Nietzsche’s perspectivism has received restricted and unrestricted interpretations. The latter take the cognitive effects of ‘perspectives’ to be pervasive and general; the former argue they are restricted to special subject matters, have limited effects, or are not essentially cognitive at all. I argue on textual grounds that Nietzsche was committed to the unrestricted view. Comparison to A.W. Moore’s treatment of perspectival representation in Points of View illuminates both the nature of perspectivism and key arguments needed to defend it. Nietzschean perspectivism (...) must deny the very possibility of absolute representations (sensu Moore), and to do so, it must block a form of argument that promises to integrate perspectival representations into progressively less restricted, and ultimately absolute, representations of the world. Such arguments depend on a strong assumption about the unity of the independent world, which Moore accepts and Nietzsche denies. Nietzsche’s pluralism about perspectives thereby turns out to rely on pluralism about the world, which shapes his understanding of us as essentially bounded cognitive agents. Nietzsche holds that the longing for absolute representation manifest in Moore, Leibniz, and many other philosophers, which aspires to overcome the limitations of perspective, amounts to ascetic self-denial about our cognitive condition. (shrink)

In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche's denial of the opposition between the 'true' world and the 'seeming' world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche's modified 'realist' epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche's educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between 'true' and 'false' perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

I investigate the consequences of Nietzsche's perspectivism for notions of truth and objectivity, and show how the metaphor of visual perspective motivates an epistemology that avoids self-referential difficulties. Perspectivism's claim that every view is only one view, applied to itself, is often supposed to preclude the perspectivist's ability to offer reasons for her epistemology. Nietzsche's arguments for perspectivism depend on “internal reasons”, which have force not only in their own perspective, but also within the standards of alternative perspectives. Internal reasons (...) allow a perspectivist argument against dogmatism without presupposing aperspectival criteria for theory choice. Nietzsche also offers “internal” conceptions of truth and objectivity which reduce them to a matter of meeting our epistemic standards. This view has pluralistic implications, which conflict with common sense, but it is nevertheless consistent and plausible. Nietzsche's position is similar to Putnam's recent internalism, and this is due to their common Kantian heritage. (shrink)

Nietzsche’s ambiguous and allusive style of writing creates special problems for the principle of charity, the idea that we should work to understand philosophic statements in the way that will yie...

In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche’s concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers’ article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche’s denial of the opposition between the ‘true’ world and the ‘seeming’ world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche’s modified ‘realist’ epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche’s educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between ‘true’ and ‘false’ perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

Neste ensaio, argumento que qualquer um que adotasse um falsificacionismo do tipo que tenho atribuído a Nietzsche se sentiria atraído pela doutrina do eterno retorno. Para Nietzsche, pensar o 'vir a ser' revelado por meio dos sentidos significa falsificá-lo por meio do 'ser'. Mas o eterno retorno oferece a possibilidade de pensar o 'vir a ser' sem falsificação. Em seguida, argumento que qualquer um que mantenha o falsificacionismo de Nietzsche veria na ação humana um conflito entre o 'ser' e o (...) 'vir a ser', de modo semelhante ao que ocorre no juízo empírico. À luz desse conflito apenas o eterno retorno ofereceria a possibilidade de afirmar a vida de modo verdadeiro. Para concluir, discuto de que maneira tal leitura do eterno retorno resolve uma série de enigmas que têm atormentado os intérpretes. In this essay, I argue that someone who adopted a falsificationism of the sort that I have attributed to Nietzsche would be attracted to the doctrine of eternal recurrence. For Nietzsche, to think the becoming revealed through the senses means falsifying it through being. But the eternal recurrence offers the possibility of thinking becoming without falsification. I then argue that someone who held Nietzsche's falsificationism would see in human agency a conflict between being and becoming similar to that in empirical judgment. In the light of this conflict only the eternal recurrence would offer the possibility of truly affirming life. I end by discussing how this reading of the eternal recurrence solves a number of puzzles that have bedeviled interpreters. (shrink)