. $3 960232
650 0 $a Educational policy. $3 1200004
650 0 $a Education and state. $3 563302
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 1 4 $a Educational Philosophy. $3 677294
650 2 4 $a Philosophy of Education. $3 671596
650 2 4 $a Educational Policy and Politics. $3 683657
650 2 4 $a Learning & Instruction. $3 670152
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319295183
776 0 8 $i Printed edition: $z 9783319295206
830 0 $a SpringerBriefs on Key Thinkers in Education, $x 2211-937X $3 1257759
856 4 0 $u https://doi.org/10.1007/978-3-319-29519-0
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)