Nietzsche's Therapeutic Teaching: For Individuals and by Horst Hutter, Eli Friedland

By Horst Hutter, Eli Friedland

The topic of the thinker as therapist dominates Nietzsche's complete opus, from his earliest writings to the Zarathustra interval and past. Nietzsche needs to hasten the arrival and destiny sanctification of a brand new form of artificial individual, and his whole educating is formed through his personal struggles opposed to illness.Yet few Nietzsche students have paid this significant healing component of his idea adequate attention.

This choice of essays through best students within the box consists round the Nietzschean perception, which has its roots within the Hippocratic culture of old drugs, that ideals, behaviours, beliefs and styles of striving will not be issues for which people or perhaps cultures are accountable. quite, they're signs of what a person or tradition is, which indicators require diagnostic interpretation and overview. The ebook identifies 3 central ways in Nietzsche's philosophy: diagnostic, prognostic and healing. each one essay takes up this crucial perception into Nietzsche's healing philosophy from a special viewpoint and jointly they display an array of insightful methods to self-induced enhancement, for either members and cultures.

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Additional info for Nietzsche's Therapeutic Teaching: For Individuals and Culture (Bloomsbury Studies in Continental Philosophy)

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Later in his life, Nietzsche will famously reject Schopenhauer and his philosophy; this rejection, however, does not lead him to recant the views on education that he expressed in this early text. One must remark that the young Nietzsche’s relationship to Schopenhauer, as he describes it in Schopenhauer as Educator, does not seem to be coined by agonistics. ”25 Does Nietzsche just blindly accept and embrace whatever Schopenhauer wrote? A passage from Ecce Homo might provide an answer to this question.

24 This quote is important as it reveals what the concept of education means for the young Nietzsche: education is not the transmission of knowledge per se. It is Nietzsche’s Ethics of Reading: Education in a Postmodern World 35 the revelation and liberation of one’s true self, as it were. Educators ought to make this emancipation possible. Education thus appears here as the process by which one becomes what one is. Later in his life, Nietzsche will famously reject Schopenhauer and his philosophy; this rejection, however, does not lead him to recant the views on education that he expressed in this early text.

62 Nietzsche to Rohde, 15 December 1870, KSB 3, p. 165. For “Bildungs-Sekte,” see Nachlaß 32[62], early 1874-spring 1874, KSA 7, p. 776. 63 Daston, “The Academies,” p. 82. 64 Rohde to Nietzsche, 6 May 1872, KGB 2, 4. 65 EH, “Menschliches” § 4, KSA 6, p. 326. For an example of a Nietzsche scholar attributing a liberating effect to Nietzsche’s physical state, see Paolo D’Iorio, “La naissance de la philosophie enfantée par l’esprit scientifique,” in P. , Nietzsche, Les philosophes préplatoniciens, trans.

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