Nietzsche (as) educator

References

• Allen, A . (2017). Awaiting education: Friedrich Nietzsche on the future of our educational institutions. Philosophical Inquiry in Education, 24 (2), 197–210.
   Google Scholar
• Allison, D. B . (2001). Reading the new Nietzsche. Lanham: Rowman & Littlefield.
   Google Scholar
• Aviram, A . (1991). Nietzsche as Educator?. Journal of Philosophy of Education, 25 (2), 219–234.
   Google Scholar
• Babich, B . (2009). Become the one you are: On Commandments and praise — among friends. In T. Hart (Ed.), Nietzsche, culture, and education (pp. 13–38). London: Ashgate.
   Google Scholar
• Babich, B . (2010a). Great men, little black dresses, & the virtues of keeping one’s feet on the ground. MP: An Online Feminist Journal, 3 (1), 57–78.
   Google Scholar
• Babich, B . (2010b). Early continental philosophy of science. In: K. Ansell-Pearson & A. Schrift (eds), The history of continental philosophy. Volume Three, The New Century: Bergsonism, Phenomenology, and Responses to Modern Science (pp. 263–286). Durham: Acumen.
   Google Scholar
• Babich, B . (2010c). Nietzsches Wissenschaftsphilosophie. »Die Wissenschaft unter der Optik des Künstlers zu sehn, die Kunst aber unter der des Lebens«. Oxford: Peter Lang.
   Google Scholar
• Babich, B . (2013). Nietzsche’s Zarathustra and Parodic Style: On Lucian’s Hyperanthropos and Nietzsche’s Übermensch . Diogenes, 58 (4), 58–74.
   Web of Science ®Google Scholar
• Babich, B . (2014). On Schrödinger and Nietzsche: Eternal return and the moment. In C. K. Chapple (Ed.), Antonio T. de Nicolas: Poet of Eternal Return (pp. 157–206). Ahmedabad, India: Sriyogi Publications & Ntyalanda International.
   Google Scholar
• Babich, B . (2015a). Sakrale Huren und das Fetisch-Fragment. Batailles Kriegstagebücher Sur Nietzsche (pp. 275–298). In A. R. Boelderl (Ed.), Bataille. Vienna: Turia + Kant.
   Google Scholar
• Babich, B . (2015b). Pedagogy and Other Defenses against the Dark Arts: Professor Severus Snape and Harry Potter, The Philosophical Salon: Los Angeles Review of Books, 28 December 2015.
   Google Scholar
• Babich, B . (2016). The Hallelujah Effect: Music, performance practice, and technology. London: Routledge.
   Google Scholar
• Babich, B . (2017a). On Heidegger on education and questioning. In M. A. Peters (Ed), Encyclopedia of educational philosophy and theory (pp. 1641–1652). Singapore: Springer.
   Google Scholar
• Babich, B . (2017b). Getting to Hogwarts: Michael Oakeshott, Ivan Illich, and J.K. Rowling on ‘School’. In: D. Bakhurst & P. Fairfield (eds), Education and conversation: Exploring Oakeshott’s legacy (pp. 199–218). London: Bloomsbury.
   Google Scholar
• Babich, B . (2017c). Nietzsche’s Posthuman Imperative: On the ‘Human, All-too-Human’ Dream of Transhumanism. In: Y. Yuncel (Ed.), Nietzsche and transhumanism: Precursor or enemy (pp. 101–132). Cambridge: Cambridge Scholars Publishing.
   Google Scholar
• Babich, B . (2017d). Are They Good? Are They Bad? Double Hermeneutics and Citation in Philosophy, Asphodel and Alan Rickman, Bruno Latour and the ‘Science Wars’. In A. Paula , J. Andreev , & L. Emil (eds), Das Interpretative Universum (pp. 259–290). Würzburg: Königshausen & Neumann.
   Google Scholar
• Barnes, J . (1986). Nietzsche and Diogenes Laertius. Nietzsche-Studien, 15 (16), 12–31.
   Google Scholar
• Bataille, G . (1992). On Nietzsche, Bruce Boone, trans. St Paul: Paragon Press.
   Google Scholar
• Bell, M . (2007). Nietzsche as Educator and the Implosion of Bildung . In Open secrets: Literature, education, and authority from J-J. Rousseau to J. M. Coetzee. Oxford: Oxford University Press.
   Google Scholar
• Benne, C . (2005). Nietzsche und die historisch-kritische Philologie. Berlin: de Gruyter.
   Google Scholar
• Biebuyck, B. , Praet, D. , & Poel, I. V . (2005). The eternal Dionysus: The influence of orphism, Pythagoreanism and the Dionysian. Mysteries on Nietzsche’s Philosophy of Eternal Recurrence. Philologus. Zeitschrift für Antike Literatur und ihre Rezeption, 149 , 52–77.
