By Friedrich Nietzsche
AN NYRB Classics Original
In 1869, on the age of twenty-four, the precociously outstanding Friedrich Nietzsche used to be appointed to a professorship of classical philology on the college of Basel. He appeared marked for a profitable and traditional educational occupation. Then the philosophy of Schopenhauer and the tune of Wagner remodeled his targets. The genius of such thinkers and makers—the type of genius that had emerged in historical Greece—this on my own used to be the touchstone for real realizing. yet how was once schooling to serve genius, specifically in a contemporary society marked increasingly more through an unholy alliance among educational specialization, mass-market journalism, and the militarized kingdom? whatever greater than good scholarship was once known as for. a brand new method of training and wondering, a brand new philosophy . . .
What that new method could be used to be the query Nietzsche broached in 5 vibrant, well known public lectures in Basel in 1872. Anti-Education presents a provocative and well timed reckoning with what continues to be one of many critical demanding situations of the fashionable world.
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Extra resources for Anti-Education: On the Future of Our Educational Institutions (New York Review Books Classics)
E. means to an end), followed by reasons relating to personal development and rather less frequently cited stopgap reasons. , 1998) to an active social and sporting life. This is probably because this reason is seldom the single most important reason (the Newstead study asked simply for the single main reason for studying). The similarity of the findings in these two studies might suggest that students’ motives do not change a great deal over the course of their degrees. There is direct support for this contention in the research of Fazey and Fazey (1998).
In contrast, those who adopt a surface approach would fail to identify the central themes – primarily because they would be engrossed in progressing through the text sequentially, attempting to remember the flat landscape of facts. The conceptions of deep and surface approaches to learning have increased in sophistication with further research, most notably the work of Biggs (1987) and Ramsden (1988). Ramsden (2003: 47–48) provides helpful, illustrative examples of statements from students in different disciplines exhibiting deep and surface approaches.
Abstract reflective AC-RO Hard pure Natural sciences Mathematics 2. Concrete reflective CE-RO Soft pure Humanities Social sciences 3. Abstract active AC-AE Hard applied Science-based professions, engineering Medicine and other healthcare professions 4. g. numeracy by humanities students or team working by mathematicians) (academics may also feel disconnection if asked to incorporate ‘alien perspectives’ into their teaching). However, we know of no robust research evidence to support or refute this hypothesis.