Showing results for "Friedrich Nietzsche" in Education & Learning

In Beyond Good and Evil, Friedrich Nietzsche attacks past philosophers for their alleged lack of critical sense and their blind acceptance of Christian premises in their consideration of morality. The work moves into the realm "beyond good and evil" in the sense of leaving behind the traditional morality, which Nietzsche subjects to a destructive critique, in favor of what he regards as an affirmative approach that fearlessly confronts the contextual nature of knowledge.

On the Genealogy of Morality was written in 1887 when Friedrich Nietzsche was at the height of his powers as a philosopher and master of German prose writing. Here, he criticizes the idea that there is just one conception of moral goodness, dissecting the contemporary practice of morality and looking at it from a historical viewpoint. Rather than following a metaphysical or religious approach, Nietzsche adopts a naturalistic framework, which is grounded in history and natural science, to understand our concepts of good and evil in the Christianized Western world.

What might society look like if we were brave enough to emerge fully from the shadow of the Christian God? The German philosopher Friedrich Nietzsche explores this intriguing question in his 1886 work, Beyond Good and Evil. Going further, Nietzsche then asks of his "philosophers of the future" that they take on the challenge of supplying humanity with new ideals to live by.

In 1869, at the age of twenty-five, the precociously brilliant Friedrich Nietzsche was appointed to a professorship of classical philology at the University of Basel. He seemed marked for a successful and conventional academic career. Then the philosophy of Schopenhauer and the music of Wagner transformed his sense of purpose. The genius of such thinkers and makers - like the genius of the ancient Greeks - was the only touchstone for true understanding. How then was education to answer to such genius? Something more than sturdy scholarship was called for.