   Google Scholar
• Bitbol, M . (1998). Schrödinger and Indian Philosophy. Cahiers du service culturel de l’ambassade de France en Inde. Allahabad, India. August 1999. https://www.academia.edu/29024231/SCHR%C3%96DINGER_AND_INDIAN_PHILOSOPHY
   Google Scholar
• Borsche, Tilman , Frederico, Gerratana & Also, Venturelli . (eds) (1994). Centauren-Geburten: Wissenschaft, Kunst Und Philosophie Beim Jungen Nietzsche. Berlin: de Gruyter.
   Google Scholar
• Brisson, L. , & Meyerstein, F. W . (1995). Inventing the universe: Plato's Timaeus, the big bang, and the problem of scientific knowledge. Albany: State University of New York Press.
   Google Scholar
• Brobjer, T . (2008). Nietzsche's philosophical context: An intellectual biography. Bloomington: University of Illinois Press.
   Google Scholar
• Carlin, M. , & Wallin, J . (eds) (2015). Deleuze and Guattari, politics and education: For a people-yet-to-come. London: Bloomsbury.
   Google Scholar
• Caygill, H . (1993). Philosophy and cultural reform. In: K. Ansell-Pearson , & H. Caygill , (eds), The fate of the new Nietzsche (pp. 109–122). Avebury: Ashgate.
   Google Scholar
• Clemente, M. Saverio , & Bryan J. Cocchiara (eds) (2018). misReading Nietzsche. Eugene, OR: Pickwick.
   Google Scholar
• Conant, J . (2001). Nietzsche’s perfectionism: A reading of Schopenhauer as Educator. In Richard Schacht, Nietzsche’s Postmoralism: Essays on Nietzsche’s Prelude to Philosophy’s Future (pp. 181–257). Cambridge: Cambridge University Press.
   Google Scholar
• Cooper, D . (1983). Authenticity and learning: Nietzsche’s educational philosophy. London: Routledge.
   Google Scholar
• Danto, A . (1980). Nietzsche as philosopher. New York: Columbia Morningside Press.
   Google Scholar
• Danto, A . (2005). On writing Nietzsche as Philosopher . Rivista di Estetica, 45 (28), 17–23.
   Google Scholar
• Del Caro, A . (1989). Nietzsche Contra Nietzsche. Creativity and the Anti-Romantic. Baton Rouge: Louisiana State University Press.
   Google Scholar
• Deleuze, G . (1986). Nietzsche and philosophy. Translated by Hugh Tomlinson. London/New York: Continuum.
   Google Scholar
• Deleuze, G . (2005). Pure immanence: Essays on a life. Translated by Anne Boyman. Cambridge, MA: Zone.
   Google Scholar
• Drochon, H . (2018). Why Nietzsche has once again become an inspiration to the far-right. New Statesman, 29 August.
   Google Scholar
• Duke, G . (2010). Review of Thomas Hart, ed., Nietzsche, Culture, and Education. Surrey: Ashgate, 2008. Educational Philosophy and Theory, 42 (8), 918–920.
   Web of Science ®Google Scholar
• Epple, M . (2006). Felix Hausdorff’s considered empiricism. In: J. Ferréiros & J. Gray (eds), The architecture of modern mathematics: Essays in history and philosophy (pp. 263–290). Oxford: Oxford University Press.
   Google Scholar
• Fairfield, P . (2017). Nietzsche and Self-Education. In M. Peters ( Ed.), Encyclopedia of Educational Philosophy and Theory. New York: Springer.
   Google Scholar
• Fairfield, P . (Ed.) (2011). Education, dialogue and hermeneutics. London: Continuum.
   Google Scholar
• Fitzsimons, P . (2007). Nietzsche’s Übermensch as a Metaphor or Education. Paideusis, 16 (1), 5–15.
   Google Scholar
• Furness, R . (2000). Zarathustra’s children: A study of a lost generation of German writers. Rochester: Camden House.
   Google Scholar
• Gadamer, H.-G . (1996). Heidegger und Nietzsche. Zu Nietzsche hat mich kaputtgemacht. Aletheia, 9 (10), 19.
   Google Scholar
• Gordon, H . (1980). Nietzsche’s Zarathustra as Educator. Journal of Philosophy of Education, 14 (2), 181–192.
   Google Scholar
• Gordon, M . (2016). Teachers as Absurd Heroes: Camus’ Sisyphus and the Promise of Rebellion,. Educational Philosophy and Theory, 48 (6), 589–604.
