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What is Nobility

Chapter 6
Faculty Roles and Changing Expectations in the New Age
A concept developed by F. Nietzsche primarily in Part Nine (“What is Noble?”) of Beyond Good and Evil (1885) AU19: The in-text citation "Beyond Good and Evil (1885)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. . It primarily applies to the individual (e.g., mentor) who creates her own values within an institutional establishment, and who is respected at a distance as an exemplary type of intellectual whose free-standing integrity and disciplinary rigor preclude servile behavior or conformity. The noble person’s influence on students is inherently objective, through lectures, writings, and public presentations that are intellectually demanding, not entertaining or clownish. Although nobility (the noble persona) often seems incommunicable, this is not due to a lack of collegiality so much as scholarly preoccupation with the matter at stake. The power and prestige of the noble mentor who attracts mentees is that of an autonomous representation of disciplinary mastery in a lifestyle that can be studied and emulated without compromising one’s own independence.
Published in Chapter:
Redefining the Proxemics of the Mentorship
Christopher S. Schreiner (University of Guam, Guam)
Copyright: © 2019 |Pages: 20
DOI: 10.4018/978-1-5225-7438-5.ch006
Abstract
The sociopolitical controversies on campus that have resulted in “safe spaces” have pressured traditional structures based on proxemics, such as the mentorship, to reinvent themselves or disappear. In the chapter, “proximity” itself is defined not in terms of spatial contiguity but as an attentional structure by which the mentee achieves an intimate understanding at a distance of the objective achievements in teaching and writing that distinguish her mentor and other role models and that provoke acts of creative mimesis and exegesis by the mentee. Inspired by the ancient Stoic practice of the “care of the self” as explicated by Michel Foucault, the crux of the redefined mentored relation is not inculcating knowledge but guiding the growth of the mentee's critical consciousness in preparation for a career and a life well-lived, befitting a noble spirit. Since the focus of the redefined mentored relation privileges distance and objective spirit (via the critical study of works) over personal interaction, the scholarly autonomy of the mentee is a noteworthy learning outcome.
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