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On the possibility of morals or Nietzsche as educator

Angier, Tom Peter Stephen; (1995) On the possibility of morals or Nietzsche as educator. Masters thesis (M.Phil), UCL (University College London). Green open access

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Section one: Nietzsche's central values Introduction: Nietzsche's oeuvre is ideologically diverse, and gives rise therefore to inconsistencies and even (perhaps) contradictions. On account of this, thesis will concentrate on one strand of his thought - his conception of individuality. This taken to be philosophically his most challenging area of interest, and to form an instructive contrast with Kant's moral philosophy Chapter one: The Eternal Recurrence - This central to Nietzsche's thought, not qua indispensable linchpin of his ethics, but qua confluence for his key values: viz, strength, atheism, self-direction Section two: Nietzsche versus Kant Chapter two: Eternal Recurrence [ERJ versus Categorical Imperative [Cl] - Nietzsche's conception of individuality is highlighted by contrast with Kant's analysis of moral agency. How both the ER and the Cl fulfil similar roles within their respective ethical writings. How both are philosophically problematic. How the Cl nevertheless proves to be rationally superior in one crucial respect Chapter three: Autonomy - Kant's arguments for moral autonomy seen to be circular. Nietzsche's conception of individual autonomy seen to tend towards incoherence Chapter four: On Education - Kant's idea of moral education claimed to be vulnerable to the same objections levelled at his delineation of moral motivation. Nietzsche's analysis of 'true education' claimed to undermine the possibility of education Section three: A coherent conception. Chapter five: The pure individual- Summary of Nietzsche's conception of individuality, and the implications it has for his views on consciousness, communication and language Conclusion: On Originality - Nietzschean individuality claimed to rest on an analytically prior understanding of value. The dichotomy he posits between 'original' and 'adopted' values claimed to be male fundatum, and to render his conception incoherent Epilogue: Beyond Nietzsche - If Nietzsche's notion of individuality is incoherent, then it cannot be coherently adopted. Therefore its influence can be seen only in misappropriations and perversions (it does not admit of proper appropriation)

Type: Thesis (Masters)
Qualification: M.Phil
Title: On the possibility of morals or Nietzsche as educator
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Thesis digitised by ProQuest.
Keywords: Philosophy, religion and theology; Nietzsche
URI: https://discovery.ucl.ac.uk/id/eprint/10105978
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