   Web of Science ®Google Scholar
• Gray, J . (2016). Anti-Education by Friedrich Nietzsche. The Guardian, 8 January.
   Google Scholar
• Hadot, P . (1995). Philosophy as a way of life. Oxford: Blackwell.
   Google Scholar
• Hart, T . (Ed.) (2008). Nietzsche, culture, and education. Surrey: Ashgate.
   Google Scholar
• Havenstein, M . (1921). Nietzsche als Erzieher. In M. Oehler ( Ed.), Den Manen Friedrich Nietzsches (pp. 91–108). München: Musarion.
   Google Scholar
• Heelan, P. A . (1983). Space-perception and the philosophy of science. Berkeley: University of California Press.
   Google Scholar
• Heelan, P. A . (2015). The Observable: Heisenberg’s philosophy of quantum mechanics. Oxford: Peter Lang.
   Google Scholar
• Holub, R. C . (2015). Nietzsche’s Jewish Problem Between Anti-Semitism and Anti-Judaism. Princeton: Princeton University Press.
   Google Scholar
• Hoyer, T . (2002). Nietzsche und die Pädagogik: Werk, Biografie und Rezeption. Würzburg: Königshausen & Neumann.
   Google Scholar
• Hummel, P. ( Ed.) (2009) Mélivres/Misbooks. Études sur l’envers et les travers du livre. Paris: Philogicum.
   Google Scholar
• Irigaray, L . (1991). Marine Lover of Friedrich Nietzsche, Gillian Gill, trans. New York: Columbia University Press.
   Google Scholar
• Janaway, C . (Ed.) (1999). Willing and nothingness: Schopenhauer as Nietzsche’s Educator. Oxford: Oxford University Press.
   Google Scholar
• Jaspers, K . (1997). Nietzsche: An Introduction to the Understanding of His Philosophical Activity. Baltimore: Johns Hopkins University Press.
   Google Scholar
• Johansson, V. , & Schumann, C . (2017). Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a Philosopher of Education. Educational Philosophy and Theory, 49 , 1–4.
   Google Scholar
• Johnston, J. S . (2005). Nietzsche as educator: A reexamination. Educational Theory, 48 (1), 67–83.
   Google Scholar
• Jonas, M. E . (2016). Advancing equality and individual excellence: The case of Nietzsche’s “Schopenhauer as Educator”. History of Philosophy Quarterly, 33 (2), 173–192.
   Google Scholar
• Kaag, J . (2018). Hiking with Nietzsche. New York: Farrar, Straus and Giroux.
   Google Scholar
• Kingsley, P . (1995). Ancient philosophy, mystery, and magic: Empedocles and the pythagorean tradition. Oxford: Clarendon Press.
   Google Scholar
• Lachterman, D . (1989). The ethics of geometry: A genealogy of modernity. New York: Routledge.
   Google Scholar
• Lambert, L . (1986). Nietzsche's teaching: An interpretation of thus spoke Zarathustra. New Haven: Yale University Press.
   Google Scholar
• Lambert, L . (1997). Strauss and Nietzsche. Chicago: University of Chicago Press.
   Google Scholar
• Lemco, G . (1992). Nietzsche as Educator. Lanham: Edward Mellen Press.
   Google Scholar
• Löw, R . (1984). Nietzsche als Sophist und Erzieher Weinheim: Acta Humanioria.
   Google Scholar
• Mongré, P . [Felix Hausdorff] (1897). Sant Ilario. Gedanken aus der Landschaft Zarathustras. Leipzig: Naumann.
   Google Scholar
• Morgan, G. A . (1965). What Nietzsche Means. Cambridge: Harvard University Press.
   Google Scholar
• Müller-Lauter, W . (1971). Nietzsche. Seine Philosophie der Gegensätze und die Gegensätze seiner Philosophie. Berlin: de Gruyter.
   Google Scholar
• Murphy, T. F . (1984). Nietzsche as Educator. Lanham: University Press of America.
   Google Scholar
• Nietzsche, F . (2015). In C. Wellmon & P. Reitter (eds), Anti-Education. New York: New York Review of Books.
   Google Scholar
• Nietzsche, F . (2017). Homer and classical philology. New Nietzsche Studies, 10 (3 & 4), 113–125.
   Google Scholar
• O’Hara, D. T . (1981). The prophet of our laughter: Or Nietzsche as — educator?. Boundary 2, Vol. 9/10 , 1–21. Vol. 9, no. (3) Vol. 10, no. 1, Why Nietzsche Now? A Boundary 2 Symposium (Spring-Autumn).
   Web of Science ®Google Scholar
• Owen, D . (2002). Equality, democracy, and self-respect: Reflections on Nietzsche’s Agonal Perfectionism. The Journal of Nietzsche Studies, 24 /(1), 113–131.
