Pessimism, Hope, and the Tragic-Art of the Greeks (Nietzsche and the Pandora Myth)

This essay is focused on Nietzsche’s unique reading of the Pandora myth as it appears in Human, All Too Human and develops an interpretation of Hope, the most profound evil of the many evils released by Pandora infecting the human condition, as it might be understood in relation to Nietzsche’s analysis of the ancient Greeks in The Birth of Tragedy. In reading this early work of Nietzsche, modes of comportment that fall under two specific categories are considered: Passive Nihilism-Pessimism of Decline and Active Nihilism-Pessimism of Strength as understood by Nietzsche in the late compilation of his notes published as The Will to Power. Ultimately, this essay explores the artistic responses to the bleak and pessimistic conditions of the Greeks’ lives found in the Apolline art in the Homeric Greeks and the tragic-art of the Greeks, which Nietzsche argues is the ultimate expression of art as the merging of the “aesthetic” principles of the Apolline and Dionysiac. These aesthetic responses are elucidated in and through the comparison to modes of existence that impede the spirit’s optimal, flourishing development, specifically, as expressed through Christianity and “Socratic optimism” in the superior power of human reason

Huebner\u27s Critical Encounter with the Philosophy of Heidegger in \u3cem\u3eBeing and Time\u3c/em\u3e: Learning, Understanding, and the Authentic Unfolding of History in the Curriculum

This paper responds to the following question: What are the issues concerned with potential educational reform that arise from Huebner\u27s critical encounter with Heidegger and the tradition in education and curriculum theory? In attempting a rejoinder, I revisit Huebner\u27s groundbreaking essay, Curriculum as Concern for Man\u27s Temporality, which introduces the phenomenological method in education and curriculum studies, with the goal of examining in detail the underlying themes, issues, and concepts, which ground Huebner\u27s reconceptualization of curriculum reform, as they emerge from Heidegger\u27s philosophy. I show that Huebner\u27s understanding of Being-in-the-world in terms of the design of the educational environment, not only mirrors, but as well, embodies the flux, flow, and rhythmic dynamics of history\u27s dialectic unfolding as a temporal phenomenon, which for Heidegger represents our authentic historizing in the moment of vision, or Augenblick, and this for Heidegger is the definitive embodiment of Dasein\u27s authentic mode of existence as historical Being-in-the-world as Being-with Others

The Work of Art and Truth of Being as Historical : Reading Being and Time, The Origin of the Work of Art, and the Turn (Kehre) in Heidegger’s Philosophy of the 1930s

Reading Heidegger’s Being and Time, “The Origin of the Work of Art,” and the 1934-35 lecture courses Hölderlin’s Hymns“Germania” and “The Rhine,” the aim of this essay is twofold. First, the essay attempts to elucidate the manner in which the work of art functions as a superlative event of “truth-happening” (aletheia), which facilitates the movement of Dasein into the truth of Being as a legitimate member of a community, serving as, “the origin of a people’s authentic historical existence.”1 Second, it explains why this notion of art as the historical manifestation of Being is crucial to understanding the shift, or “turn,” (Kehre) in Heidegger’s philosophy of the 1930s and 1940s, i.e., it examines the philosophical problems Heidegger rectified when moving from Being and Time, and the conceptual-linguistic constraints of metaphysics and the subject-centered model of Dasein, to the later works on art and poetry

The Potential for Ethics Without God Through Bertrand Russell\u27s Authentic Notion of Philosophical Inquiry

Violence dominates the landscape of our present world. Prejudice and sectarianism threaten human rights, putting our hopes for the authentic possibility of humane ethical/moral interaction on a global scale in serious question. Ours is a world where epistemological and ethical relativism appear to rule the day. In these extremely “hard times,” as Nietzsche was fond of saying, it would benefit us, as philosophers, informed thinkers, and concerned human beings, to revisit with a discerning eye and charitable heart the philosophy of Bertrand Russell as it appears in The Problems of Philosophy (1912), wherein Russell reminds us in a powerfully persuasive manner just how important philosophy can be in offering hope for a better world during dark, turbulent times. In this paper is an examination of the unique way in which Russell responds to the following question: What is philosophy good for, what is the value of philosophy for the world and its inhabitants

The Denazification of MH: The Struggle with Being and the Philosophical Confrontation with the Ancient Greeks in Heidegger’s Originary Politics

James T. Hong’s experimental documentary, The Denazification of MH (2006) is neither an apology for Heidegger’s involvement with National Socialism nor a condemnation of that involvement. Rather, the film is a critical philosophical confrontation (Auseinandersetzung) with Heidegger’s thought and the issue of his involvement with National Socialism. The film addresses the perennial concern as old as philosophy itself: the relationship between the philosopher’s life and his philosophy. While the film does not adopt a definitive position regarding Heidegger, Nazism, and the issue of personal responsibility, it does suggest an affirmative response to the question posed by both Levinas and Blanchot regarding the possibility of philosophizing after Auschwitz

Phenomenology for Educators: Max van Manen and Human Science Research

Phenomenology, in qualitative educational research, tends to be misunderstood. There are many reasons for this, not the least of which is that scholars/researchers working in the field often emulate and imitate the dense writing styles of the philosophical forerunners in phenomenology such as Hegel, Brentano, Husserl, Heidegger, and Merleau-Ponty. Thus the writing is beyond the comprehension of many education professionals and practitioners. Phenomenology need not be highly complex, and thus I have sought to provide a summary of the main themes from Max van Manen\u27s (1990) Researching Lived Experience: Human Science for an Active Sensitive Pedagogy in highly accessible terms, so that educators might see the potential this philosophical practice might hold for enhancing educational endeavors