Pedagogical perspectives in Nietzsche: dialogue, agonism and the self-cultivation

Abstract

This bibliographic study aims to highlight the place and importance of dialogue in Nietzsche's work and to connect it with the idea of agonism, also important in the philosopher's work developed by Acampora, to reflect on the importance of this connection for field of education. Both dispute and dialogue in educational practices are procedures for confronting violence, producing values, measurement standards and meanings for human coexistence. The idea of dialogue and dispute calls for an idea of self-cultivation developed by Nietzsche and which inaugurates another pedagogy, which puts us in the place of those who are invited to avoid ossifying a perspective in the form of tyranny and activating in each one of them individualization process, which to some extent is an antidote to seduction to the herd then invent escape routes by creating performances for freer thinking and acting.