This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...) 4. The virtue of generosity and its importance for inclusive education – the divine will type of normativity. 5. Ethical education as normative philosophical perspective. The normativity of self-transformation in education. 6. Aesthetics as expression of human freedom and concern for the whole world in which we live. (shrink)

On the standard view, pessimism is a philosophically intractable topic. Against the standard view, I hold that pessimism is a stance, or compound of attitudes, commitments and intentions. This stance is marked by certain beliefs—first and foremost, that the bad prevails over the good—which are subject to an important qualifying condition: they are always about outcomes and states of affairs in which one is personally invested. This serves to distinguish pessimism from other views with which it is routinely conflated— including (...) skepticism and nihilism—and to allow for the extent to which pessimism necessarily involves more than the intellectual endorsement of a doctrine. (shrink)

The main purpose of this article is to explore the complex and multifarious condition of Nietzsche as a reader. Thus, in the first place the text clarifies the various character of informations about reading, not always reliable, expressed in his very work, in the notebooks, in the letters, by testimony of third parties, in his preserved library and in the not preserved library, in purchases and in borrowing from libraries. At a second moment, the article put forward reading phases since (...) the very young Nietzsche, reading strategies, his freeing process and his self-stilization as a reader. In the scope of reading spheres, the article adresses Nietzsche as a philology reader so much as a reader of scientific texts, and a reader of the world, of culture. Lastly, on questioning how Nietzsche became a reader of himself, the text nods to the question of how his attitude towards reading devolves into a way of thinking and reading his very work, in this manner asserting the initial claim, namely, to understand Nietzsche the philosopher we must bear in mind whom is he talking to. (shrink)