Der Artikel beschäftigt sich mit der Rolle, die der Fanatismus in der Philosophie und Psychologie Friedrich Nietzsches spielt. Er wirft die These auf, dass Fanatismus mit Ressentiment und Nihilismus verbunden ist und interpretiert den deutschen Denker in folgendem Sinne: Fanatismus ist der Abwehrmechanismus eines Menschen, der Ressentiment empfindet. Durch ein Einsatz dieses Abwehrmechanismus schützt sich der Mensch vor den Konsequenzen der nicht gut durchgeführten Fälschung der Werte auf den Weg seiner ressentimentalen Umwertung- d. h. vor dem Nihilismus.

Ernst Mach was already an international successful experimental physicist and scientist, when he, after professorships for Mathematics and Physics in Graz and Experimental Physics in Prague, took over the chair for “Philosophy, particularly for the History and Theory of the Inductive Sciences”, at the University of Vienna in 1895. This turn from the natural sciences to philosophy was really an exception in the academic field.Given his strong as well as controversial history of influence in philosophy and in the sciences Mach’s (...) own pessimistic statement about the emergence of aprioristic currents at the beginning of the twentieth century is surprising and in need of an explanation.The article deals with Mach’s appointment in Vienna and Mach’s autobiographical fragments on his relation to academic philosophy from a today’s point of view. It appears that Mach can be regarded as a pioneer and predecessor of a topical “historical epistemology”, “history and philosophy of science”, and above all as a theorist and practitioner of inter- and transdisciplinarity. If he is to be regarded a philosopher, it is mainly in the context of naturalism, pragmatism and common sense philosophy – as general theory of research. (shrink)

Keine ausführliche Beschreibung für "Morgenröthe. Idyllen aus Messina. Die fröhliche Wissenschaft" verfügbar.

On the face of it ‘deterministic chance’ is an oxymoron: either a process is chancy or deterministic, but not both. Nevertheless, the world is rife with processes that seem to be exactly that: chancy and deterministic at once. Simple gambling devices like coins and dice are cases in point.2 On the one hand they are governed by deterministic laws – the laws of classical mechanics – and hence given the initial condition of, say, a coin it is determined whether it (...) will land heads or tails when tossed.3 On the other hand, we commonly assign probabilities to the different outcomes of a coin toss, and doing so has proven successful in guiding our actions. The same dilemma also emerges in less mundane contexts. Classical statistical mechanics assigns probabilities to the occurrence of certain events – for instance to the spreading of a gas that is originally confined to the left half of a container – but at the same time assumes that the relevant systems are deterministic. How can this apparent conflict be resolved? (shrink)

No detailed description available for "L'Antéchrist suivi de Ecce Homo".

Zum ersten Mal ist es möglich, Schleiermachers Pädagogik-Vorlesung von 1820/21 im Ganzen kennen zu lernen. Dies ist einer unlängst aufgetauchten studentischen Nachschrift zu verdanken, die hier veröffentlicht wird. Der jetzt vollständige Vorlesungstext belegt, dass Schleiermachers Theorie der Erziehung weit über den Themenkomplex "Gegenwirkung, Strafe und Zucht" hinausgeht. Unter diesem Titel war die Vorlesung von 1820/21 bisher bekannt, da für die erste Ausgabe 1849 lediglich Auszüge hauptsächlich zu diesem Thema zusammengestellt worden waren. Die Textgrundlagen sind seitdem verloren. Mit der neu aufgefundenen (...) Nachschrift kann nun die gesamte Vorlesung mitsamt der Stundeneinteilung (und dem jeweiligen Datum) geboten werden. Der (kritisch erstellte) Text wird hier in moderner Schreibweise und Zeichensetzung mit allen notwendigen Korrekturen als Studienausgabe vorgele> eine ausführliche Einleitung bietet u.a. eine tabellarische Übersicht der gesamten Textüberlieferung sowie Schleiermachers bisher unveröffentlichte Tagebucheintragungen zur Pädagogik. Erklärende Anmerkungen und ein detailliertes Sachregister erschließen den für Erziehungswissenschaften, Philosophie und Theologie gleichermaßen bedeutsamen Text. (shrink)

