The Threat of Nihilism: New Educational Opportunities? :: Education Philosophy Philosophical Essays

The Threat of Nihilism New Educational Opportunities?ABSTRACT If the educator is characterized by a automaticness to stand for something and simultaneously willing to maintenance for someone, then the philosophy of legitimacy should help the educator out of the problems that the Enlightenment watch and some of its critics have created. While our integrative authenticity should have us from despair, it should similarly correct the possible immobilism occasioned by the interpretation of some postmodernist authors. Here, what we take as somehow fulfilling us, to a certain extent too conceived in a naturalistic way, binds us to the ways of structuring our concerns so that others can participate in a common framework. But such a philosophic perspective is confronted with two objections. First, one asks whether it is still ethics given the importance it gives to the empirical level. Second, it is questioned whether there really is a place for the other, whether it in fact transcend s subjectivism. This report card deals with some of Nietzsches central ideas and argues that the reproach of extreme relativism and scepticism is not justified. It concludes that one may find on the contrary an interesting way of dealing with the inevitably individualistic nature of education as well for the educator as for the educandus. If education can be conceived as an answer from one individual someone to another, particularity, care, integrity and trust are of the utmost importance, and so is what being authentic means. Of course, an agent cannot articulate a project concerning who she wants to be without a context of intersubjectivity. much(prenominal) a project must constitute a particularly illuminating example of what can be done in a certain brotherly predicament. Furthermore, authentic identity presupposes a moment of recognition on the part of another. Authentic identity can thus mean pursuing a project in which a willed uniqueness is expressed and the wish for ot hers to recognize this unique person whom we want to become. If the educator is characterized by her willingness to stand for something and simultaneously willing to care for someone, then the philosophy of authenticity, thus conceived, should help the educator out of the problems that the Enlightenment project and of some of its critics have pressed on her. While her integrative authenticity should rescue her from despair, it should also correct the possible immobilism occasioned by the interpretation of some postmodernist authors. Here, what we take as somehow fulfilling us, to a certain extent also conceived in a naturalistic way, binds us to the ways of structuring our concerns so that others can participate in a common framework.