Nietzsche's Philosophy of History
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Bischofswerda the Town and Its People Contents
Bischofswerda The town and its people Contents 0.1 Bischofswerda ............................................. 1 0.1.1 Geography .......................................... 1 0.1.2 History ............................................ 1 0.1.3 Sights ............................................. 2 0.1.4 Economy and traffic ...................................... 2 0.1.5 Culture and sports ....................................... 3 0.1.6 Partnership .......................................... 3 0.1.7 Personality .......................................... 3 0.1.8 Notes ............................................. 4 0.1.9 External links ......................................... 4 0.2 Großdrebnitz ............................................. 4 0.2.1 History ............................................ 4 0.2.2 People ............................................ 5 0.2.3 Literature ........................................... 6 0.2.4 Footnotes ........................................... 6 0.3 Wesenitz ................................................ 6 0.3.1 Geography .......................................... 6 0.3.2 Touristic Attractions ..................................... 6 0.3.3 Historical Usage ....................................... 7 0.3.4 Fauna ............................................. 7 0.3.5 References .......................................... 7 1 People born in or working for Bischofswerda 8 1.1 Abd-ru-shin .............................................. 8 1.1.1 Life, Publishing, Legacy ................................... 8 1.1.2 Legacy -
Postmodernism: the American T.V. Show, 'Family Guy, As a Politically Incorrect Document
Postmodernism: The American T.V. Show, 'Family Guy, As a Politically Incorrect Document Tyron Tyson Smith1; Ajit Duara2* 1Symbiosis Institute of Media and Communication, Symbiosis International (Deemed University), Pune, Maharashtra, India. 2*Symbiosis Institute of Media and Communication, Symbiosis International (Deemed University), Pune, Maharashtra, India. 2*[email protected] Abstract Postmodernism is a movement that grew out of modernism. Movements in art, literature, and cinema focused on a particular stance. The visual artists who created entertainment focused on expressing the creator herself/himself beginning from German expressionism to modernism, surrealism, cubism, etc. These art movements played an important part in what an artist (literature, art, and visual) portrayed to his or her audience. As perspectives played an important part, an understanding of what the artist needed to portray was critical. Modernism dealt with this portrayal, which came about due to the changes taking place in society. In terms of the industry, where the overall product dealt with features like individualism, experimentation and absurdity, modernism dealt with a need to overthrow past notions of what painting, literature, and the visual arts needed to be. "After World War II, the focus moved from Europe to the United States, and abstract expressionism (led by Jackson Pollock) continued the movement's momentum, followed by movements such as geometric abstractions, minimalism, process art, pop art, and pop music." Postmodernism helped do away with these shortcomings. An understanding of postmodernism is explored in this paper. The main point which sets it apart is concepts like pastiche, intersexuality, and spectacle. Concerning pop culture, an understanding of referencing is a constant trait used by postmodern art. -
O. Schlunke: Eduard Norden
Olaf Schlunke. Eduard Norden: Altertumswissenschaftler von Weltruf und „halbsemitischer Friese“. Berlin: Hentrich und Hentrich, 2016. 75 S. broschiert, ISBN 978-3-9556517-5-6. Reviewed by Kay Ehling Published on H-Soz-u-Kult (February, 2017) Bis in die 1980er-Jahre war über Eduard Nor‐ heiratete Norden Marie Schultze, eine Tochter des den wenig bekannt. Inzwischen sind einige Bei‐ Greifswalder Bürgermeisters; aus der Ehe gingen träge zu Leben und Werk dieses bedeutenden Alt‐ fünf Kinder hervor (S. 24). 1899 wechselte Norden philologen und Religionshistorikers erschienen, an die Universität Breslau, wo er mit Conrad Ci‐ die Olaf Schlunke in seiner kurzen Biographie chorius und Felix Jacoby enge Freundschaft (S. 67, Anm. 1 u. S. 70f., Anm. 22 u. 25) auflistet, schloss. Mit Letzterem unternahm er 1906 eine der selbst den Nachlass des Gelehrten für das Ar‐ Griechenlandreise. Dort erreichte ihn die Nach‐ chiv der Berlin-Brandenburgischen Akademie der richt, dass er für die Nachfolge von Adolf Kirch‐ Wissenschaften erschlossen hat (S. 8). hoff an der Friedrich-Wilhelms-Universität Berlin Eduard Norden wurde am 21. September vorgesehen war (S. 27f.), und in Berlin sollte Nor‐ 1868 im ostfriesischen Emden geboren (S. 17). dens Universitätslaufbahn mit der Wahl zum Rek‐ Sein Vater Carl war aktives Mitglied der Israeliti‐ tor für das Amtsjahr 1927/28 ihre Krönung errei‐ schen Gemeinde und – wie dessen Vater Joseph – chen (S. 37–43). Im Jahr 1913 publizierte er „Agno‐ von Beruf Arzt, die Mutter Rosa war die Tochter stos Theos. Untersuchungen zur Formengeschich‐ eines Landrabbiners (S. 15f.). Noch vor dem Ab‐ te religiöser Rede“ (dafür erhielt er 1919 die theo‐ itur trat Norden zum Protestantismus über logische Ehrendoktorwürde der Universität (S. -
