从作为教育家的艺术家到人生哲学家——尼采教育思想的演进  

From Artist as an Educator to Life Philosopher:The Evolution of Nietzsche's Educational Thought

作　　者：程从柱[1] 郭兴举[2] 

机构地区：[1]皖西学院教育学院,安徽六安237012 [2]北京师范大学出版社,北京100875

出　　处：《教育学报》2010年第3期26-30,40,共6页Journal of Educational Studies

摘　　要：尼采的教育思想是其哲学思想重要构成部分,在不同的思想时期,表现出不同的教育思想意蕴。从"作为教育家的艺术家"到"作为教育家的叔本华"再到"作为教育家的查拉图斯特拉",尼采的教育思想在不断攀升。作为教育家的艺术家,用悲剧艺术的"酒神精神"教导人类实现自我解救与生命力量的丰盈;作为教育家的人生哲学家,叔本华用诚实、乐观和坚韧的精神品质教导人们要"成为自我",而查拉图斯特拉以生命的"权力意志"和"重估一切价值"的思想智慧,培育超越于现实人类、具有超强意志力和价值创造力的"超人"。Nietzsche＇s educational thought is an important part of his philosophy,showing different educational implications in different thinking periods.From ＂the artist as an educator＂ to ＂Schopenhauer as an educator＂,to ＂Zarathustra as an educator＂,Nietzsche＇s educational thought is rising.As the artist as an educator,he uses the ＂Dionysian spirit＂ of the tragedy art to teach human beings to save themselves and increase their power.As the life philosopher as an educator,Schopenhauer teaches people to ＂become yourself＂ with honest,optimistic view and persistent spirit;and Zarathustra cultivates ＂Superman＂ who surpasses the reality of human beings and possesses super-strong will and creativity of value with the wisdom of ＂the will to power＂ of life and ＂the revaluation of all values＂.

关 键 词：尼采 教育家 艺术家 叔本华 查拉图斯特拉 

分 类 号：G40[文化科学—教育学原理]