Several recent studies have returned to the famous controversy over the reception of Nietzsche’s Birth of Tragedy from the Spirit of Music. By reinterpreting it within the immediate context of Germany in the early 1870s, James Whitman understands this controversy as a Methodenstreit within Classical Philology and James I. Porter claims that, through this controversy, Nietzsche developed an extensive critique of modern culture. I contend that Nietzsche’s reaction to the scholarly rejection of his first publication resulted in no immediate response (...) on his behalf; rather, it led to three years of intense rethinking and strengthening of the position he took in The Birth of Tragedy. This is evidenced in his early published essays and notebooks of 1872–1875. From the first readers of these early notebooks, Karl Schlechta and Anni Anders, to its most recent interpreters, Richard T. Grey and Alexander Nehamas, these scholars are unanimous in understanding them as Nietzsche’s attempt to work through.. (shrink)

The multiple sources and functions of Heraclitus in Nietzsche’s writings should not be underestimated. Nietzsche’s early readings of Heraclitus are steeped in the Greek fragments, the doxographical tradition, and in philological scholarship. Hence, they are largely either fair interpretations of the extant fragments, clear translations of a select group of fragments into his own language, or improvisations based in part on a narrow subset of the spurious remarks set down in the doxographical tradition. Nietzsche’s later departures from this tradition articulate (...) an anti-metaphysical Heraclitus that he found in the Heraclitean fragments, which he takes to prefigure and later parrot his doctrines of becoming, the child, strife, chance, and eternal recurrence. For this reason, Nietzsche’s Heraclitus is necessarily no objective, individual historical person, but at various times and to various degrees a copy, an appropriative invention, and a personal-philological-philosophical archetype filtered through the lenses of ancient Greek understandings of how he must have lived, given what he said and what philosophy is; nineteenth-century German philological reconstructions of Heraclitean thought; and Nietzsche’s own need for such a precursor to voice his own doctrines and thereby lend them heft against the Platonic tradition of metaphysical philosophy. (shrink)

During the nineteenth century, German philosophy developed from a type of general knowledge to an academic discipline at the university. Changes across disciplines to the philosophy of science and psychological surveys created new challenges for the place and purpose of philosophy in the educational system. The content of logic courses for secondary schools (Gymnasiums) was centred on the dissociation of nature and the scale of logic. In this paper, I will examine a number of projects for teaching philosophy at the (...) secondary school level from new humanism to reduce philosophical to philological concerns about different projects offered by Niethammer, Hegel and Herbart. Then, I will focus on the most successful – Adolf Trendelenburg’s Elements of Aristotle’s Logic (1st edition of 1836). This work is a compilation of the logical texts of Aristotle, and for as long as sixty years, it was an official textbook in Prussian secondary schools. The aim of the paper is to show how the rethinking of Aristotle’s heritage affected the theoretical and ideological expectations of propaedeutic courses and transformed the image of logic as a philosophical discipline. (shrink)