%0 Journal Article
%T How to be a Terrible Teacher: Kierkegaard¡¯s Philosophical Fragments on what Education is not
%A Stuart Dalton
%J Philosophy & Social Criticism
%@ 1461-734X
%D 2019
%R 10.1177/0191453718794746
%X I argue for an approach to Philosophical Fragments that allows it to be philosophical (as opposed to theological) and fragmentary (as opposed to systematic), and that pays particular attention to the fragments, or crumbs, that seem least important. One such overlooked crumb is the theory of merely human education in the book¡ªeducation that does not enlist God as the teacher, where humans simply try to teach and learn from each other. I argue that Philosophical Fragments defends this theory of education with several reductio ad absurdum proofs that are especially useful because they clarify why merely human education so often fails. Finally I apply the theory of merely human education in Philosophical Fragments to Kierkegaard¡¯s authorship as a whole and argue that it gives us a paradigm for understanding all of Kierkegaard¡¯s texts that is more fundamental than the distinction between direct and indirect communication
%K Kierkegaard
%K Philosophical Fragments
%K education theory
%K pedagogy
%K Socratic teaching
%K teaching and learning
%K indirect communication
%U https://journals.sagepub.com/doi/full/10.1177/0191453718794746