Volume 111, Issue 4

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.

Loading

Article metrics loading...

/content/journals/10.5117/ANTW2019.4.010.GELL
2019-11-01
2024-03-29
Loading full text...

Full text loading...

/deliver/fulltext/00025275/111/4/10_ANTW2019.4_GELL.html?itemId=/content/journals/10.5117/ANTW2019.4.010.GELL&mimeType=html&fmt=ahah

References

  1. Abel, G.(2001)Bewußtsein- Sprache- Natur, Bewußtsein- Sprache- Natur, Nietzsche Studien30, pp. 1-44.
    [Google Scholar]
  2. Ajzen, I.(2005)Attitudes, Personality, and Behavior. Berkshire: Open University Press.
    [Google Scholar]
  3. Agentschap voor Hoger Onderwijs, Volwassenenonderwijs, Kwalificaties en Studietoelagen(2018)Ontwerp van Decreet betreffende de Onderwijsdoelen voor de eerste Graad van het Secundair Onderwijs. Memorie van Toelichting, https://www.onderwijsdoelen.be/sites/default/files/atoms/files/VR%202018%201307%20DOC.%200807%203%20TER%20Einddoelen%20eerste%20graad%20SO%20-%20memorie.pdf.
    [Google Scholar]
  4. Anderson, L. W. & Krathwohl, D. R.(2001)A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, San Francisco: Longman.
    [Google Scholar]
  5. Baartman, L. & de BruijnE.(2011)Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes Towards Vocational Competence, Educational Research Review6, pp. 125-134.
    [Google Scholar]
  6. Biggs, J. & Collis, K.(1982)Evaluating the Quality of Learning. The SOLO Taxonomy (Structure of the Observed Learning Outcome). NY: Academic Press.
    [Google Scholar]
  7. Blanchard, N.P. & Thacker, J.W.(2013)Effective Training: Systems, Strategies & Practices. (5th edition). New Jersey: Prentice Hall.
    [Google Scholar]
  8. Bloom, B.(1956)Taxonomy of Educational Objectives: The Classification of Educational Goals. Londen: Longmans.
    [Google Scholar]
  9. Babich, B.(2009)Become the One You Are: On Commandments and Praise – Among Friends, in: T.Hart (red.) Nietzsche, Culture, and Education. London: Ashgate, pp. 13-38.
    [Google Scholar]
  10. Commissie Levensbeschouwelijke Vakken(2012)Interlevensbeschouwelijke Competenties in het Kader van Dialoog en Samenwerking tussen Levensbeschouwingen op School, file:///C:/Users/Administrator/Downloads/dossier-ils-ild.pdf.
    [Google Scholar]
  11. Constâncio, J.(2011)Instinct and Language in Nietzsche’s Beyond Good and Evil, in: J.Constâncio en M.J.Mayer Branco (eds.) Nietzsche on Instinct and Language. De Gruyter, pp. 80-116.
    [Google Scholar]
  12. Constâncio, J.(2018)Nietzsche on Will, Consciousness, and Choice: Another Look at Nietzschean Freedom, in: M.Dries (ed.) Nietzsche on Consciousness and the Embodied Mind, Monographien und Texte zur Nietzsche-Forschung, pp. 113-142.
    [Google Scholar]
  13. Gellens, S., Deweerdt, L. & EnckelsM.(2018)Groeien in actief burgerschap. Samen leren samenleven. Uitgeverij Politeia, Brussel.
    [Google Scholar]
  14. Gorard, S., Siddiqui, N. & See, B.H.(2017) ‘Can ‘Philosophy for Children’ Improve Primary School Attainment?’, Journal of Philosophy of Education51, pp. 5-22.
    [Google Scholar]
  15. Harrow, A.(1972)A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay.
    [Google Scholar]
  16. Hattie, J. & Yates, G.(2014)Visible Learning and the Science of How We Learn. Londen: Routlegde.
    [Google Scholar]
  17. Hattie, J.(2017)visiblelearningplus.com [infographic], geraadpleegdhttps://visible-learning.org/backup-hattie-ranking-256-effects-2017/
    [Google Scholar]
  18. Ikuta, J.C.(2017) ‘Nothing is Really Equal’: On the Compatibility of Nietzsche's Egalitarian Ethics and Anti-democratic Politics, Constellations24, pp. 339-355.
    [Google Scholar]
  19. Jonas, M.E. & Yacek, D.W.(2018)Nietzsche’s Philosophy of Education. Rethinking Ethics, Equality and the Good Life in a Democratic Age. NY: Routledge.
    [Google Scholar]
  20. Kienstra, N.(2016)Effectief filosoferen in de klas: Docenten zelf lesontwerpen laten maken in het schoolvak filosofie (Proefschrift Radboud Universiteit). Enschede: Ipskamp.
    [Google Scholar]
  21. Kizel, A.(2016)Philosophy with Children as an educational platform for self-determined learning, Cogent Education3, pp. 1-11.
    [Google Scholar]
  22. Krathwohl, D.R., Bloom, B.S. & Masia, B.B.(1964)Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: McKay.
    [Google Scholar]
  23. Marzano, Boogren, Heflebower, Kanold-McIntyre & Pickering(2013)De Reflectieve Leraar. Bouwen aan Excellentie, Rotterdam: Bazalt.
    [Google Scholar]
