Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorΤριάντη, Βασιλική Ι.el
dc.rightsDefault License-
dc.subjectNietzsche, Friedrich Wilhelm - Παιδαγωγικές απόψειςel
dc.titleΟι περί παιδείας θέσεις του Friedrich Nietzscheel
heal.type.enMaster thesisen
heal.type.elΜεταπτυχιακή εργασίαel
heal.classificationNietzsche, Friedrich Wilhelm, 1844-1900el
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίαςel
heal.bibliographicCitationΒιβλιογραφία: σ. 136-140el
heal.abstractThis Dissertation ‘’Friedrich Nietzsche’s aspects of education’’ deals with a particularly interesting subject regarding the modern philosophy of education in general, as well as the educational reality of Germany in the 19th century. The primary purpose of the Dissertation is to investigate and analyze the pedagogical opinions of Nietzsche, as they are presented in his chronologically initial scripts and mainly at ‘’Lectures for Education’’ in 1876. Furthermore, the Dissertation seeks to demonstrate the origins of the central principles of nihilism for late Nietzsche’s work and finally to discuss how this problematic can be used as an interpretative prism through which the newer state can be seen, and in particular the queries and impasses of modern education. All the above parts of the Dissertation, form a unified body that deals with early as well as late Nietzsche’s work, focusing on the uncovering of the problems that the educational system faces nowadays. As a primary interpretative assumption, the fact that there is a continuity between early and late Nietzsche’s opinions about education is used. It is obvious that the philosopher approaches education as a procedure that is strongly connected with philosophy. This is the main reason why he was known as the ‘’Philosopher of Education’’. Nietzsche’s writings can be considered as pedagogical since they include educational dimensions and elements of radical redefinition about the goal of education, as well as an educational process that transforms to a form of seeking the best possible conditions for our civilization to recover. Nietzsche himself was devoted in training the teachers as he thought that philosophy can be put at the service of the educational process. The continuous ascertainments for a cruel and problematic world, question his faith in men and put himself into the situation of perceiving the superhuman, of course along with the hope that a new world will surface. For the German philosopher, mankind should be educated in such a way so that a new kind of man would arise, the so called ‘’superhuman’’. The purpose of education should be the creation of this superhuman. Only education, through the guidance of the teacher will allow men to go against the ‘’do-nothing’’ form of existence that leads to nihilism. In that sense, nihilism is used by Nietzsche for re-educating our ambitions and thoughts and for the improvement of our lives, as it works as a compass that gives us a direction in life, shows us the goal, even if the goal itself is not that clear.en
heal.advisorNameΜαγγίνη, Γκόλφωel
heal.committeeMemberNameΜαγγίνη, Γκόλφωel
heal.committeeMemberNameΠρελορέντζος, Ιωάννηςel
heal.committeeMemberNameΔρόσος, Διονύσιοςel
heal.academicPublisherΠανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίαςel
heal.numberOfPages142 σ.-
Appears in Collections:Διατριβές Μεταπτυχιακής Έρευνας (Masters) - ΦΠΨ

Files in This Item:
File Description SizeFormat 
Μ.Ε. ΤΡΙΑΝΤΗ ΒΑΣΙΛΙΚΗ 2018.pdf2.04 MBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons