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Style as pedagogy in Nietzsche (Frie...

Varvaro, Juliane.

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Style as pedagogy in Nietzsche (Friedrich Nietzsche).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Style as pedagogy in Nietzsche (Friedrich Nietzsche)./
Author:	Varvaro, Juliane.
Description:	181 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4144.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3153448
ISBN:	0496140655

Style as pedagogy in Nietzsche (Friedrich Nietzsche).
Varvaro, Juliane.

Style as pedagogy in Nietzsche (Friedrich Nietzsche). - 181 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4144.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.

This dissertation is an investigation of Nietzsche's descent and of his need to orient his readers to his corpus. Taking "hear aright" as a "hint" that led me to investigate Nietzsche's post-Zarathustrean texts---texts he calls his "fishhooks," this dissertation investigates Nietzsche's need to prepare and school his readers to " hear aright the tone that comes from this mouth" (EH P:4). In doing so, it takes up the burden of education itself, of Nietzsche as an educational practitioner who finds himself unable to find "ears" for his gifts and who then finds himself needing to clarify his "style" and "task" for those who may take him in hand. Locating itself within educational theory, chapter 1 takes up the current debate within philosophy of education as to what the field is about and posits Nietzsche as one who must awaken us to the problem of learning itself. Chapter 2 focuses in on two ways in which Nietzsche can be seen as an educator, while taking up the issue of esotericism, or one difficulty in reading a philosopher. Chapter 3 then looks directly at Nietzsche's clarification of style, looking at his "hints" about reading him and at how our spiritual degradation, as exemplified in educational institutes, inhibits us from reading "properly." Chapter 4 focuses on the "genius of the species" and "the basic will of the mind" and, in doing so, highlights the need for "severity of heart" in the learning process, while also highlighting the "squanderer." Chapter 5 directly looks at Nietzsche as a squanderer and at his pedagogy of style.

ISBN: 0496140655Subjects--Topical Terms:

783746
Education, Philosophy of.

Style as pedagogy in Nietzsche (Friedrich Nietzsche).
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100 1 $a Varvaro, Juliane. $3 1900872
245 1 0 $a Style as pedagogy in Nietzsche (Friedrich Nietzsche).
300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4144.
500 $a Adviser: Pradeep Dhillon.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
520 $a This dissertation is an investigation of Nietzsche's descent and of his need to orient his readers to his corpus. Taking "hear aright" as a "hint" that led me to investigate Nietzsche's post-Zarathustrean texts---texts he calls his "fishhooks," this dissertation investigates Nietzsche's need to prepare and school his readers to " hear aright the tone that comes from this mouth" (EH P:4). In doing so, it takes up the burden of education itself, of Nietzsche as an educational practitioner who finds himself unable to find "ears" for his gifts and who then finds himself needing to clarify his "style" and "task" for those who may take him in hand. Locating itself within educational theory, chapter 1 takes up the current debate within philosophy of education as to what the field is about and posits Nietzsche as one who must awaken us to the problem of learning itself. Chapter 2 focuses in on two ways in which Nietzsche can be seen as an educator, while taking up the issue of esotericism, or one difficulty in reading a philosopher. Chapter 3 then looks directly at Nietzsche's clarification of style, looking at his "hints" about reading him and at how our spiritual degradation, as exemplified in educational institutes, inhibits us from reading "properly." Chapter 4 focuses on the "genius of the species" and "the basic will of the mind" and, in doing so, highlights the need for "severity of heart" in the learning process, while also highlighting the "squanderer." Chapter 5 directly looks at Nietzsche as a squanderer and at his pedagogy of style.
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650 4 $a Education, Philosophy of. $3 783746
650 4 $a Philosophy. $3 516511
650 4 $a Political Science, General. $3 1017391
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710 2 0 $a University of Illinois at Urbana-Champaign. $3 626646
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792 $a 2004
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