Education in an Age of Nihilism
This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply laissez-faire about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche.
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action activities afﬁrm afﬁrmation Altieri argues authenticity autonomy bakery become Birth of Tragedy Cavell characterised claims commitment conception construction context course creative culture deﬁned desire difﬁcult Dionysian Dionysos Dysart effect Emerson Emersonian Perfectionism eros ethical expression ﬁnd ﬁnding ﬁrst ﬁt human ibid idea ideal identiﬁed ignorance individual inﬂuence instincts instrumental judgement justiﬁcation kind knowledge language language-game learning listening literacy lives Lyotard maieutics matter means modern moral narrative Naturalistic Fallacy nature Nietzsche Nietzsche’s nihilism nihilistic object Odysseus one’s oneself organisations ourselves particular pedagogy perhaps Peter Shaffer Phaeacians philosophical Plato possible postmodern practice problem progressivism question reading reason recognise reﬂection relation relationship requires responsibility ressentiment sacriﬁce Sennett sense sexual signiﬁcant simply skills social society Socrates soul speciﬁc standards story student teacher teaching things thought truth Ubermensch understand understood values virtue Wittgenstein