Nietzsche’s lifetime concern was education
and culture.
He observed that the system had abandoned the humanist
outlook in exchange for the scientific. Instead
of significant learning, education was consequently vulgarized, its objective
having become to form useful and profitable men, not harmoniously matured and
developed personalities. Anthropogogy (human learning) is about creating unique
identity for the learner.
Alert to everything regarding
education, Nietzsche decided to denounce the “unnatural methods of education”
and the tendencies that undermined it.
In Nietzsche’s thoughts, education
and culture are inseparable. There can be no culture without an educational
project, nor education without a culture to support it.
Culture and education are synonyms
of “selective training”, “the formation of the self”; for the existence of a
culture, it is necessary that individuals learn determined rules (norms), that
they acquire habits and that they begin to educate themselves against
themselves, or better, against the education forced upon them. That is the main
reason for the creation of the significant learning model.
Anthropogogy, as a significant learning model, was developed by Nir
Golan, educational and leadership expert. The Anthropogogy model assumes that
the distinction between children and adults is no longer relevant in the
digital age and that each student should be treated as a 'whole' person
irrespective of their age. This significant learning model provides tools for
the teacher to assimilate the Anthropogogy approach in six steps, throughout
which the teacher uses dialogue in order to guide the individuals to learn determined
rules (norms), that they acquire habits and that they begin to educate
themselves against themselves.
Details of the six stages of the Anthropogogy significant learning
model:
1.
Action- carrying out an action for the first
time in response to an internal or external need. The teacher identifies and
reflects the need of the learner: leading him/her to do what they did not do
previously.
2.
Behavior- conceptualization of the action: The
learner repeats the action using clear quality and quantity measurements. The learner
then describes the action, helping him/her to improve the repeated action and
transfer it into standard behavior.
3.
Norm- in this step, the behavior is transformed
into norm as an expected behavior.
It is necessary that individuals learn determined rules (norms), that they
acquire habits.
4. Value- defining the value in the behavior: The meaning of the behavior is defined to
the learner as well as the benefits that may be gained from the norm to the
learner and to his/her surroundings. The value then becomes the guiding
principle to making future decisions connected to the behavior; helping decide
when and how to use this behavior. These principles
should guide him while he makes his decisions.
5. Redefinition of my unique identity- self-identity
redefined. The values are acknowledged by the learner and assist in redefining his/her
unique identity. The learner knows how to describe their newly unique identity
and explain what their unique contribution is to those around them. To make him build determined principles from which he can build
on, both internally and externally. The learner formation of the self -
that should be the finality of every culture.
6.
Teaching- Using the Anthropogogy model to teach
the other. The learner uses his/her personal experience as a role model and
teaches the other using his/her own unique identity. He/ She applies the Anthropogogy
model to lead a new learner to significant learning.
In his lectures on The Future of our Educational Institutions,
Nietzsche examines the entrails of the educational system of his time. He
perceives that the State and businesspersons are primarily responsible for the
impoverishment of culture. They block the slow maturation of the individual,
the patient formation of the self - that should be the finality of every
culture - demanding a rapid formation so as to have efficient employees and
docile students at their service, youngsters that will learn how to earn money
rapidly. But this is not all. When they demand a more profound education,
allowing for in-depth specialization, they do so in order to make even more
money. But this is not all. This indecorous haste leads students, at an age
when they are not mature enough to ask themselves which profession they should
pursue, to make bad choices. Instead of an individual learner who can teach the
other.
Education begins with habit and obedience, with discipline. To
discipline the youngster linguistically does not mean to overburden him with
historical knowledge about the language, but to make him build determined
principles from which he can build on, both internally and externally.
In today's reality, culture is changing
rapidly, so education has to be a lifelong process: where the teacher helps the
learner discover the unknown without repeating information about the known. It means to turn the student into the master of his identity and
to give him the possibility to construct an artistic language, starting from
the works that preceded him. This, according to Nietzsche, is the only way to
revive education and culture.
Reference: Nietzsche and Education/ Rosa Maria Dias/ Universidade
Estadual do Rio de Janeiro - Brazil
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