This paper focuses on the relations among critique, destruction and negation, on the one hand, and creation, affirmation, love, and care on the other, in Nietzsche’s writings from Daybreak to Zarathustra. In doing this, it traces a movement in Nietzsche's thought that can be understood as an integration of critique in the process of affirmation, which consolidates in Nietzsche’s project of self-overcoming. In contrast to readings that use the metaphor of art and the creativity of the artist, this paper presents (...) pregnancy as a cipher to understand Nietzsche’s project as well as the dynamics that are involved. A key issue addressed throughout the entire paper concerns the way in which Zarathustra says that he loves those who want their own downfall (Untergang) and go “zu Grunde” (or perish). To fully grasp the meaning of these rather puzzling utterances, the paper analyzes Nietzsche's engagement with Pascal (as a very particular case of “going under”). (shrink)

In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so as to make visible some (...) of its underlying ontological assumptions. Correspondingly, I look at some necessary epistemological and ontological prerequisites for understanding knowledge formation as essentially relational, such as it is construed in the policy documents concerned. I connect this with a broader trend in educational philosophy and theory, one where the destabilizing of a Cartesian notion of subjectivity has opened up for more relational conceptions of subjectivity. Next, I will take a closer look at some key passages from the policy documents where the appeal to moral universalism runs parallel with an appeal to a relational ontology. Having done so, I point to some epistemological problems with combining these two conflicting approaches on a policy level. To conclude, I formulate some final thoughts regarding how one might begin to resolve this tension within the discourse of Swedish ECE by coming to terms with what kind of ontological and epistemological foundation to rely upon. I do this by trying out the notion of a pedagogy of dosage. (shrink)

ABSTRACTThis article explores Nietzsche’s approach to the fundamental question of “how to live one’s life”, and more specifically his view of the role of the past in seeking an answer to this question. By discussing Nietzsche’s views of how different nations and cultures relate to their history, I suggest some comparisons with how individuals might do so. Common to both is the relationship between the past as a resource and as a burden: the burden of single events or periods and (...) the burden of the abundance of facts. Key to Nietzsche’s thinking on these questions is his account of the relationship between remembering, promising, and forgetting. He considers “active forgetting” paradoxically as both a form of forgetting and a way of taking full responsibility for the past. (shrink)