The latest volume in the Oxford Readings in Philosophy series, this work brings together some of the best and most influential recent philosophical scholarship on Nietzsche. Opening with a substantial introduction by John Richardson, it covers: Nietzsche's views on truth and knowledge, his 'doctrines' of the eternal recurrence and will to power, his distinction between Apollinian and Dionysian art, his critique of morality, his conceptions of agency and self-creation, and his genealogical method. For each of these issues, the papers show (...) Nietzsche's continuing philosophical importance. Giving a clear and accessible overview, while retaining an analytical philosophical approach throughout, this volume is essential reading for all students of Nietzsche. (shrink)

Abstract: Nietzsche’s famously wrote that “consciousness is a surface” (EH, Why I am so clever, 9: 97). The aim of this paper is to make sense of this quite puzzling contention—Superficiality, for short. In doing this, I shall focus on two further claims—both to be found in Gay Science 354—which I take to substantiate Nietzsche’s endorsement of Superficiality. The first claim is that consciousness is superfluous—which I call the “superfluousness claim” (SC). The second claim is that consciousness is the source (...) of some deep falsification—which I call the “falsification claim” (FC). I shall start by considering Nietzsche’s notion of consciousness. Here, I shall argue that the kind of consciousness he is concerned with is in fact self-consciousness and that he put forward a higher-order theory of it. Then, I shall address the two claims. Regarding (FC), my proposal will be that, according to Nietzsche, the content of (self-)conscious mental states is falsified in virtue of its being articulated propositionally. Regarding (SC), I shall claim that it is best read as a weak version of epiphenomenalism about conscious causation. In addressing both points, I shall discuss in particular the influential reading of Nietzsche’s theory of consciousness offered by Katsafanas (2005). (shrink)

Nietzsche called The Gay Science "the most personal of all my books." It was here that he first proclaimed the death of God -- to which a large part of the book is devoted -- and his doctrine of the eternal recurrence. Walter Kaufmann's commentary, with its many quotations from previously untranslated letters, brings to life Nietzsche as a human being and illuminates his philosophy. The book contains some of Nietzsche's most sustained discussions of art and morality, knowledge and truth, (...) the intellectual conscience and the origin of logic. Most of the book was written just before Thus Spoke Zarathustra, the last part five years later, after Beyond Good and Evil. We encounter Zarathustra in these pages as well as many of Nietzsche's most interesting philosophical ideas and the largest collection of his own poetry that he himself ever published. Walter Kaufmann's English versions of Nietzsche represent one of the major translation enterprises of our time. He is the first philosopher to have translated Nietzsche's major works, and never before has a single translator given us so much of Nietzsche. (shrink)

A work of Nietzsche's later years, The Antichrist was written after Thus Spoke Zarathustra and shortly before the mental collapse that incapacitated him for the rest of his life. The work is both an unrestrained attack on Christianity and a further exposition of Nietzsche's will-to-power philosophy so dramatically presented in Zarathustra. Christianity, says Nietzsche, represents "everything weak, low, and botched; it has made an ideal out of antagonism towards all the self-preservative instincts of strong life." By contrast, Nietzsche defines good (...) as: "All that enhances the feeling of power, the Will to Power, and power itself in man. What is bad?-All that proceeds from weakness. What is happiness?-The feeling that power is increasing,-that resistance has been overcome." In attempting to redefine the basis of Western values by demolishing the formative influence of the Judeo-Christian tradition, The Antichrist has proved to be highly controversial and continuously stimulating to later generations of philosophers. (shrink)

In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...) provides a more nuanced understanding of Nietzsche’s “anti-democratic” pedagogy. Ultimately, I argue that while Nietzsche’s educational philosophy is not egalitarian, it can be effectively utilized in “democratic” classrooms, assuming his concept of self-overcoming is properly construed. (shrink)

Written in 1888, while Nietzsche was at the height of his brilliance, these two polemics blaze with provocative, inflammatory rhetoric. Nietzsche's "grand declaration of war," Twilight of the Idol s examines what we worship and why. Intended by the author as a general introduction to his philosophy, it assails "idols" of Western philosophy and culture (Socratic rationality and Christian morality among them) and sets the scene for The Antichrist . In addition to its full-scale attack on Christianity and Jesus Christ, (...) The Antichrist denounces organized religion as a whole. Students of philosophy, history, and German literature will find both works essential reading. (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)

Haim Gordon; Nietzsche's Zarathustra as Educator, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 181–192, https://doi.org/10.1111/j.