The Roles of Solon in Plato's Dialogues
The Roles of Solon in Plato’s Dialogues Dissertation Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Samuel Ortencio Flores, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Bruce Heiden, Advisor Anthony Kaldellis Richard Fletcher Greg Anderson Copyrighy by Samuel Ortencio Flores 2013 Abstract This dissertation is a study of Plato’s use and adaptation of an earlier model and tradition of wisdom based on the thought and legacy of the sixth-century archon, legislator, and poet Solon. Solon is cited and/or quoted thirty-four times in Plato’s dialogues, and alluded to many more times. My study shows that these references and allusions have deeper meaning when contextualized within the reception of Solon in the classical period. For Plato, Solon is a rhetorically powerful figure in advancing the relatively new practice of philosophy in Athens. While Solon himself did not adequately establish justice in the city, his legacy provided a model upon which Platonic philosophy could improve. Chapter One surveys the passing references to Solon in the dialogues as an introduction to my chapters on the dialogues in which Solon is a very prominent figure, Timaeus- Critias, Republic, and Laws. Chapter Two examines Critias’ use of his ancestor Solon to establish his own philosophic credentials. Chapter Three suggests that Socrates re- appropriates the aims and themes of Solon’s political poetry for Socratic philosophy. Chapter Four suggests that Solon provides a legislative model which Plato reconstructs in the Laws for the philosopher to supplant the role of legislator in Greek thought. -
Heroic Individualism: the Hero As Author in Democratic Culture Alan I
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2006 Heroic individualism: the hero as author in democratic culture Alan I. Baily Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Political Science Commons Recommended Citation Baily, Alan I., "Heroic individualism: the hero as author in democratic culture" (2006). LSU Doctoral Dissertations. 1073. https://digitalcommons.lsu.edu/gradschool_dissertations/1073 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. HEROIC INDIVIDUALISM: THE HERO AS AUTHOR IN DEMOCRATIC CULTURE A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Political Science by Alan I. Baily B.S., Texas A&M University—Commerce, 1999 M.A., Louisiana State University, 2003 December, 2006 It has been well said that the highest aim in education is analogous to the highest aim in mathematics, namely, to obtain not results but powers , not particular solutions but the means by which endless solutions may be wrought. He is the most effective educator who aims less at perfecting specific acquirements that at producing that mental condition which renders acquirements easy, and leads to their useful application; who does not seek to make his pupils moral by enjoining particular courses of action, but by bringing into activity the feelings and sympathies that must issue in noble action. -
Nietzsche and the Pathologies of Meaning
Nietzsche and the Pathologies of Meaning Jeremy James Forster Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2016 © 2016 Jeremy James Forster All rights reserved ABSTRACT NIETZSCHE AND THE PATHOLOGIES OF MEANING Jeremy Forster My dissertation details what Nietzsche sees as a normative and philosophical crisis that arises in modern society. This crisis involves a growing sense of malaise that leads to large-scale questions about whether life in the modern world can be seen as meaningful and good. I claim that confronting this problem is a central concern throughout Nietzsche’s philosophical career, but that his understanding of this problem and its solution shifts throughout different phases of his thinking. Part of what is unique to Nietzsche’s treatment of this problem is his understanding that attempts to imbue existence with meaning are self-undermining, becoming pathological and only further entrenching the problem. Nietzsche’s solution to this problem ultimately resides in treating meaning as a spiritual need that can only be fulfilled through a creative interpretive process. CONTENTS Introduction 1 Chapter I: The Birth of Tragedy and the Problem of Meaning 30 Part I: Background 33 Part II: Meaningfulness in Artistic Cultures 45 Part III: Meaningfulness in Tragic Cultures 59 Part IV: Meaningfulness in Socratic Cultures 70 Conclusion: The Solution to Socratism 78 Chapter II: Meaning, Science, and the “Perceptions of Science -
