从作为教育家的艺术家到人生哲学家--尼采教育思想的演进

From Artist as an Educator to Life Philosopher：The Evolution of Nietzsche’s Educational Thought

尼采的教育思想是其哲学思想重要构成部分，在不同的思想时期，表现出不同的教育思想意蕴。从[作为教育家的艺术家]到[作为教育家的叔本华]再到[作为教育家的查拉图斯特拉]，尼采的教育思想在不断攀升。作为教育家的艺术家，用悲剧艺术的[酒神精神]教导人类实现自我解救与生命力量的丰盈；作为教育家的人生哲学家，叔本华用诚实、乐观和坚韧的精神品质教导人们要[成为自我]，而查拉图斯特拉以生命的[权力意志]和[重估一切价值]的思想智慧，培育超越于现实人类、具有超强意志力和价值创造力的[超人]。

Nietzsche’s educational thought is an important part of his philosophy， showing different educational implications in different thinking periods. Form [the artist as an educator] to [Schopenhauer as an educator]， to [Zarathustra as an educator]， Nietzsche’s educational thought is rising. As the artist as an educator， he uses the [Dionysian spirit] of the tragedy art to teach human beings to save themselves and increase their power. As the life philosopher as an educator， Schopenhauer teachers people to [become yourself] with honest， optimistic view and persistent spirit； and Zarathustra cultivates [Superman] who surpasses the reality of human beings and possesses super-strong will and creativity of value with the wisdom of [the will to power] of life and [the revaluation of all values].