{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79812"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79812","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Style as Pedagogy in Nietzsche","abstract":"\"This dissertation is an investigation of Nietzsche's descent and of his need to orient his readers to his corpus. Taking \"\"hear aright\"\" as a \"\"hint\"\" that led me to investigate Nietzsche's post-Zarathustrean texts---texts he calls his \"\"fishhooks,\"\" this dissertation investigates Nietzsche's need to prepare and school his readers to \"\" hear aright the tone that comes from this mouth\"\" (EH P:4). In doing so, it takes up the burden of education itself, of Nietzsche as an educational practitioner who finds himself unable to find \"\"ears\"\" for his gifts and who then finds himself needing to clarify his \"\"style\"\" and \"\"task\"\" for those who may take him in hand. Locating itself within educational theory, chapter 1 takes up the current debate within philosophy of education as to what the field is about and posits Nietzsche as one who must awaken us to the problem of learning itself. Chapter 2 focuses in on two ways in which Nietzsche can be seen as an educator, while taking up the issue of esotericism, or one difficulty in reading a philosopher. Chapter 3 then looks directly at Nietzsche's clarification of style, looking at his \"\"hints\"\" about reading him and at how our spiritual degradation, as exemplified in educational institutes, inhibits us from reading \"\"properly.\"\" Chapter 4 focuses on the \"\"genius of the species\"\" and \"\"the basic will of the mind\"\" and, in doing so, highlights the need for \"\"severity of heart\"\" in the learning process, while also highlighting the \"\"squanderer.\"\" Chapter 5 directly looks at Nietzsche as a squanderer and at his pedagogy of style.\"","abstract_html":""This dissertation is an investigation of Nietzsche's descent and of his need to orient his readers to his corpus. Taking ""hear aright"" as a ""hint"" that led me to investigate Nietzsche's post-Zarathustrean texts---texts he calls his ""fishhooks,"" this dissertation investigates Nietzsche's need to prepare and school his readers to "" hear aright the tone that comes from this mouth"" (EH P:4). In doing so, it takes up the burden of education itself, of Nietzsche as an educational practitioner who finds himself unable to find ""ears"" for his gifts and who then finds himself needing to clarify his ""style"" and ""task"" for those who may take him in hand. Locating itself within educational theory, chapter 1 takes up the current debate within philosophy of education as to what the field is about and posits Nietzsche as one who must awaken us to the problem of learning itself. Chapter 2 focuses in on two ways in which Nietzsche can be seen as an educator, while taking up the issue of esotericism, or one difficulty in reading a philosopher. Chapter 3 then looks directly at Nietzsche's clarification of style, looking at his ""hints"" about reading him and at how our spiritual degradation, as exemplified in educational institutes, inhibits us from reading ""properly."" Chapter 4 focuses on the ""genius of the species"" and ""the basic will of the mind"" and, in doing so, highlights the need for ""severity of heart"" in the learning process, while also highlighting the ""squanderer."" Chapter 5 directly looks at Nietzsche as a squanderer and at his pedagogy of style."","abstract_has_math":false,"creators":["Varvaro, Juliane"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dhillon, Pradeep A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:49Z","date_published":"2015-09-25T19:53:49Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Political Science, General"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3153448"],"render_values":[{"text":"(MiAaPQ)AAI3153448","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79812","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dhillon, Pradeep A."]},{"key":"dc:creator","label":"Author","values":["Varvaro, Juliane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:49Z","10000-01-01","2004"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Political Science, General"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79812","(MiAaPQ)AAI3153448"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"This dissertation is an investigation of Nietzsche's descent and of his need to orient his readers to his corpus. Taking \"\"hear aright\"\" as a \"\"hint\"\" that led me to investigate Nietzsche's post-Zarathustrean texts---texts he calls his \"\"fishhooks,\"\" this dissertation investigates Nietzsche's need to prepare and school his readers to \"\" hear aright the tone that comes from this mouth\"\" (EH P:4). In doing so, it takes up the burden of education itself, of Nietzsche as an educational practitioner who finds himself unable to find \"\"ears\"\" for his gifts and who then finds himself needing to clarify his \"\"style\"\" and \"\"task\"\" for those who may take him in hand. Locating itself within educational theory, chapter 1 takes up the current debate within philosophy of education as to what the field is about and posits Nietzsche as one who must awaken us to the problem of learning itself. Chapter 2 focuses in on two ways in which Nietzsche can be seen as an educator, while taking up the issue of esotericism, or one difficulty in reading a philosopher. Chapter 3 then looks directly at Nietzsche's clarification of style, looking at his \"\"hints\"\" about reading him and at how our spiritual degradation, as exemplified in educational institutes, inhibits us from reading \"\"properly.\"\" Chapter 4 focuses on the \"\"genius of the species\"\" and \"\"the basic will of the mind\"\" and, in doing so, highlights the need for \"\"severity of heart\"\" in the learning process, while also highlighting the \"\"squanderer.\"\" Chapter 5 directly looks at Nietzsche as a squanderer and at his pedagogy of style.\"","Made available in DSpace on 2015-09-25T19:53:49Z (GMT). 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Taking \"\"hear aright\"\" as a \"\"hint\"\" that led me to investigate Nietzsche's post-Zarathustrean texts---texts he calls his \"\"fishhooks,\"\" this dissertation investigates Nietzsche's need to prepare and school his readers to \"\" hear aright the tone that comes from this mouth\"\" (EH P:4). In doing so, it takes up the burden of education itself, of Nietzsche as an educational practitioner who finds himself unable to find \"\"ears\"\" for his gifts and who then finds himself needing to clarify his \"\"style\"\" and \"\"task\"\" for those who may take him in hand. Locating itself within educational theory, chapter 1 takes up the current debate within philosophy of education as to what the field is about and posits Nietzsche as one who must awaken us to the problem of learning itself. Chapter 2 focuses in on two ways in which Nietzsche can be seen as an educator, while taking up the issue of esotericism, or one difficulty in reading a philosopher. Chapter 3 then looks directly at Nietzsche's clarification of style, looking at his \"\"hints\"\" about reading him and at how our spiritual degradation, as exemplified in educational institutes, inhibits us from reading \"\"properly.\"\" Chapter 4 focuses on the \"\"genius of the species\"\" and \"\"the basic will of the mind\"\" and, in doing so, highlights the need for \"\"severity of heart\"\" in the learning process, while also highlighting the \"\"squanderer.\"\" Chapter 5 directly looks at Nietzsche as a squanderer and at his pedagogy of style.\"","Made available in DSpace on 2015-09-25T19:53:49Z (GMT). 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