   Google Scholar
• Peters, M. , Marshall, J. , & Smeyers, P . (eds). (2001). Nietzsche’s legacy for education: Past and present values. Westport, CT: Bergin & Garvey.
   Google Scholar
• Rattner, J . (1994). Nietzsche als Erzieher, Nietzsche-Forschung. Berlin: Akademie Verlag. 99–110.
   Google Scholar
• Renaut, L. , & Ferry, A . (1997). Why We are Not Nietzscheans. Chicago: University of Chicago Press.
   Google Scholar
• Rosenow, E . (2000). ‘Nietzsche als Erzieher’ kontra ‘Nietzsche in der Pädagogik?’. Ein Vergleich der anglo-amerikanischen und der deutschen Nietzsche-Interpretationen am Vorabend des 21. Jahrhunderts. Zeitschrift Für Pädagogik, 46 (6), 867–879.
   Google Scholar
• Rowthorn, D . (2017). Nietzsche’s Cultural Elitism. Canadian Journal of Philosophy, 47 (1), 97–115. Volume Issue
   Web of Science ®Google Scholar
• Schopenhauer, A . (1974). The fourfold root of the principle of sufficient reason. La Salle, IL: Open Court.
   Google Scholar
• Solms-Laubach, F. Z . (2012). Nietzsche and Early German and Austrian Sociology (pp. 139–145). Berlin: de Gruyter.
   Google Scholar
• Solomon, R. C. , & Higgins, K. M . (2012). What Nietzsche really said. New York: Knopf/Doubleday.
   Google Scholar
• Sorgner, S . (2017). In: Y. Tuncel (Ed.), Nietzsche and Transhumanism: Precursor or Enemy (pp. 14–26). Cambridge: Cambridge Scholars Publishing.
   Google Scholar
• Stegmaier, W . (2002). Ein Mathematiker in der Landschaft Zarathustras. Feliz Hausdorff als Philosoph.. Nietzsche-Studien, 31 , 195–240.
   Google Scholar
• Stickney, J . (2017). Wittgenstein as educator. In: M. A. Peters & J. Stickney (eds), A companion to Wittgenstein on education (pp. 43–61). Frankfurt am Main: Springer.
   Google Scholar
• Strauss, L . (1973). Note on the Plan of Nietzsche’s Beyond Good and Evil . Interpretation, 3 (2 & 3), 97–113.
   Google Scholar
• Strong, T. B . (2000). Friedrich Nietzsche and the politics of transfiguration. Berkeley: University of California Press.
   Google Scholar
• Strong, T. B. , & Gillespie, M. A . (eds) (1998). Nietzsche’s New Seas. Explorations in Philosophy, Aesthetics, and Politics. Chicago: University of Chicago Press.
   Google Scholar
• Syrjämäki, S . (2009). Philosophical Exercise. Arthur Danto on Nietzsche. Rivista di Estetica, 40 , 105–119.
   Google Scholar
• Thiele, L. P . (1990). The educator and the solitary. In: Friedrich Nietzsche and the politics of the soul: A study of heroic individualism (pp. 165–182). Princeton: Princeton University Press.
   Google Scholar
• Tubbs, N . (2005). Nietzsche, Zarathustra, and Deleuze. Journal of Philosophy of Education, 39 (2), 357–385.
   Google Scholar
• Vaihinger, H . (1902). Nietzsche Als Philosoph. Berlin: H. Beyer & Söhne
   Google Scholar
• Weeks, M . (2017). What Would Nietzsche Do? London: Hachette.
   Google Scholar
• Weizsäcker, C. F. V . (1999). Perceptions of modernity. In: B. Babich (Ed.), Nietzsche, epistemology, and philosophy of science. Nietzsche and the Sciences II (pp. 221–240). Dordrecht: Kluwer.
   Google Scholar
• Whitman, J. Q . (2017). Nietzsche and the Magisterial Tradition. New Nietzsche Studies, 10 (3 & 4), 137–152.
   Google Scholar
• Wilamowitz-Möllendorff, U. V . (2000). Future Philology! Gertrude Postl, Babette Babich, and Holger Schmid, trans. New Nietzsche Studies, 4 (1 and 2), 1–33.
   Google Scholar
• Wohlfart, G . (1999). Das spielende Kind. Nietzsche: Postvorsokratiker-Vorpostmoderner. Essen: Blaue Eule.
   Google Scholar
• Wolin, R . (2006). The seduction of unreason the intellectual romance with fascism from Nietzsche to postmodernism. Princeton: Princeton University Press.
   Google Scholar