2004
Volume 111, Issue 4
  • ISSN: 0002-5275
  • E-ISSN: 2352-1244

Abstract

Abstract

The traditional distinction of Western philosophy between body and mind still permeates many contemporary pedagogical frameworks. In this article, I will reconstruct in Nietzsche’s philosophy the basis for a constructive pedagogical model that understands learners in an integrated way. The first part of this article will argue that this model of (‘Einverleibung’) forms a learning theoretical foundation. In the second part, I will build on this Nietzschean learning theory in order to re-evaluate specific contemporary pedagogical trends, a.o. Bloom’s taxonomy and competency-based education within the context of expertise development. Finally, I elaborate on the meaning of Nietzsche’s model of Einverleibung for a 21st century philosophy education that an emancipatory and inclusive didactic.

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2019-11-01
2021-09-23
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  • Article Type: Research Article
Keyword(s): competency; embodiment; learning theory; philosophy education
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