  24. Marzano, R.J., Norford, J.S, Finn, M., Finn, D.(2017)A Handbook for Personalized Competency-Based Education: Ensure All Students Master Content by Designing and Implementing a PCBE System. Bloomington: Marzano Research.
    [Google Scholar]
  25. Mouffe, C.(1993)The Return of the Political. Londen: Verso.
    [Google Scholar]
  26. Niemeyer, C.(2011)Nietzsche – nur Narr? Die Sprache des Zarathustra – und die Pädagogik: eine Zwischenbilanz nach 125 Jahren Rezeptionsgeschichte, Zeitschrift für Pädagogik57(1), pp. 55-69.
    [Google Scholar]
  27. Nietzsche, F. (1999a) Menschliches, Allzumenschliches, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  28. Nietzsche, F. (1999b) Morgenröthe, Ydillen aus Messina, Die fröhliche Wissenschaft, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  29. Nietzsche, F. (1999c) Also sprach Zarathustra, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  30. Nietzsche, F. (1999d) Jenseits von Gut und Böse, Zur Genealogie der Moral, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  31. Nietzsche, F. (1999e) Der Fall Wagner, Götzen-Dämmerung, Der Antichrist, Ecce Homo, Dionysos-Dithyramben, Nietzsche contra Wagner, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  32. Nietzsche, F. (1999f) Nachlasß 1885-1887, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  33. Nietzsche, F. (1999g) Nachlasß 1887-1889, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  34. Nietzsche, F. (1999h) Nachlasß 1880-1882, in: G.Colli & M.Montinari (red.) Sämtliche Werke. Kritische Studienausgabe in 15 Bänden. München: dtv.
    [Google Scholar]
  35. Nietzsche, F.(2003)Sämtliche Briefe. Kritische Studienausgabe Band 7, in: G.Colli & M.Montinari (red.) Sämtliche Briefe. Kritische Studienausgabe in acht Bänden. München: dtv.
    [Google Scholar]
  36. Nietzsche-Wörterbuch. Vol. I: Abbreviatur-einfach. (2004) Red. P.van Tongeren, G.Schank & H.Siemens. Berlin.
  37. Owen, D.(2002)Equality, Democracy, and Self-Respect: Reflections on Nietzsche’s Agonal Perfectionism, The Journal of Nietzsche Studies24(1), pp. 113-131.
    [Google Scholar]
  38. Patton, P.(2014)Nietzsche on Power and Democracy circa 1876-1881, in: (red.) M.Knoll/ B.StockerNietzsche as Political Philosopher. Berlin: De Gruyter.
    [Google Scholar]
  39. Roof, D.(2014)The Ethical Domains of Individualism: Nietzsche and Emerson's Pedagogic Vision, Philosophical Studies in Education45, pp.168-178.
    [Google Scholar]
  40. Rosenow, E.(2000)Nietzsche's educational legacy: Reflections on interpretations of a controversial philosopher, Journal of Philosophy of Education34(4), pp. 673-685.
    [Google Scholar]
  41. Schunk, D.H.(2012)Learning Theories. An Educational Perspective, sixth edition. Boston: Pearson.
    [Google Scholar]
  42. Sheets-Johnstone, M.(2011)The Corporeal Turn. Reflections on Awareness and Gnostic Tactility and Kinaesthesia, Journal of Consciousness Studies187-8, pp. 145-68.
    [Google Scholar]
  43. Siemens, H.(2009)Nietzsche's Critique of Democracy (1870-1886), Journal of Nietzsche Studies38, pp. 20-37.
    [Google Scholar]
  44. Simpson, E.J.(1972)The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.
    [Google Scholar]
  45. Storme, T.(2014)Education and the Articulation of Life. Essays on Children, Animals, Humans & Machines (ongepubliceerd proefschrift), geraadpleegd https://www.academia.edu/34500245/Education_and_the_articulation_of_life._Essays_on_children_animals_humans_and_machines.
    [Google Scholar]
  46. Taie, M.(2014)Skill Acquisition Theory and Its Important Concepts in SLA, Theory and Practice in Language Studies4(9), pp. 1971-1976.
    [Google Scholar]
  47. van Tongeren, P.(2009)Measure and Bildung, in: T.E.Hart (ed.), Nietzsche, Culture and Education. Surrey: Ashgate.
    [Google Scholar]
  48. Trickey, S. & Topping, K.J.(2004)Philosophy for Children: a Systematic Review, Research Papers in Education19(3), pp. 365-380.
    [Google Scholar]
  49. Valcke, M.(2005). Onderwijskunde als Ontwerpwetenschap. Gent: Academia Press.
    [Google Scholar]
  50. Weisberg, S.M. & Newcombe, N.S.(2017)Embodied Cognition and STEM learning: Overview of a Topical Collection in CR:PI, Cognitive Research Principles and Implications, [editoriaal], geraadpleegd op https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5596025/.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/ANTW2019.4.010.GELL
Loading
Keyword(s): competency; embodiment; learning theory; philosophy education

Most Cited Most Cited RSS feed