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...) there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

This volume is the first of two to provide a new edition of Human, All Too Human, the earliest of Nietzsche's works in which his philosophical concerns and methodologies can be glimpsed. Published in 1878, it marked both a stylistic and an intellectual shift away from Nietzsche's own youthful affiliation with Romantic excesses of German thought and culture. It presents the precursors of the ideas that would later become Nietzsche's theories on genealogy and of the U;bermensch. This new translation presents (...) Nietzsche's text in the straightforward, direct prose of the original. It is the first English edition to include the significant variants and revisions of the original published text, and the first to provide cross-references to the forthcoming volume of Nietzsche's notebook material from the same period. It includes explanatory notes and a translator's afterword detailing the history of the work. (shrink)

This remarkable collection of almost 1,400 aphorisms was originally published in three instalments. The first (now Volume I) appeared in 1878, just before Nietzsche abandoned academic life, with a first supplement entitled The Assorted Opinions and Maxims following in 1879, and a second entitled The Wanderer and his Shadow a year later. In 1886 Nietzsche republished them together in a two-volume edition, with new prefaces to each volume. Both volumes are presented here in R. J. Hollingdale's distinguished translation (originally published (...) in the series Cambridge Texts in German Philosophy) with a new introduction by Richard Schacht. In this wide-ranging work Nietzsche first employed his celebrated aphoristic style, so perfectly suited to his iconoclastic, penetrating and multi-faceted thought. Many themes of his later work make their initial appearance here, expressed with unforgettable liveliness and subtlety. Human, All Too Human well deserves its subtitle 'A Book for Free Spirits', and its original dedication to Voltaire, whose project of radical enlightenment here found a new champion. (shrink)

_Nietzsche: Naturalism and Interpretation_ offers a resolution of one of the most vexing problems in Nietzsche scholarship. As perhaps the most significant predecessor of more recent attempts to formulate a postmetaphysical epistemology and ontology, Nietzsche is considered by many critics to share this problem with his successors: How can an antifoundationalist philosophy avoid vicious relativism and legitimate its claim to provide a platform for the critique of arguments, practices, and institutions? Christoph Cox argues that Nietzsche successfully navigates between relativism and (...) dogmatism, accepting the naturalistic critique of metaphysics and theology provided by modern science, yet maintaining that a thoroughgoing naturalism must move beyond scientific reductionism. It must accept a central feature of aesthetic understanding: acknowledgment of the primacy and irreducibility of interpretation. This view of Nietzsche's doctrines of perspectivism, becoming, and will to power as products of an overall naturalism balanced by a reciprocal commitment to interpretationism will spur new discussions of epistemology and ontology in contemporary thought. (shrink)

"The three works in this collection, all dating from Nietzsche's last lucid months, show him at his most stimulating and controversial: the portentous ...

Many scholars in the past half century have taken issue with some of Kaufmann's interpretations, but the book ranks as one of the most influential accounts ever ...

ABSTRACT Can Nietzsche's ideal of man, the overman, be conceived as an educational ideal in post-modern democratic societies? Should it be so conceived? This paper answers both questions positively. The affirmative answer to the first question is based on arguments aimed at overcoming two obvious difficulties: the Contradictions in Nietzsche's various references to his human ideal, and his blatant anti-democratic attitude. The affirmative answer to the second question builds on an analysis portraying Nietzsche's conception of man as one that allows (...) us, in a non-objectivist era, to accord a clear meaning to the term the “good life” and to educate in the light of this meaning. (shrink)

Divided into three essays, this title offers an investigation into the origins of our moral values, or as the author calls them 'moral prejudices'. It addresses the concept of guilt and its role in the development of civilization and religion. It also considers suffering and its role in human existence.

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...) there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

Keith Jenkins; The Dogma of Nietzsche’s Zarathustra, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 251–254, https://doi.org/10.1111.

