Exploring Karl Marx's radical educational philosophy, the book delves into his personal educational experiences and their influence on his views. It highlights key themes such as the function of education in capitalist society, its role in human development, and the vision for education in a future society. The author situates these ideas within a historical context, linking them to contemporary public debates on educational policy, providing a comprehensive understanding of Marx's contributions to educational thought.
"This text examines the intellectual partnership of Friedrich Nietzsche (1844-1900) and Paul Rée (1849-1901), combining biography with philosophy to give an account of a friendship that made major contributions to modern thought"--Provided by publisher.
The book, first published in 2000, explores significant themes and concepts relevant to its subject matter, providing valuable insights and perspectives. As part of Routledge, an imprint of Taylor & Francis, it contributes to academic discourse, making it a noteworthy addition to its field. The content is designed to engage readers and provoke thought, appealing to both scholars and general readers interested in the topics discussed.
Friedrich Nietzsche is portrayed as a distinctive philosopher whose ideas diverge from contemporary schools of thought. His original perspectives challenge conventional wisdom and invite readers to explore his unique approach to philosophy. This work delves into his contributions and the impact of his thought on the intellectual landscape of his era.
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 certaintywith 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.”
In an assessment of the educational thought of Karl Marx and its later influence, this book provides a perspective in which many aspects of Marx's ideas are seen. It explores Marx's approach to each of these issues and in relating this approach to later developments
