Nietzsche’s Philosophy of Education makes the case that Nietzsche’s ​philosophy has ​significant import for the theory and contemporary practice of education, arguing that ​some of ​Nietzsche​'s most important ​ideas ​have been misunderstood by ​previous ​interpreters. ​In ​providing novel reinterpretations of ​Nietzsche's ​ethical theory, political​ philosophy​ and philosophical anthropology ​and outlining concrete ways in which ​these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart​ from previous works on Nietzsche​. This is one of the first ​extended engagements with Nietzsche’s philosophy ​which attempts to determine his true legacy for democratic education. ​In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its ​development of four concrete pedagogi​cal approaches from Nietzsche's educational ideas ​makes the book a potentially helpful guide to meeting the practical challenges of ​contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and ​​students studying educational foundations.

"An epidemic of boredom is spreading through our nation's secondary schools and colleges. Students across America are disengaged at depressingly high levels; They are continually distracted; and they often see their education as a series of dull and uninspiring classes that they simply must endure. Is there any hope for this bored and distracted generation? Can teachers turn the tide of the boredom epidemic by making their classrooms places of excitement and inspiration? Yes, they can. This book offers teachers a straightforward and intuitive approach to increase student engagement in the classroom. Drawing on the latest research in several decades of experience in teacher education, this book shows how teachers can make their classrooms inspiring and transformative places of learning. This guidance comes in the form of a simple four-step framework that teachers can begin immediately applying in their classrooms. The four-step framework is not just effective instruction -- its teaching that transforms." - Back cover.

The Transformative Classroom offers a new theory of transformative education. It engages with the vast and interdisciplinary conversation on transformative teaching and learning, providing a synthetic overview and critique of some of the most influential approaches today. Drawing on important insights from ethics, psychology, and the philosophy of education, the book argues for an approach to transformative education that aims to awaken and facilitate students' aspiration. In making this case, it critically examines the methods of transformative teaching developed in educational psychology, social justice education, adult education, school leadership studies, moral and values education, civic education, educational theory, as well as popular books and blogs for teachers. In this way, the book provides concrete practical guidance to teachers who hope to create a transformative classroom. This book will be of great interest for academics, K-12 teachers, researchers and students in the fields of curriculum and instruction, teaching and learning, adult education, social justice education and educational theory.

Nietzsche's Philosophy of Education makes the case that Nietzsche's ​philosophy has ​significant import for the theory and contemporary practice of education, arguing that ​some of ​Nietzsche​'s most important ​ideas ​have been misunderstood by ​previous ​interpreters. ​In ​providing novel reinterpretations of ​Nietzsche's ​ethical theory, political​ philosophy​ and philosophical anthropology ​and outlining concrete ways in which ​these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart​ from previous works on Nietzsche​. This is one of the first ​extended engagements with Nietzsche's philosophy ​which attempts to determine his true legacy for democratic education. ​In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its ​development of four concrete pedagogi​cal approaches from Nietzsche's educational ideas ​makes the book a potentially helpful guide to meeting the practical challenges of ​contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and ​​students studying educational foundations.

It has become commonplace within the educational research community to invoke the transformative power of education. Calls to adopt a “transformative” approach to teaching, learning, pedagogy, assessment and professional education can be heard across the disciplines of educational research today - in fields as different as adult education and school leadership, and as estranged as social justice education and educational psychology. Parallel to this discussion is the increasing usage of the language of transformation by administrators, informational brochures, official websites, and student affairs personnel in higher education. Beyond the English-speaking world, the German fields of educational theory and qualitative educational research have recently seen a flurry of activity on the topic of "transformatorische Bildungsprozesse" (transformative ed-ucational processes). The first aim of this dissertation is to examine some of the common philosophical assumptions that lie behind these various invocations of transformation. What does it mean to undergo a transformative experience? What pedagogical methods are required to bring them about? Where has the idea of a transformative education come from, and what anthropological premises does it assume? These questions are addressed in the first two chapters, which conclude that the various usages of the idea of transformation in education today fall into four different “paradigms” of transformative experience: conversion, overcoming, discovery and initiation. In the third chapter, I explore some of the ethical problems that accompany each of the paradigmatic approaches to transformative education. The central result of this analysis is that only the “initiation paradigm” possesses the necessary resources for addressing the characteristic ethical problems of transformative education, and I therefore defend a revised version of transformative initiation in the fourth chapter. Within the initiation paradigm, educational transformation is standardly conceived as an initiation into disciplinary practices, but in this chapter I argue that this conception should be extended to include an induction into a tragic-ironic tradition. The latter can provide resources to protect against what I call the potentially “deformative” outcomes of practical initiation and challenges the standard conception of mastery as proficiency. In the fifth and final chapter, I assess some recent practical proposals for bringing transformative education into the classroom. Although the current enthusiasm for transformative education carries real promise, careful analysis of its actual proposals reveals that the idea is often appropriated and assimilated to non-transformative, and indeed anti-transformative educational ends.