I argue that recent interpretations of Nietzsche's political theory that make him out to be a Machiavellian elitist are misguided. While Nietzsche's philosophy advocates a return to an order of rank among individuals, it does not entail the domination of the few over the many. Rather, it is meant to benefit all individuals, whatever their rank. To this end, I examine several Machiavellian interpretations and demonstrate the inadequacy of their exegetical evidence. I then turn to Nietzsche's educational theory and show (...) the ways it supports and expands his political vision for the flourishing of the few and the many. (shrink)

Friedrich Wilhelm Nietzsche (1844-1900) was a German philosopher. His writing included critiques of religion, morality, contemporary culture, philosophy and science, using a distinctive style and displaying a fondness for aphorism. Nietzsche s influence remains substantial within and beyond philosophy, notably in existentialism and postmodernism. He began his career as a philologist before turning to philosophy. At the age of 24 he became Professor of Classical Philology at the University of Basel, but resigned in 1879 due to health problems, which would (...) plague him for most of his life. In 1889 he exhibited symptoms of serious mental illness, living out his remaining years in the care of his mother and sister until his death in 1900. His works include From my Life (1858), On Music (1858), Napoleon III as a President (1862), Free Willand Fate (1862), My Life (1864), The Birth of Tragedy (1872), Richard Wagner in Bayreuth (1876), Human, All-Too-Human (1878), Beyond Good and Evil (1886), The Antichrist (1888) and Ecce Homo (1888). (shrink)

The principal aim of this volume is to elucidate what freedom, sovereignty, and autonomy mean for Nietzsche and what philosophical resources he gives us to re ...

This chapter contains sections titled: Nietzsche's (Artful) Naturalism The Subject Naturalized Nietzsche's Artful Naturalism Toward an Ethos of the Agonized Subject.

Keith Jenkins; The Dogma of Nietzsche’s Zarathustra, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 251–254, https://doi.org/10.1111.

_Nietzsche: Naturalism and Interpretation_ offers a resolution of one of the most vexing problems in Nietzsche scholarship. As perhaps the most significant predecessor of more recent attempts to formulate a postmetaphysical epistemology and ontology, Nietzsche is considered by many critics to share this problem with his successors: How can an antifoundationalist philosophy avoid vicious relativism and legitimate its claim to provide a platform for the critique of arguments, practices, and institutions? Christoph Cox argues that Nietzsche successfully navigates between relativism and (...) dogmatism, accepting the naturalistic critique of metaphysics and theology provided by modern science, yet maintaining that a thoroughgoing naturalism must move beyond scientific reductionism. It must accept a central feature of aesthetic understanding: acknowledgment of the primacy and irreducibility of interpretation. This view of Nietzsche's doctrines of perspectivism, becoming, and will to power as products of an overall naturalism balanced by a reciprocal commitment to interpretationism will spur new discussions of epistemology and ontology in contemporary thought. (shrink)

This classic is the benchmark against which all modern books about Nietzsche are measured. When Walter Kaufmann wrote it in the immediate aftermath of World War II, most scholars outside Germany viewed Nietzsche as part madman, part proto-Nazi, and almost wholly unphilosophical. Kaufmann rehabilitated Nietzsche nearly single-handedly, presenting his works as one of the great achievements of Western philosophy. Responding to the powerful myths and countermyths that had sprung up around Nietzsche, Kaufmann offered a patient, evenhanded account of his life (...) and works, and of the uses and abuses to which subsequent generations had put his ideas. Without ignoring or downplaying the ugliness of many of Nietzsche's proclamations, he set them in the context of his work as a whole and of the counterexamples yielded by a responsible reading of his books. More positively, he presented Nietzsche's ideas about power as one of the great accomplishments of modern philosophy, arguing that his conception of the "will to power" was not a crude apology for ruthless self-assertion but must be linked to Nietzsche's equally profound ideas about sublimation. He also presented Nietzsche as a pioneer of modern psychology and argued that a key to understanding his overall philosophy is to see it as a reaction against Christianity. Many scholars in the past half century have taken issue with some of Kaufmann's interpretations, but the book ranks as one of the most influential accounts ever written of any major Western thinker. Featuring a new foreword by Alexander Nehamas, this Princeton Classics edition of Nietzsche introduces a new generation of readers to one the most influential accounts ever written of any major Western thinker. (shrink)

`Anyone who wants to gain a quick idea of how before me everything was topsy-turvy should make a start with this work. That which is called idol on the title-page is quite simply that which was called truth hitherto. Twilight of the Idols - in plain words: the old truth is coming to an end...' Nietzsche intended Twilight of the Idols to serve as a short introduction to his philosophy, and as a result it is the most synoptic of all (...) his books. Continuing in the spirit of its immediate predecessors On The Genealogy of Morals and The Wagner Case, it is a masterpiece of polemic, targeting not only `eternal idols' like Socratic rationality and Christian morality but also their contemporary counterparts, as Nietzsche the `untimely man' goes roaming in the gloaming of nineteenth-century European culture. He allies philosophy with psychology and physiology, relentlessly diagnozing the symptoms of decadence, and his stylistic virtuosity is such that the sheer delight he takes in his 'demonic' mischief-making communicates itself on every page. A brilliant new translation, this edition provides detailed commentary on a highly condensed and allusive work. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more. (shrink)

