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  1. (5 other versions)Beyond Good and Evil.Friedrich Wilhelm Nietzsche - 1886 - New York,: Vintage. Edited by Translator: Hollingdale & J. R..
    “Supposing that truth is a women-what then?” This is the very first sentence in Nietzsche’s Beyond Good and Evil . Not very often are philosophers so disarmingly explicit in their intention to discomfort the reader. In fact, one might say that the natural state of Nietzsche’s reader is one of perplexity. Yet it is in the process of overcoming the perplexity that one realizes how rewarding to have one’s ideas challenged. In Beyond Good and Evil, Nietzsche critiques the mediocre in (...)
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  • Nietzsche, Genealogy, History.Michel Foucault - 2001 - In John Richardson & Brian Leiter, Nietzsche. New York: Oxford University Press. pp. (139-164).
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  • (5 other versions)Thus spoke Zarathustra.Friedrich Wilhelm Nietzsche - 1924 - New York,: Viking Press. Edited by Walter Arnold Kaufmann.
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  • (4 other versions)Ecce homo.Friedrich Wilhelm Nietzsche & Raoul Richter - 1911 - Mineola, N.Y.: Dover Publications. Edited by Anthony M. Ludovici.
    Published posthumously in 1908, Ecce Homo was written in 1888 and completed just a few weeks before Nietzsche’s complete mental collapse. Its outrageously egotistical review of the philosopher’s life and works—featuring chapters called Why I Am So Wise and Why I Write Such Good Books—are redeemed from mere arrogance by masterful language and ever-relevant ideas. In addition to settling scores with his many personal and philosophical enemies, Nietzsche emphasizes the importance of questioning traditional morality, establishing autonomy, and making a commitment (...)
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  • (1 other version)Identity, difference: democratic negotiations of political paradox.William E. Connolly - 2002 - Minneapolis, MN: University of Minnesota Press.
    In this foundational work in contemporary political theory, William Connolly makes a distinctive contribution to our understanding of the relationship between ...
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  • Ethics and Education.Richard Stanley Peters - 1966 - London,: Routledge.
    First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic society. The book will appeal (...)
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  • Nietzsche's Legacy for Education: Past and Present Values.Michael Peters, James Marshall & Paul Smeyers (eds.) - 2001 - Westport, Conn.: Praeger.
    This collection of essays provides an introduction to Nietzsche's thought and educational writings, and examines questions concerning the centrality of values for education in postmodernity.
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  • Nietzsche as educator?Aharon Aviram - 1991 - Journal of Philosophy of Education 25 (2):219–234.
    ABSTRACT Can Nietzsche's ideal of man, the overman, be conceived as an educational ideal in post-modern democratic societies? Should it be so conceived? This paper answers both questions positively. The affirmative answer to the first question is based on arguments aimed at overcoming two obvious difficulties: the Contradictions in Nietzsche's various references to his human ideal, and his blatant anti-democratic attitude. The affirmative answer to the second question builds on an analysis portraying Nietzsche's conception of man as one that allows (...)
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  • Teaching to lie and obey: Nietzsche on education.Stefan Ramaekers - 2001 - Journal of Philosophy of Education 35 (2):255–268.
    To understand Nietzsche's view of education requires us to grasp the importance Nietzsche attaches to being embedded in a particular historical and cultural frame. Education is, at least in the early stages, a matter of teaching the child to see and to value particular things or, in Nietzsche's way of putting this, teaching the child to lie. Here I develop an interpretation contrary to those who emphasise Nietzsche's radical individualism and thus view his Overman in subjectivistic terms. I argue that (...)
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  • Nietzsche's Educational Legacy: Reflections on Interpretations of a Controversial Philosopher.Eliyahu Rosenow - 2000 - Journal of Philosophy of Education 34 (4):673-685.
    The article examines the educational interpretations given to Nietzsche throughout the three last decades in English and in German, compares the educational images of Nietzsche portrayed in these interpretations and elaborates on the conclusions resulting from this comparison. Whereas Nietzsche appears in Anglo-American educational interpretations as a democratic and humane educator par excellence, German interpreters not only disqualify him as an educator, but practically erase his philosophy from educational theory. The comparison of these interpretations manifests the problem of the relationship (...)
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  • Zarathustra/Zarathustra as educator.Richard Schacht - 1995 - In Peter Sedgwick, Nietzsche: a critical reader. Cambridge: Blackwell.
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  • Derrida--Nietzsche, Nietzsche--Derrida.Ernst Behler - 1988 - München: Ferdinand Schöningh.
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  • The analytic/continental divide: Nietzsche and the critique of modernity.M. A. Peters - unknown
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