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Persons, as educator
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- This page, located in the commons, is the conceptual pathway page for People on StudyPlace. For an alphabetical list of active people, consult the People category.
Who can serve as an example? Who can benefit us, as educator? Why? Why not? and How?
I profit from a philosopher only insofar as he can be an example. . . . But this example must be supplied by his outward life and not merely in his books — in the way, that is, in which the philosophers of Greece taught, through their bearing, what they wore and ate, and their morals, rather than by what they said, let alone by what they wrote.Nietzsche, Schopenhauer as Educator[1]
In some ways the question What educates is quite inadequate, for it steers the search for educative activity to things or concepts while diverting attention from persons. To the degree that it is not things or concepts that operate upon minds but living persons that operate upon worldly phenomena, the question Who educates is a far more compelling intellectual preoccupation.
The question Who educates has implications and practical applications that extend far beyond the intellectual, however. After all, it is people that help us to see the world differently — and it is people, therefore, that change it. Some considerations about people:
- It is people that travel.
- It is people that build.
- It is people that experiment.
- It is people that discover.
- It is people that manipulate.
- It is people that communicate.
Other species may well perform these, too, but no worldly species does them better (more powerfully) than people do. We might say, therefore, that a person is phenomenally well-positioned to educate. Exceptional persons — that is, persons with an ability (be it God-given or nurtured) to (1) see the world in a way that is truly original, and (2) the wherewithal to communicate their vision — expand the realm of human possibility, and are therefore far more powerful from an educational perspective than other persons.
Who merits consideration as educator? To find out, let us ask further questions:
- Whose ideas and accomplishments have exerted exceptional formative influence on others?
- What makes their influence formative?
- What makes them exceptional?
- What was their educative style?
- How were they educated?
Similar Content (should be merged)
Persons of note as educator
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Chronology by date of death |
Alphabetical by name |
References
- ↑ Friedrich Nietzsche. Untimely Meditations, R. J. Hollingdale, trans. (2nd. edition, New York: Cambridge University Press, 1997), Section 3. Online: The Nietzsche Channel, Retrieved, January 7, 2007. Emphasis added.
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