An approach to Nietzsche’s vitalist pedagogy in the teaching of history

Abstract

Education and how we educate are always current topics. In various ways it has been emphasized that knowing and memorizing facts and data are not sufficient causes for a comprehensive formation of the person. Friedrich Nietzsche (1844-1900) had already fought against an educational conception based on collecting, objective erudition, detached from emotions, and against which he proposed a kind of vitalist pedagogy: the facts of the past, the present, the data, The descriptions must be collected and treated selectively with the goal of construction, the vivification of the individual, the search for unity and the meaning of what we study. The present work is aimed at identifying and explaining the conceptions of education and culture that Nietzsche faced and how the pedagogy that he proposes to study the past can be characterized.