This first-time translation into English of key writings by Nietzsche, opens up new vistas on the evolution of his thinking and will prove to be invaluable to anyone studying his philosophy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Efforts to develop democratic schools have moved along particular rules and standards of ‘reasoning’ even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, thus reinserting (...) differences as the basis of practice. Democracy, however, according to Jacques Rancière, only becomes visible when its partitioning is challenged under the opinion of equality. Yet, undoing the epistemological dogma of planning embodied in the notions of ‘critical’ and deliberative democracy might also involve confronting the comparative style of thought which provides the epistemological ‘rules’ that insert inequality as equality. Deleuze and Guattari's rhizome and Derrida's justice help extend Rancière's democracy and equality into unfamiliar terrain. What implications might this have for thinking about educational policy and curriculum? The argument, ironically, maintains Enlightenment attitudes about reason and rationality, but while ‘trying’ different epistemological rules and recognizing how the epistemological and ontological fold into one another it provides an alternative understanding of education and democracy. (shrink)

Wegen des großen Anteils an Einzelkorrespondenten in Bucers Briefwechsel von September 1532 bis Juni 1533 versammelt dieser Band eine Vielzahl von Anliegen. Bucer soll etwa bei Stellenbesetzungen vermitteln, für säumige Schuldner eintreten, seine exegetischen Werke zusenden, einen Trostbrief schreiben, zur Visitation kommen, mittellosen Autoren zum Druck ihrer Bücher verhelfen oder schlicht Fürbitte einlegen.

"Nietzsche versus Wagner", sometimes translated "Nietzsche against Wagner", is a critical examination of the composer Richard Wagner, whom Nietzsche praised in his early years and later declared his enemy. Nietzsche was close to the entire Wagner family, even Wagner's wives, but later had a falling out and spent a significant amount of energy attacking him. In this work, Nietzsche distances himself from Wagner's music and ideology, criticizing the composer's embrace of German nationalism and his turn to Christianity. Nietzsche contrasts Wagner's (...) decadent, pessimistic art with his own vision of a life-affirming, Dionysian aesthetic. The book reflects Nietzsche's broader concerns about the role of art and culture in society and his ongoing exploration of the tensions between Apollonian and Dionysian forces. Nietzsche also addresses the psychological and philosophical implications of Wagner's music, arguing that it represents a retreat from the complexities of reality into the comforting illusions of myth and religion. He sees Wagner's work as symptomatic of a broader cultural malaise characterized by a loss of vitality and authenticity. Through his critique of Wagner, Nietzsche seeks to reaffirm the values of individualism, creativity, and the joyful affirmation of life that he believes are essential to the rejuvenation of culture and the realization of human potential. This is one of three major works attacking Wager's music and legacy Nietzsche issued. This work was assembled and published at the end of 1888 under the title Nietzsche contra Wagner, shortly before his final mental collapse in January 1889. The text was published in December 1888 by C. G. Naumann in Leipzig. This new 2024 translation of the original 1888 German manuscript includes a new afterword by the translator, a timeline of Nietzsche's life and works, an index with descriptions of his key concepts, and summaries of his complete works. This translation is designed to allow the armchair philosopher to engage deeply with Nietzsche's works without having to be a full-time Academic. The language is modern and clean, with simplified sentence structures and diction to make Nietzsche's complex language and arguments as accessible as possible. This Reader's Edition also contains extra material that amplifies the manuscript with autobiographical, historical and linguistic context. This provides the reader a holistic view of this very enigmatic philosopher as both an introduction and an exploration of Nietzsche's works; from his general understanding of his philosophic project to an exploration of the depths of his metaphysics and unique contributions. This edition contains: • An Afterword by the Translator on the history, impact and intellectual legacy of Nietzsche • Translation notes on the original German, Latin and Greek manuscript • An index of Philosophical concepts used by Nietzsche with a focus on Existentialism and Phenomenology • A chronological list of Nietzsche's entire body of works • A detailed timeline of Nietzsche's life and works. (shrink)

Keine ausführliche Beschreibung für "Psychologie. Metaphysik der Seele" verfügbar.