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Translated from the French, this book analyzes the paradoxes that fundamentally characterize Nietzsche’s philosophy and texts.
Essay from the year 2015 in the subject Philosophy - Philosophy of the 19th Century, grade: 8.5, Tilburg University (Liberal Arts and Sciences), course: The Impact of Colonialism on 19th-century European Culture, language: English, abstract: The nineteenth century is usually referred to as the century of unprecedented progress of the Modern Age. It is, however, of high importance to realize the relativity of the concept “modern”. People living in a particular historical period of time always consider their time as modern. One may view “modern” as a distinguishably new way of life, change in technology, industry, culture and society, whereas another may relate the word “modern” to something that belongs to the present time. Again, the concept of the present is highly subjective to the observers of the so-called present and relative in the historical framework. The most applicable understanding of the word “modern” in this work is in its comparison with the times before the period of the nineteenth century. This essay presents an overview of how progress, orientalism and Nitzsche's philosophy co-existed and made sense of each other in modernity.
The Paradox of Philosophical Education: Nietzsche's New Nobility and the Eternal Recurrence in Beyond Good and Evil is the first coherent interpretation of Nietzsche's mature thought. Author Harvey Lomax pays particular attention to the problematic concept of nobility which concerned the philosopher during his later years. This sensitive reading of Nietzsche examines nobility as the philosopher himself must have seen it: as a true and powerful longing of the human soul, interwoven with poetry, philosophy, religion, and aristocratic politics. Both a close textual analysis and a thoughtful reconceptualization of Beyond Good and Evil, The Paradox of Philosophical Education penetrates beyond the philosopher's mask of caustic irony to the face of the real Nietzsche: a lover of wisdom whose work sought to resurrect it in all its Socratic splendor
Interdisciplinary Dialogues on Organizational Paradox is an innovative two-part volume that enriches our understanding about paradox. Part B continues the exploration of the why, how and where of interdisciplinary research within paradox theory by looking at the realms of social structure and expression.
A timely and trenchant commentary on the centrality of Nietzsche’s thought for our time While many posthumanists claim Nietzsche as one of their own, rarely do they engage his philosophy in any real depth. Nietzsche’s Posthumanism addresses this need by exploring the continuities and disagreements between Nietzsche’s philosophy and contemporary posthumanism. Focusing specifically on Nietzsche’s reception of the life sciences of his day and his reflections on technology—research areas as central to Nietzsche’s work as they are to posthumanism—Edgar Landgraf provides fresh readings of Nietzsche and a critique of post- and transhumanist philosophies. Through Landgraf’s inquiry, lesser-known aspects of Nietzsche’s writings emerge, including the neurophysiological basis of his epistemology (which anticipates contemporary debates on embodiment), his concerns with insects and the emergent social properties they exhibit, and his reflections on the hominization and cultivation effects of technology. In the process, Landgraf challenges major commonplaces about Nietzsche’s philosophy, including the idea that his social theory asserts the rights of “the strong” over “the weak.” The ethos of critical posthumanism also offers a new perspective on key ethical and political contentions of Nietzsche’s writings. Nietzsche’s Posthumanism presents a uniquely framed introduction to tenets of Nietzsche’s thought and major trends in posthumanism, making it an essential exploration for anyone invested in Nietzsche and his contemporary relevance, and in posthumanism and its genealogy. Retail e-book files for this title are screen-reader friendly.
Friedrich Nietzsche is one of the most popular and controversial philosophers of the last 150 years. Narcissistic, idiosyncratic, hyperbolic, irreverent--never has a philosopher been appropriated, deconstructed, and scrutinized by such a disparate array of groups, movements, and schools of thought. Adored by many for his passionate ideas and iconoclastic style, he is also vilified for his lack of rigor, apparent cruelty, and disdain for moral decency. In Living with Nietzsche, Solomon suggests that we read Nietzsche from a very different point of view, as a provocative writer who means to transform the way we view our lives. This means taking Nietzsche personally. Rather than focus on the "true" Nietzsche or trying to determine "what Nietzsche really meant" by his seemingly random and often contradictory pronouncements about "the Big Questions" of philosophy, Solomon reminds us that Nietzsche is not a philosopher of abstract ideas but rather of the dazzling personal insight, the provocative challenge, the incisive personal probe. He does not try to reveal the eternal verities but he does powerfully affect his readers, goading them to see themselves in new and different ways. It is Nietzsche's compelling invitation to self-scrutiny that fascinates us, engages us, and guides us to a "rich inner life." Ultimately, Solomon argues, Nietzsche is an example as well as a promulgator of "passionate inwardness," a life distinguished by its rich passions, exquisite taste, and a sense of personal elegance and excellence.
This book represents a unique contribution to Nietzschean scholarship in its analysis of the concept of power as preliminary to addressing Nietzsche’s psychological version of will to power. It advances a fresh interpretation of will to power that connects it explicitly to the meaning of human life, and, in so doing, the author addresses major questions such as: What does will to power designate? What does it presuppose? What effects does it engender? What is its status, epistemologically and metaphysically? How is will to power to be evaluated? How persuasive is will to power as an explanation of fundamental human instincts and as the lynchpin of a way of life? The volume argues that Nietzsche’s psychological notion of will to power cannot plausibly be understood as merely a first-order drive to attain and exert power. Moreover, despite some of the philosopher’s extravagant rhetoric, will to power is not an inherent instinct to oppress other people or things. Instead, will to power, understood generically, is a second-order desire to have, pursue and attain first-order desires; it bears a relationship to confronting and overcoming resistances and obstacles, and is related to the pursuit of excellence and personal transformation, as well as to experiences of feeling power. As, according to Nietzsche’s account, all human beings embody will to power, the book concludes that we should distinguish at least three varieties: robust, moderate, and attenuated will to power. Only by doing this, can we understand and evaluate will to power concretely.
In the spring of 1872 Friedrich Nietzsche gave a series of public lectures titled 'On the Future of our Educational Institution' to an audience in Basel, Switzerland. In the lectures he made clear his attitude about what was wrong with education and how it had negatively affected the culture of his day. More than one hundred years after the death of Nietzsche, his legacy remains one of the most pervasive in philosophical thought. While his influence on philosophical thought concerning culture is everywhere to be found, his influence on the philosophy of education has yet to find a place in mainstream thought on the subject, in spite of the inextricable connection between the two. This collection has been put together in an effort to redress this situation. Nietzsche, Culture and Education brings together a collection of specially commissioned essays on the theme of Nietzsche's cultural critique and its use in and effect on educational theory. The international character of the contributors gives this work a polyvalent perspective on these areas of Nietzsche's philosophy. This publication will be a valuable source book for both undergraduate and postgraduate students of philosophy, education and the social sciences as well as for Nietzsche specialists.
