尼采自然主义教育观辨正——兼与卢梭的比较

Nietzsche’s Naturalistic Education as Compared with Rousseau’s

"自然"是解释尼采哲学的关键概念。在重估自然价值的基础上,尼采阐述了人的自然化危机及再自然化道路,即人在自然的永恒轮回中成为高于自己的存在,这也构成了他建构教育思想的"自然"视角。基于反卢梭的立场,尼采阐述了以权力意志为主导、以超人为目的、以斗争为方式、以自我实现为终点的教育思想,并认为它才是合乎自然规定的。尼采是卢梭教育思想的反对者与继承者,他坚持了方法论意义上的自然主义立场,将教育视作与未来哲学相适应的工具,赋予"自然"批判与重构的双重使命。尼采式教育的自然主义批判并未挣脱柏拉图主义的局限性,但是,他对人的关注、对重估价值方法的应用仍有助于我们重新审视教育的自然性,坚守"为人的教育"。

Nature is one of the fundamental topics in both Rousseau’s and Nietzsche’s philosophy of education. Rousseau believed that nature is essentially kind and human beings are born naturally good. Therefore,people should return to nature and the natural state of human goodness,uncorrupted by social institutions that supported inequality and oppression. Nietzsche also advocated“a return to the natural order”,but he decried the democratic equality he identified with Rousseau and the loss of individual and cultural greatness it entailed. According to Nietzsche’s methodological naturalism,the development of organisms is driven by their“will to power”,or vital,creative forces within them that seek to expand in power,not merely to survive. Only the powerful individual,the one capable of self-overcoming,will become the“Superman”who could dominate and control the herd. The natural order was thus seen by Nietzsche as hierarchical,with the strong ruling over the weak. In other words,Nietzsche’s nature is a dangerous and thrilling invitation to greatness. His conception of naturalistic education,based on the recognition of human agency and aiming at self-fulfillment,has significant implications for our education today.