Teaching the Voices of History Through Primary Sources and Historical Fiction: a Case Study of Teacher and Librarian Roles
Syracuse University SURFACE School of Information Studies - Dissertations School of Information Studies (iSchool) 2011 Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles Barbara K. Stripling Syracuse University Follow this and additional works at: https://surface.syr.edu/it_etd Recommended Citation Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). School of Information Studies - Dissertations. 66. https://surface.syr.edu/it_etd/66 This Dissertation is brought to you for free and open access by the School of Information Studies (iSchool) at SURFACE. It has been accepted for inclusion in School of Information Studies - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other’s perspective rather than from one’s own) are essential building blocks for learning in the 21 st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding. This case study was designed to investigate the idea -
Historical Document Analysis First Reading
HISTORICAL DOCUMENT ANALYSIS FIRST READING Look at the historical document: What date was the document written? ___________________________________ Who wrote the document? ____________________________________________ Who is the intended audience? ________________________________________ What is your initial response to this document? Annotate the historical document: . Underline words that you don’t recognize or cannot read. Using context clues, write-in replacement words for your underlined words. Circle phrases or sentences that are confusing. In the margin, write what you think the phrase or sentence means. Summarize the purpose and content of the historical document (What is the meaning?): SECOND READING How did the author organize his/her ideas? How did the structure help you understand the document? Is there a better way that his/her ideas could have been expressed (change in words, structure, etc.)? Cite two facts, opinions, and/or reasoned judgments used by the author of the historical document about the given topic: Facts: Opinions: Reasoned judgments: Based on the facts, opinions, and/or reasoned judgments, what is the author’s point of view about the topic? What sentence do you think is the most important in this historical document? Justify your answer with support from the document. THIRD READING Why is this document important in the United States’s history? How does this historical document connect to the topic/unit? Compare and contrast the treatment of this topic in this primary source with the information in your textbook/secondary -
Dirk Held on Eros Beauty and the Divine in Plato
Nina C. Coppolino, editor ARTICLES & NOTES New England Classical Journal 36.3 (2009) 155-167 Eros, Beauty, and the Divine in Plato Dirk t. D. Held Connecticut College ontemporary intellectual culture is diffident, perhaps hostile, towards the transcendent aspects of Plato’s metaphysics; instead, preference is given to the openness and inconclusiveness of CSocratic inquiry. But it is not possible to distinguish clearly between the philosophy of Socrates and Plato. This essay argues first that Socrates does more than inquire: he enlarges the search for truth with attention to erotics. It further contends that Plato’s transformative vision of beauty and the divine directs the soul, also through erotics, to truth not accessible to syllogisms alone. We must therefore acknowledge that Plato’s philosophy relies at times on affective and even supra-rational means. Debate over the function of philosophy for Socrates and Plato arose immediately following the latter’s death. The early Academy discussed the mode and intent of reason for Socrates and Plato in terms of whether it was best characterized as skepticism or dogmatism. The issue remains pertinent to the present discussion of how Plato intends mortals both to live a life of reason and strive for the divine which is beyond the normal grasp of reason. What we regard as the traditional “Socratic question” arose in the early nineteenth century from studies of Plato by the Protestant theologian and philosopher, Friedrich Schleiermacher. The phrase stands for the attempt to winnow out an historical figure from the disparate accounts of Socrates found in Plato, Xenophon, and Aristophanes. -
Nietzsche's Engagements with Kant and the Kantian Legacy, Vol
