A dimensão estético-educativa presente na fase inicial do pensamento de Nietzsche

Abstract

The title of this work is: The aesthetic-educational dimension present in the initial phase of Nietzsche's thought. It intends to investigate the possibility of finding in the first books of the German philosopher in question, a conception that encompasses life as an aestheticeducational dimension. The study will start from an understanding of existence itself assumed as art and aims to show how Nietzsche brings art, life and education together as inseparable expressions. The following approach will be based on: On the future of our educational establishments, conferences from the period in which the philosopher worked and thought directly about the problem of education. The text portrays the issue of youth education, a mistaken view of culture and the classics, the danger of controlling journalistic culture, but not explicitly on the artistic issue. The challenge will be to show that between the lines of the textual construction of this work by Nietzsche, an artistic mode of writing is already present, and mentions of the formative place of art as necessary to extrapolate the harmful controls of the State. The third movement will focus on the four books that Nietzsche called Extemporaneous Considerations: David Strauss, the confessor and the writer; Of the usefulness and disadvantage of history for life; Schopenhauer as an educator and Wagner in Bayreuth. The objective is to highlight an extemporaneous education and how it permeates art. In relation to David Strauss, we will study how the theologian Strauss is used by Nietzsche as a lens to see the decadent society of his time, as if it were a mirror that reflects the limits of a society that needed to develop a new faith to occupy the space of the old one. faith and exposes what is distant from an educational and artistic perspective. The second Untimely Consideration is within the context of criticizing the servility of culture in favor of politics. Nietzsche is concerned with the mistake that exists in transforming culture into an instrument of politics, into a servant of the State. When it is subjected to the constraints of institutions it no longer has a spontaneous character, becoming a business. In Extemporânea Schopenhauer as an educator we will see that Nietzsche's fellow countryman appears as a model educator. He managed to be his own guide. Schopenhauer is seen by Nietzsche, at this time, as an example of genius, as he appeared in society as an exception and, in this sense, we will evaluate how his singularity maintains a close relationship with art and training. The last analysis will be on the Fourth Untimely Consideration: Wagner in Bayreuth. In this work, analyzes of the artistic issue prevail, especially music; the purpose is to find formative aspects in it and, in this way, support the hypothesis that even in works where the theme of art is dominant, or in those where the theme of education prevails, in this initial period of Nietzsche's philosophy, such themes are intertwined.