Malcolm Bull offers a detailed analysis of nihilism in Nietzsche's works. Along with accompanying commentaries by Cascardi and Clark, he explores the significance of Nietzscheís views given the fact that a wide range of readers have come to embrace his ideas as new orthodoxy. There seem to be no anti-Nietzscheans today, but Bull demonstrates that this wide embrace of Nietzsche runs counter to the very meaning of nihilism as Nietzsche understood it.
Nietzsche, the philosopher seemingly opposed to everyone, has met with remarkably little opposition himself. He remains what he wanted to be- the limit-philosopher of a modernity that never ends. In this provocative, sometimes disturbing book, Bull argues that merely to reject Nietzsche is not to escape his lure. He seduces by appealing to our desire for victory, our creativity, our humanity. Only by 'reading like a loser' and failing to live up to his ideals can we move beyond Nietzsche to a still more radical revaluation of all values-a subhumanism that expands the boundaries of society until we are left with less than nothing in common. Anti-Nietzsche is a subtle and subversive engagement with Nietzsche and his twentieth-century interpreters-Heidegger, Vattimo, Nancy, and Agamben. Written with economy and clarity, it shows how a politics of failure might change what it means to be human.
Malcolm Bull offers a detailed analysis of nihilism in Nietzsche's works. Along with accompanying commentaries by Cascardi and Clark, he explores the significance of Nietzscheís views given the fact that a wide range of readers have come to embrace his ideas as new orthodoxy. There seem to be no anti-Nietzscheans today, but Bull demonstrates that this wide embrace of Nietzsche runs counter to the very meaning of nihilism as Nietzsche understood it.
Nietzsche, the philosopher seemingly opposed to everyone, has met with remarkably little opposition himself. He remains what he wanted to be— the limit-philosopher of a modernity that never ends. In this provocative, sometimes disturbing book, Bull argues that merely to reject Nietzsche is not to escape his lure. He seduces by appealing to our desire for victory, our creativity, our humanity. Only by ‘reading like a loser’ and failing to live up to his ideals can we move beyond Nietzsche to a still more radical revaluation of all values—a subhumanism that expands the boundaries of society until we are left with less than nothing in common. Anti-Nietzsche is a subtle and subversive engagement with Nietzsche and his twentieth-century interpreters—Heidegger, Vattimo, Nancy, and Agamben. Written with economy and clarity, it shows how a politics of failure might change what it means to be human.
This book is intended as a major interdisciplinary contribution to the study of Nietzsche’s thought in particular, and the political right more generally. Historically the assessment of Nietzsche’s politics has ranged from denouncing him as a forerunner to Nazism to claiming he effectively did not have articulated political convictions. During the latter half of the 20th century he surprisingly became a major theoretical influence on a variety of post-structuralist radical critics, who saw in his perspectivism and genealogy of power useful tools to critique existent structures of domination. This collection of essays reframes the debate by looking at Nietzsche’s constructive political project defending aristocratic values from the levelling influence of the herd and its liberal, socialist, and democratic spokesmen. The essays will also explore how this defense of aristocratic values continues to have an influence on the political right, inspiring moderates like Jordan Peterson and far right authors and activists like Aleksandr Dugin and Steve Bannon.
This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader. The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark 'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA
Few philosophers have been as popular, prolific, and controversial as Friedrich Nietzsche, who has left his imprint not only on philosophy but on all the arts. Whether it is his concept of the übermensch or his nihilistic view of the world, Nietzsche's writings have aroused enormous interest, as well as anathema, in scholars for centuries. This third edition of Historical Dictionary of Nietzscheanism covers the history of this philosophy through a chronology, an introductory essay, appendixes, and an extensive bibliography. The dictionary section has over 400 hundred cross-referenced entries on his major writings, his contemporaries, and his successors. This book is an excellent access point for students, researchers, and anyone wanting to know more about Friedrich Nietzsche.
Two leading neuroscientists examine the current paradigm of the “neural subject” and what we can learn from neurological trauma, pathology, and adaption. With the rise of cognitive science and the revolution in neuroscience, the study of human subjects—thinking, feeling, acting individuals—ultimately focuses on the human brain. In both Europe and the United States, massive state-funded research is focused on mapping the brain in all its remarkable complexity. The metaphors employed are largely technological, using a diagram of synaptic connectivity as a path to understanding human behavior. But alongside this technologized discourse, we find another perspective, one that emphasizes the brain’s essential plasticity, both in development and as a response to traumas such as strokes, tumors, or gunshot wounds. This collection of essays brings together a diverse range of scholars to investigate how the “neural subject” of the twenty-first century came to be. Taking approaches both historical and theoretical, they probe the possibilities and limits of neuroscientific understandings of human experience. Topics include landmark studies in the history of neuroscience, the relationship between neural and technological “pathologies,” and analyses of contemporary concepts of plasticity and pathology in cognitive neuroscience. Central to the volume is a critical examination of the relationship between pathology and plasticity. Because pathology is often the occasion for neural reorganization and adaptation, it exists not in opposition to the brain’s “normal” operation but instead as something intimately connected to our ways of being and understanding.
The Present Prospects of Social Art History represents a major reconsideration of how art historians analyze works of art and the role that historical factors, both those at the moment when the work was created and when the historian addresses the objects at hand, play in informing their interpretations. Featuring the work of some of the discipline's leading scholars, the volume contains a collection of essays that consider the advantages, limitations, and specific challenges of seeing works of art primarily through a historical perspective. The assembled texts, along with an introduction by the co-editors, demonstrate an array of possible methodological approaches that acknowledge the crucial role of history in the creation, reception, and exhibition of works of art.
