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Education in the Straitjacket of Cultural Crisis: Nietzsche and His Critique of Modern Pedagogy
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Seyyed remazan Aghili   , Mahdi Rezaei , Mahmoud Abassi |
| farhangian university |
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Abstract: (317 Views) |
The limited performance of modern education in nurturing creative and autonomous individuals, along with raising fundamental questions about the aim and nature of pedagogy—with its focus on rote memorization, excessive standardization, and the commodification of knowledge—has created a growing chasm between education and culture. Employing thematic analysis, this research examines Friedrich Nietzsche's thoughts on education and extracts their implications for cultivating authentic human beings. The findings reveal that, from Nietzsche’s perspective, modern education, in its alliance with power and the state, leads to conformity and the weakening of individuality. Through the quantitative expansion of education devoid of culture, it results in the reproduction of "commonplace human beings." His critique centers on axes such as the commodification of culture, the domination of the logic of utility, and the decline of individual cultivation. In contrast, the ultimate goal of Nietzschean education is to nurture individuals capable of creating meaning, critiquing the status quo, and generating new values. This ideal necessitates the concept of "self-creation" (Selbstschöpfung) and its connection to the "will to power" as the driving force of evolution. Accordingly, the teacher's role transcends the mere transmission of knowledge, elevating to one of inspiration, guidance, and facilitation of the student's process of self-creation. By providing a systematic reading of Nietzsche’s thought, this research enables a critical rethinking of the purpose, meaning, and mission of contemporary education, emphasizing the necessity of reviving cultural and ethical pedagogy in opposition to merely instrumental education.
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| Keywords: Nietzsche, Education, Pedagogy, Critical Attitude, Modernity Era. |
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Type of Study: Research |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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