Nietzsche's Engagements with Kant and the Kantian Legacy, vol. 1: Nietzsche, Kant, and the Problem of Metaphysics ed. by Marco Brusotti and Herman Siemens (review) Justin Remhof The Journal of Nietzsche Studies, Volume 52, Issue 1, Spring 2021, pp. 177-184 (Review) Published by Penn State University Press For additional information about this article https://muse.jhu.edu/article/788332 [ Access provided at 22 Apr 2021 16:37 GMT from Old Dominion Libraries & (Viva) ] BOOK REVIEWS | 177 Rather than reducing the will to power to individual aggressivity, this idea must at least be understood historically such that it accommodates Nietzsche’s abiding sense that early human existence was “constantly imperiled” (D 18, see also D 23), and that we were the “most endangered animal” in dire need of “help and protection” (GS 354; see also GM II:19, III:13). It is under these circumstances that our will to power initially emerges. It is surely against this backdrop that Nietzsche accepts the ethnological vision of prehistoric humans surviving in a variety of kin-based communities (Geschlechtsgenossenschaften), from the most basic largely promiscuous and egalitarian matriarchal hordes to more hierarchical, patriarchal, and ordered tribal associations. These dif- ferent kinds of kin-based communities can exist at the same time and wage desperate wars with each other for survival. It is only such a view that makes sense of the sudden appearance of those “unconscious artists” who are “orga- nized on a war footing [. .] with the power to organize” (GM II:17), such that they can take advantage of the less organized, more peaceful communities. -
Perfecting Nature
Perfecting Nature: Friedrich Nietzsche's Ideal and Politics of Cultivation by Dr Adriano Dino Cugola Deakin University 1990 Table of contents Synopsis ....................................................................................................................... 5 Foreword ..................................................................................................................... 6 1 - Elements of the Ideal of Cultivation .................................................................... 7 Rational Consciousness: the Idea of Physis ........................................................... 7 Perfecting Nature ................................................................................................... 8 Division of labour ................................................................................................ 10 Individuality in civilisation................................................................................... 10 The politics of cultivation ..................................................................................... 11 Secular and non-secular orientations .................................................................. 12 Posterity ............................................................................................................... 14 The Axial Age ....................................................................................................... 14 2 - Types of the Ideal of Cultivation ........................................................................ 16 The -
Nietzsche in the Magisterial Tradition of German Classical Philology
NIETZSCHE IN THE MAGISTERIAL TRADITION OF GERMAN CLASSICAL PHILOLOGY BY JAMES WHITMAN* Nietzsche spent ten years as an advanced student of classical philology and was a prodigious success; he spent the next ten years as a professor of classical philology and was a prodigious failure. Even casual readers of Nietzsche know the story of his meteoric early career in the dramatic terms in which it is usually told: how Nietzsche was called to the Uni- versity of Basel in 1869, at the sensationally young age of twenty-four, and how he scandalized his colleagues in the discipline within three years by publishing the wild and unscholarly Birth of Tragedy, soon thereafter to abandon classical philology altogether and to be cast into disgrace, continuing to hold his professorship in name only. Few Nietzsche scholars have resisted the temptation to exaggerate the drama of these events. The young Nietzsche, as we most often read about him, was a genius whom simple scholarship could not adequately nourish, a visionary who rapidly shook himself free of the grip of ped- antry.' Such is the standard account of Nietzsche's career, and it is badly distorted. For Nietzsche scholars have contented themselves with a care- less caricature of the history of German classical philology. Certainly there was pedantry among Nietzsche's colleagues, but there was also a tradition that could appeal to Nietzsche's most visionary and self-pro- clamatory tendencies, a magisterial tradition that had arisen in the dec- ades between 1790 and 1820 and flourished in the 1830s and 1840s. It is my purpose in this article to show that Nietzsche identified himself * I would like to thank Professors Anthony Grafton, Samuel Jaffe, Arnaldo Momig- liano, Donald R.