Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy

Autor/in	Aloni, Nimrod
Titel	Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy
Quelle	In: Educational Philosophy and Theory, 40 (2008) 4, S.531-544 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2007.00361.x
Schlagwörter	Stellungnahme; Democracy; Humanism; Ethics; Critical Theory; Educational Theories; Educational Philosophy; Empowerment + Suchen Sie Ihr Suchwort? Demokratie; Humanismus; Ethik; Kritische Theorie; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is "eudaimonistic", aiming at self-affirmation, full humanity and well being; (2) that the flourishing of individuals depends on their personal resources, namely, their "conatus", power, vitality or capacity to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, "eudaimonistic" ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10