Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/126203
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Type: Journal article
Title: A genealogical analysis of the concept of 'good' teaching: a polemic
Author: Stolz, S.
Citation: Journal of Philosophy of Education, 2018; 52(1):144-162
Publisher: Wiley
Issue Date: 2018
ISSN: 0309-8249
1467-9752
Statement of
Responsibility: 
Steven A. Stolz
Abstract: In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that hold it together. Two major threads are identified in my analysis, which I refer to as: Genealogy I: Teaching as applied science or practice; and, Genealogy II: Teaching as a vocational calling or neutral profession. With this in mind, I take the two value systems (Genealogy I and II) presented in my critique of ‘good’ teaching, and rather than return to old, or create new values, I argue that the true task of any educational endeavour is to make human beings human. Therefore, in the spirit of Nietzsche, I revive and extend Nietzsche's account of Bildung as a dynamic way of living timeless educational aims, such as learning to see, think, speak, write and feel in becoming true human beings.
Rights: © 2018 The Philosophy of Education Society of Great Britain. Published by John Wiley & Sons Ltd.
DOI: 10.1111/1467-9752.12270
Appears in Collections:Aurora harvest 4
Education publications

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