Can Nietzsche's ideal of man, the overman, be conceived as an educational ideal in post-modern democratic societies? Should it be so conceived? This paper answers both questions positively. The affirmative answer to the first question is based on arguments aimed at overcoming two obvious difficulties: the Contradictions in Nietzsche's various references to his human ideal, and his blatant anti-democratic attitude. The affirmative answer to the second question builds on an analysis portraying Nietzsche's conception of man as one that allows us, (...) in a non-objectivist era, to accord a clear meaning to the term the “good life” and to educate in the light of this meaning. (shrink)

In our increasingly instrumentalist culture, debates over the privatization of schooling may be beside the point. Whether we hatch some new plan for chartering or funding schools, or retain the traditional model of government-run schools, the ongoing instrumentalization of education threatens the very possibility of public education. Indeed, in the culture of performativity, not only the public school but public life itself is hollowed out and debased. Qualities are recast as quantities, judgments replaced by rubrics, teaching and learning turned into (...) exchange values. Schools should be central to public life: key locations for the regeneration of values, the cultivation of judgment, and the creation of the conditions for positive freedom. In this article Chris Higgins, drawing on Hannah Arendt and Alasdair MacIntyre, goes beyond typical treatments of the schools as equalizer of individual opportunity to explore three aspects of educational publicity: the school as an object of communal concern, schooling as preparation for public life, and the classroom as public space. (shrink)

I show that Nietzsche's puzzling and seemingly inconsistent claims about consciousness constitute a coherent and philosophically fruitful theory. Drawing on some ideas from Schopenhauer and F.A. Lange, Nietzsche argues that conscious mental states are mental states with conceptually articulated content, whereas unconscious mental states are mental states with non-conceptually articulated content. Nietzsche's views on concepts imply that conceptually articulated mental states will be superficial and in some cases distorting analogues of non-conceptually articulated mental states. Thus, the claim that conscious states (...) have a conceptual articulation renders comprehensible Nietzsche's claim that consciousness is "superficial" and "falsifying.". (shrink)

Not only do the writings of Nietzsche – early and late – fail to support the pedagogy of self-reformulation, this doctrine embodies what for him is worst in man and would destroy that which is higher. The pedagogy of self-reformulation is also incoherent. In contrast, Nietzsche offers a fruitful and comprehensive theory of education that, while non-democratic and contemptuous of egalitarian aspirations, emerges consistently from his metaphysics and philosophical anthropology. Whatever, then, we might think of his premises, Nietzsche’s philosophy of (...) education represents an attractive model for those who would develop a meaningful, distinctive, and persuasive educational theory. It defines a domain of the possible and then straightforwardly states what is and is not to be done within it – and why. (shrink)

Nietzsche: Naturalism and Interpretation offers a resolution of one of the most vexing problems in Nietzsche scholarship. As perhaps the most significant predecessor of more recent attempts to formulate a postmetaphysical epistemology and ontology, Nietzsche is considered by many critics to share this problem with his successors: How can an antifoundationalist philosophy avoid vicious relativism and legitimate its claim to provide a platform for the critique of arguments, practices, and institutions? -/- Christoph Cox argues that Nietzsche successfully navigates between relativism (...) and dogmatism, accepting the naturalistic critique of metaphysics and theology provided by modern science, yet maintaining that a thoroughgoing naturalism must move beyond scientific reductionism. It must accept a central feature of aesthetic understanding: acknowledgment of the primacy and irreducibility of interpretation. This view of Nietzsche's doctrines of perspectivism, becoming, and will to power as products of an overall naturalism balanced by a reciprocal commitment to interpretationism will spur new discussions of epistemology and ontology in contemporary thought. (shrink)

On the future of our educational institutions -- Lecture I (January 16, 1872) -- Lecture II (February 6, 1872) -- Lecture III (February 27, 1872) -- Lecture IV (March 5, 1872) -- Lecture V (March 23, 1872).

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)

Haim Gordon; Nietzsche's Zarathustra as Educator, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 181–192, https://doi.org/10.1111/j.