The goals of language, the language of goals: nietzsche's concern with rhetoric and its educational implications

Educational Theory

Volumn 48, Issue 2, 1998, Pages 229-240

  Bingham, Charles ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039346376     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1998.00229.x     Document Type: Article

References (30)

1. For the seminal scholarship on Nietzsche's rhetoric, see Philippe Lacoue-Labarthe," Le detour (Nietzsche et la rhetorique),"Poetique, 5(1971).
2. Ernst Behler, Confrontations: Derrida/Heidegger/Nietzsche. trans. Steven Taubeneck (Stanford: Stanford University Press, 1991)
3. Jacques Derrida, Spurs: Nietzsche's Styles, trans. Barbara Harlow (Chicago: U. of Chicago Press, 1979)
4. Paul De Man, Allegories of Reading: Pigural Language in Rousseau, Nietzsche, Rilke, and Proust (New Haven: Yale U. Press, 1979).
5. For examples, see the following: James W. Hillesheim, "Suffering and Self-Cultivation: The Case of Nietzsche," Educational Theory 36, no. 2 (Spring 1986)
6. Eliyahu Rosenow, "Nietzsche's Educational Dynamite," Educational Theory 39, no. 4 (Fall 1989)
7. Leslie A. Sassone, "Philosophy Across the Curriculum: A Democratic Nietzschean Pedagogy," Educational Theory 46, no. 4 (Fall 1996).
8. Rosenow, "Nietzsche's Educational Dynamite," 307.
9. By "Nietzschean rhetoric," I mean both the way Nietzsche considered rhetoric foundational to all language, and his use of rhetoric to motivate various readings of his texts which might, on the surface, appear straightforward. Following this double definition, the first part of this essay will consider the educational implications for the foundational aspect of rhetoric. The latter part will be a rereading of Nietzsche's text under the assumption that its presentation is as important as its content, or, that its rhetoric is as important as the text itself.
10. Sassone, "Philosophy Across the Curriculum."
11. Friedrich Nietzsche, On the Future of our Educational Institutions, in The Complete Works ofFriedrich Nietzsche, ed. Oscar E. Levy, trans. J.M. Kennedy (1871; reprint, Edinburgh: T.N. Foulis, 1910), 10. All lectures cited in this article are included in this text.
12. Nietzsche, "Description of Ancient Rhetoric" 21.
13. Friedrich Nietzsche, The Birth of Tragedy and The Genealogy of Morals, trans. Francis Goffing (New York: Anchor Books), 128-29.
14. Friederich Nietzsche, The Gay Science, trans. Walter Kaufmarin (1882; reprint, New York: Vintage, 1974), 229.
15. Friedrich Nietzsche, On the Genealogy of Morals and Ecce Homo, trans. Walter Kaufmann (18S9; reprint, New York: Vintage, 1969), 17.
16. Friedrich Nietzsche, Twilight of the Idols/The Anti-Christ, trans. R. J. Hollingdale (1895; reprint, New York: Penguin, 1990), 157.
17. Sassone, "Philosophy Across the Curriculum," 520.
18. Nietzsche, On the Genealogy of Morals, 160.
19. In K. Anthony Appiah and Amy Gutmann, Color Conscious (Princeton: Princeton University Press, 1996), 45.
20. I would like to thank the anonymous reviewers of this article for pushing my thinking on the significance of Paulo Freire's word-based pedagogy.
21. Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1970), 69.
22. Moacir Gadotti, Reading Paulo Freire, trans. John Miltcn (New York: State University of New York Press, 1994), 20.
23. Nietzsche, The Gay Science, 324.
24. Walter Kaufman, Nietzsche: Philosopher, Psychologist, Antichrist (Princeton: Princeton University Press, L974), 317.
25. Gilles Deleuze, Nietzsche and Philosophy, trans. Hugh fomlinson (New York: Columbia University Press, 19S3), 47.
26. Nietzsche, On the Future of our Educational Institutions, 75.
27. For this less elitist reading, see D.E. Cooper "On Reading Nietzsche on Education" 121.
28. Nietzsche, Ecce Homo, trans. R.J. Hollingdale (New York: Penguin Books, 1979), 126.
29. Thomas Mann, Last Essays, trans. Richard and Clara Winston and Tania and James Stern (New York: Alfred A. Knopf, 1959), 143.
30. Freire, Pedagogy of the Oppressed, 55.