Some commentators have argued that curiosity, not honesty, is Nietzsche’s central intellectual virtue. These commentators give minimalistic interpretations of the nature of Nietzsche’s concept of honesty, casting it as a disposition to ensure that relevant epistemic standards are applied during belief formation. I argue against such interpretations by highlighting three strands of Nietzsche’s concept of honesty which they fail to accommodate. I interpret Nietzsche’s concept of honesty against the background of his drive psychology and show that it applies not only (...) to reflective cognitive processes but also to unconscious cognitive processes. In concluding, I explain the key role which honesty plays in Nietzsche’s project of translating ‘man back into nature’. (shrink)

There are two kinds of epistemic theories about self-knowledge: the traditional account, and the inferentialist account. According to the traditional view of self-knowledge, we have privileged access to our propositional attitudes. “Privileged access” means that one can gain knowledge of one’s own propositional attitudes directly via an exclusive, first-personal method called introspection. On the other hand, the inferentialist view of self-knowledge postulates that we don’t have privileged access to our propositional attitudes and must infer or self-attribute them instead. In this (...) thesis I argue that the traditional view of self-knowledge, which postulates that we have privileged access to our propositional attitudes, ought to be abandoned in favor of an infernetialist picture of self-knowledge I argue that recent experimental results in social psychology strongly imply that we don’t have privileged access to our propositional attitudes. In the choice blindness paradigm, the majority of participants can be manipulated into becoming oblivious to choices that they made just moments previously. Not only do participants utterly fail to notice that they did not receive what they wanted, but they also provide confabulated reasons as to why they made their “decision.” I maintain that the phenomena of choice blindness and confabulation are very difficult for the traditional theory of self- knowledge to accommodate and explain; whereas, on the other hand, the inferentialist account actually predicts and anticipates these experimental findings. The traditional theorist cannot avoid the threat that choice blindness and confabulation pose by restricting the scope of privileged access even further, to exclude propositional attitudes, because privileged access to propositional attitudes is the very property which distinguishes the traditional view of self-knowledge from an inferentialist account. The traditional theorist might attempt to argue that privileged access to propositional attitudes is conceptually necessary, but I maintain that this argument fails. The traditional theorist’s only option, then, is to adopt a dual-method account whereby we sometimes gain self-knowledge via introspection and sometimes via inference. However, I maintain that the dual-method approach is a much weaker theory in terms of explanatory power when compared to the inferentialist account. On balance, then, the traditional view of self-knowledge should be rejected in favor of the inferentialist account. (shrink)

From a prima facie point of view, Nietzsche’s use of virtue may appear to be a form of virtue ethics. Certainly, this is one position that has been established within the secondary literature; however, I argue that a more fruitful philosophical reading is to view his use of virtue as a part of his drive psychology. Indeed, what makes Nietzsche’s philosophical psychology relevant to this topic, is the way in which he characterises the “sovereign individual” as an agent that is (...) in control of good or appropriate actions because they are strong enough in character to sublimate their “drives” in the act of willing. Nietzsche’s philosophical psychology has important educational implications because an obvious place to cultivate the sovereign individual is through education, but to Nietzsche, education and educational institutions seem only interested in promoting certain Christian virtues (e.g., faith, hope, and charity), and herd forming virtues (e.g., obedience, guilt, and equality) that breed sick young people who are decadent and weak willed. In response to this dilemma, I turn my attention to how Nietzsche overcomes this problem by proposing new virtues that should figure in a new type of education which is concerned with educating the will of the sovereign individual. Central to Nietzsche’s new type of education is the painful labour of self-cultivation (Bildung), the revaluation of one’s values, and a ceaseless striving to overcome obstacles (will to power), so we are able to educate ourselves against life-negating virtues or vices that make us decadent and weak willed. (shrink)

Nietzsche often appears, especially in his writings from the middle period, to endorse psychological egoism, namely the claim that all actions are motivated by, and are for the sake of, the agent’s own self-interest. I argue that Nietzsche’s position in Human, All Too Human should not be so understood. Rather, he is claiming, more weakly and more plausibly, that no action is entirely unegoistic, entirely free of egoistic motivations. Thus some actions might be motivated both by egoistic and unegoistic motives, (...) on his view. Nietzsche’s argument may, in other words, be understood to be directed specifically against Schopenhauer’s portrayal of moral motivation, as pure, entirely unalloyed altruism, to show that this sort of action is impossible, not to rule out the possibility of any altruistic motive whatsoever. In light of Schopenahuer’s moral psychology, to which Nietzsche to some extent adhered at that time, I develop a concept of motivation and reconstruct Nietzsche’s argument. (shrink)

The heart of this thesis is an examination into the relevant differences between Nietzsche’s perspectivism and standpoint theory. Briefly, both standpoint theory and perspectivism have been subjected to various charges that dissolve into two major ones, which are worthy of additional scrutiny: the charges of essentialism and incoherence. My overall argument in thesis is that standpoint theory, in spite of recent feminist defense, is still susceptible to these charges, and this proves counterproductive to its aims of combatting marginalization. Moreover, I (...) argue that Nietzsche’s perspectivism provides a corrective to the short comings of standpoint theory. (shrink)

Nietzsche’s view of the self and will seems to culminate in a naturalistic account of human agency. If we understand Nietzsche as primarily a naturalist who thinks philosophy should more or less be modeled on the sciences whose investigations are restricted to empirical observation and whose explanations, like causal explanation, are natural, then ascribing a naturalistic account of human agency to Nietzsche is appropriate. However, I argue that attributing a naturalistic account of agency, or any account of agency to Nietzsche, (...) misunderstands Nietzsche’s skepticism. I attempt to demonstrate the primacy of Nietzsche’s skepticism by showing how “his” naturalistic “account” of agency is best understood as an instrument in the service of his purely critical and deflationary project. To show the instrumental character of his “account,” I show how the account is used to oppose traditional notions of agency without itself becoming Nietzsche’s theory of agency. (shrink)