Exemplars, Institutions, and Self Knowledge in Schopenhauer as Educator

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As Janaway observed, “the topic of Schopenhauer as Educator is really education rather than Schopenhauer”; indeed, Nietzsche described it as addressing a “problem of education without equal” (EH ‘Books’ UM.3). This article reconstructs the pedagogical challenge and solution presented by Nietzsche in that text. It is obvious that Schopenhauer’s example is meant to underpin Nietzsche’s new pedagogy: what is less obvious is how exactly that exemplary role is meant to work. I concentrate on three issues: the exact nature of the pupil’s relationship to the exemplar, the institutional context of education, and the links of both to self-knowledge. Throughout I use as a foil a thinker who discussed these questions at length and who is in many ways Nietzsche’s unspoken target throughout Schopenhauer as Educator: Immanuel Kant. We need to understand, in short, “what, after Kant, Schopenhauer can be to us” (SE 3).
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