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On the Future of our Educational Institutions, by Friedrich Nietzsche
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- Published on: 2015-07-24
- Released on: 2015-07-24
- Original language: English
- Dimensions: 9.00" h x .25" w x 6.00" l,
- Binding: Paperback
- 110 pages
Review
Grenke’s superb edition ... makes [a] most important early work available.... Grenke’s translation sets new standard of fidelity to Nietzsche’s thought. -- Susan Shell, Boston College
This new translation happily makes them readily available at long last to English-speaking readers. --Richard Schacht, University of Illinois
About the Author
Nietzsche has been proclaimed the seminal figure of modern philosophy as well as one of the most creative and critically influential geniuses in the history of secular thought.
Most helpful customer reviews
5 of 5 people found the following review helpful.
The Decline of The Classical Education.
By M. DeKalb
Published in 1910 and translated by JM Kennedy, this is Nietzsche's work on the decline of the `classical education' to what, in his era, represents a `formal education'. Broken down into five lectures, a sixth and seventh were intended but never completed, we encounter a philosopher and his pupil conversing and two eavesdroppers still steeped in the educational system of the current times.
The primary argument is: Schools are meant to teach `culture'. Here they are failing miserably for as Nietzsche defines culture it is: 1. The need for philosophy, 2. The instinct to art and 3. Holding Greek and Roman antiquity as Kant's `Categorical Imperative' of all culture - Hellenistic idealization.
To attain culture one must approach works of art with pious regard and studiousness. One must take on leaders and masters and relent to the sheer power of genius. Obedience is the start of all culture (he earlier states that it is the `movements of language'). However, the current educational model, the so taught `historical' model of teaching culture is debased in that it allows an `Acroamatic' approach to learning - the student is allowed to pick and choose which ideals to incorporate into himself. This method is prone to leave an individual leaderless, cultureless and thereby trawling through his life in misery.
School is not, contrary to most estimation, meant to prepare one for the universities. It is simply meant to prepare an individual for the workforce, so that he may be of benefit, financially, to the state. And the university experience is only meant for further specialization in any given workforce. It is not meant to instill culture. Nietzsche states: `men are given the culture which is compatible with their interest of gain', essentially meaning: the uncultured choose to be so.
He however finds that only a select few should be truly educated, or more precisely, that only the select few are educated are truly educated, because all the others plod through their schooling unwitting to the State's devices or it's own intended gain, or they're not invested in their own cultural gain but only their financial gains. In continuing to educate the undeserved masses we find `uniform mediocrity gets peevish praise.' (561).
Being that Nietzsche studied Philology (the study of the meaning of historical texts), it makes sense that one of the smaller bases of his argument reads: `Take your language seriously! He who does not regard this as a sacred duty does not possess even the germ of a higher culture... From your treatment of your mother tongue, we can judge how highly or how lowly you esteem art.' (497) `Culture begins, however, with the correct movement of language.' (629)
Of prime importance to the argument is the antiquarian ideals of Ancient Greece, for she `was for his culture not a supervisor, regulator and watchman' (950). And in these ideals expounded by Greece: steadfast, courageous, pure and lofty, we also see the `German Spirit' (996)
In a nutshell:
Only a few should be educated and these few should be heralded for their great work and anybody else should submit to their genius.
Our educational institutions are meant to teach you how to survive; not how to become cultured. With each sapping of the latter, man is being propelled into his own misery.
1 of 1 people found the following review helpful.
Caution on translations.
By Lost in Siberia
Apparently, there are two translations in circulation — and a third will be published by NY Review Books in November, 2015.
The oldest translation, obsolete, undesirable, is the one by J.M. Kennedy first published circa 1909. Skip it. But it is the one offered for Kindle readers and from various cheapie republishers.
Better by far is the translation by Michael W. Grenke, published in 2004 by St. Augustine Press, available only, it seems, in hardback, sometimes with the subtitle "A William of Moerbeke Translation," and 192 pages according to the publisher, ISBN 978-1-58731-601-2. The paperback which is linked with this hardback here is NOT the same translation but is the older one mentioned above.
Why did NY Review Books decide on a new translation? The new title is sexier: "Anti-Education."
0 of 0 people found the following review helpful.
Future past
By Paul H. Greinke
When Nietzsche wrote this, the struggle was for education of the masses, as a philosophic bend. What to do with the folk with no intellect, those who run on instinct alone? This may be true in 3rd world countries but throughout the world, the masses are being educated and the challenges for educators much different. Still a fairly good read for Nietzsche fans.
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