A Study on the Meaning of the ‘Lifelong Learning to Be’ Implicated in the Philosophy of Nietzsche

Kwanchun Lee, Soo Yeon Choi, Un Shil Choi

The purpose of the paper is to examine the meaning of ‘lifelong learning to be’ as the essence of lifelong education, which has been implied in the thoughts of Friedrich Wilhelm Nietzsche (1844-1900). This will be approached from the perspectives of ‘learning to know’, ‘learning to do’, ‘learning to live together’ and ‘learning to be’, which are the four pillars of education in UNESCO’s 1996 Delors Report. Despite Friedrich Nietzsche being one of the most influential scholars of the nineteenth century, few types of research have been carried out concerning his philosophy and its impact on lifelong education. This article, first and foremost, seeks to argue that Nietzsche is a significantly prominent lifelong educator whose philosophy contains significant implications on lifelong learning in today’s period of uncertainty. Secondly, we will discuss the ‘learning to be’ as the pillar of lifelong learning suggested in both Faure and Delors Report. In the final part, the article explores the implications of Nietzsche’s idea on the four pillars of lifelong learning.

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