Mark E. Jonas - Nietzsche’s Philosophy of Education: Rethinking Ethics, Equality and the Good Life in a Democratic Age

In line with the standard citation practices in research on Nietzsche, this book refers to Nietzsches works with the abbreviations listed below. Two citations next to an abbreviation indicate that quotations from the work may follow one or the other cited translation. References to Nietzsches works employ section numbers rather than page numbers, with the exception of Schopenhauer as Educator, On the Uses and Disadvantages of History for Life and On the Future of Our Educational Institutions , for which both section and page number are given. Although translations of Nietzsches works since (and including) the publication of Kaufmanns translations are generally strong, there are always nuances of style and meaning that are lost in the process of translating Nietzsche for general readership. Thus, we have occasionally made slight amendments to the English translation or provided our own where we have felt that the rendering has distorted or obscured the original meaning in the German and have indicated so in a footnote. For this, we have consulted the Kritische Studienausgabe (KSA) and Kritische Gesamtausgabe (KGW) of Nietzsches texts edited by Giorgio Colli and Mazzino Montinari and published by de Gruyter, as well as the digitized version of the KGW (eKGWB) edited by Paolo DIorio and published by Nietzsche Source. In developing its exegetical argument, this book makes use of only those works that Nietzsche felt ready for public or semi-public audience. This includes published works, authorized manuscripts, letters and essays written for friends and family, but not his vast Nachlass (literary estate) of private notes and jottings. Because some of the most influential interpretations of Nietzsches works do not follow this practice, we sometimes refer to portions of his Nachlass collected under the title The Will to Power in order to engage with their readings.

Finally, any citation of a text whose reference information is in German implies that we have translated the passage ourselves.

Series Editors: Michael A. Peters

University of Waikato, New Zealand; University of Illinois, USA

Gert Biesta

Brunel University, UK

This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology, and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglo-centric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not rooted in the canon of Western philosophy but in other traditions that share the love of wisdom that characterizes the wide diversity within Western philosophy itself. Can this be done through a turn to intercultural philosophy? To indigenous forms of philosophy and philosophizing? Does it need a post-Wittgensteinian philosophy of education? A postpostmodern philosophy? Or should it perhaps leave the whole construction of post-positions behind?