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AI image Introduction: A Moral Drama and a Misdiagnosis The current debate around artificial intelligence in education often unfolds as a moral drama. Students who use AI are accused of bypassing effort, outsourcing thought, or hollowing out learning itself. Universities respond by tightening rules, redesigning exams, or banning tools outright. Beneath these reactions lies a deeper problem: intelligence is still being measured according to a model shaped by scarcity, even though students now operate within an environment defined by informational excess. For centuries, education developed around limited access to texts and slow circulation of knowledge. Mastery meant internalization. Writing an essay demonstrated that information had been absorbed, retained, and reproduced by an autonomous mind. This model assumed a Cartesian subject: bounded, self-sufficient, and fully present to itself. Under those conditions, authorship functioned as proof of understanding. The End of the Scarc...

AI-generated image Introduction Friedrich Nietzsche’s impact on modern philosophy is both seismic and enduring. Renowned for dismantling inherited dogmas and reshaping ethics, aesthetics, and metaphysics, his mature works are often read in isolation from the context of his early intellectual life. Yet few episodes in academic history are as extraordinary—or as paradoxical—as Nietzsche’s appointment as professor of classical philology at the University of Basel in 1869, at just 24 years old . This singular event not only highlights the brilliance of the young scholar but also foreshadows his eventual rebellion against institutional knowledge. The very system that celebrated his genius would soon become the target of his most radical critiques. Schulpforta and the Making of a Prodigy From an early age, Nietzsche displayed a serious commitment to literature, ancient languages, and music. Educated at the elite boarding school Schulpforta, he developed a refined sensitivity to clas...

Abstract This article explores the intellectual interplay between Friedrich Nietzsche and Jacques Derrida, focusing on their critiques of Western metaphysics, culture, and education. Nietzsche's "hammer" metaphor and Derrida's deconstruction both seek to dismantle traditional values and intellectual idols, but their purposes diverge: Nietzsche aims to restore a golden age through cultural renewal, while Derrida rejects nostalgia, emphasizing the instability of meaning. The article examines Nietzsche's paradoxical admiration for Greek culture alongside his critique of Socrates, comparing it to Derrida's treatment of logocentrism. It concludes by addressing their differing visions for cultural and educational transformation. Introduction Friedrich Nietzsche and Jacques Derrida share a profound commitment to challenging the foundational principles of Western metaphysics, yet their objectives diverge significantly. Both thinkers focus on dismantling entre...

Abstract: This article explores the parallels between Friedrich Nietzsche’s evaluation of the acroamatic method of teaching in On the Future of Our Educational Institutions and Jacques Derrida’s critique of phonocentrism in Western philosophy. While their agendas diverge—Nietzsche seeking to revitalize culture through discipline and leadership, and Derrida deconstructing the metaphysical hierarchies of Western thought—both challenge the prioritization of phone over ink and expose the limitations of traditional modes of knowledge transmission. By comparing their insights, this article argues that Nietzsche’s observations on the voice-based lifelessness of teaching anticipate key aspects of Derrida’s subversion of the privileging of speech as presence. Introduction Friedrich Nietzsche’s critique of the acroamatic method and Jacques Derrida’s deconstruction of phonocentrism target fundamental flaws in Western academic and philosophical traditions. Nietzsche denounces the lifeless...