Formation, singularity and domestication: a nietzschian-schopenhauerian reading on education, the BNCC and the competency-based pedagogy

Abstract

This article examines Nietzsche’s Schopenhauer as Educator from a philosophical and educational perspective, emphasizing its untimely contribution to the critique of modern formative institutions. Nietzsche identifies in his cultural context a moral cowardice rooted in the herd spirit, which generates conformist subjectivities incapable of embracing singularity. In response, he proposes a conception of formation grounded in self-creation, understood as an aesthetic and ontological force oriented toward self-overcoming. Drawing on the allegory of the traveler, the study discusses Nietzsche’s diagnosis of massification and the emergence of art as a principle of individuation. It also analyzes his critique of pedagogical models that produce either unilateral specialization or standardized equilibrium, defending an education conceived as liberation of vital forces. Finally, Schopenhauer is presented as the paradigm of the authentic educator, whose life and style embody critical resistance and singular affirmation. The article concludes that Nietzsche’s pedagogical proposal remains relevant today, challenging adaptive educational practices and inspiring approaches centered on authenticity, creation, and ethical courage.