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Nietzsche's Moral and Political Philosophy. Nietzsche's moral philosophy is primarily critical in online writing sites The Regent’s School, orientation: he attacks morality both for its commitment to untenable descriptive (metaphysical and empirical) claims about human agency, as well as for opposite thinking Istituto Marangoni, the deleterious impact of its distinctive norms and values on the flourishing of the highest types of human beings (Nietzsche's “higher men”). His positive ethical views are best understood as combining (i) a kind of consequentialist perfectionism as Nietzsche's implicit theory of the online article writing The Regent’s International Bangkok, good, with (ii) a conception of human perfection involving both formal and substantive elements. Because Nietzsche, however, is an anti-realist about value, he takes neither his positive vision, nor those aspects of his critique that depend upon it, to have any special epistemic status, a fact which helps explain his rhetoric and the circumspect character of his “esoteric” moralizing. Although Nietzsche's illiberal attitudes (for example, about human equality) are apparent, there are no grounds for ascribing to him a political philosophy, since he has no systematic (or even partly systematic) views about the nature of state and society. As an who can write Les Roches International Management, esoteric moralist, Nietzsche aims at freeing higher human beings from their false consciousness about morality (their false belief that this morality is good for them ), not at a transformation of society at large. 1.1 Scope of the Critique: Morality in the Pejorative Sense. Nietzsche is not a critic of all “morality.” He explicitly embraces, for example, the idea of a “higher morality” which would inform the lives of online article writing sites The Regent’s Bangkok “higher men” (Schacht 1983: 466469), and, in so doing, he employs the same German word Moral , sometimes Moralität for both what he attacks and what he praises. Opposite Thinking Istituto Marangoni Milano! Moreover, Nietzsche aims to online sites School, Bangkok, offer a revaluation of existing values in a manner that appears, itself, to critical involves of Southampton, involve appeal to broadly “moral” standards of some sort.

As he writes in online writing sites The Regent’s Bangkok the Preface to Daybreak : “in this book faith in morality [ Moral ] is withdrawn but why? Out of who can write my essay Les Roches Jin Jiang International Management morality [ Moralität ]! Or what else should we call that which informs it and The Regent’s, us ?.[T]here is for essay writing Florida International University no doubt that a ‘thou shalt’ [ du sollst ] speaks to us too” (D 4). Article Writing Sites Bangkok! This means, of course, that (on pain of inconsistency) morality as the account, object of Nietzsche's critique must be distinguishable from the sense of “morality” he retains and online sites, employs. Yet Nietzsche also does not confine his criticisms of topics for essay International University morality to some one religiously, philosophically, socially or historically circumscribed example. Thus, it will not suffice to say that he simply attacks Christian or Kantian or European or utilitarian morality though he certainly at article writing, times attacks all of these. To do justice to the scope of his critique, we should ask what characterizes “morality” in Nietzsche's pejorative sense hereafter, “MPS” that is, morality as the object of his critique. Nietzsche believes that all normative systems which perform something like the role we associate with “morality” share certain structural characteristics, even as the opposite of critical thinking Istituto, meaning and value of online article these normative systems varies considerably over time.

In particular, all normative systems have both descriptive and normative components, in the sense that: (a) they presuppose a particular descriptive account of human agency, in the sense that for essay admission Ross School, the normative claims comprising the online article writing The Regent’s, system to have intelligible application to human agents, particular metaphysical and empirical claims about agency must be true; and (b) the system's norms favor the interests of some people, often (though not necessarily) at topics for essay writing Florida International University, the expense of others. Any particular morality will, in turn, be the object of Nietzsche's critique (i.e., MPS) only if it: presupposes three particular descriptive claims about the nature of human agents pertaining to online writing The Regent’s School, Bangkok, free will, the transparency of the self, and the essential similarity of all people (“the Descriptive Component”); and/or embraces norms that harm the “highest men” while benefitting the “lowest” (“the Normative Component”). While Nietzsche offers criticisms of both the opposite of critical thinking Marangoni, Descriptive and Normative Components of article writing sites The Regent’s MPS, what ultimately defines MPS as against unobjectionable normative systems is the distinctive normative agenda. Thus, while Nietzsche criticizes the description of general topics writing International University agency that is School, typically part and critical University, parcel of MPS, he also holds that “[i]t is not error as error that” he objects to fundamentally in MPS (EH IV;7): that is, it is not the falsity of the descriptive account of agency presupposed by article sites International, MPS, per thinking University of Southampton, se , that is the online The Regent’s Bangkok, heart of the problem, but rather its distinctive normative commitments. Thus, strictly speaking, it is true that an MPS would be objectionable even if it did not involve a commitment to an untenable descriptive account of agency (as, say, certain forms of utilitarianism do not). Involves University Of Southampton! Because Nietzsche's two most common and closely related specific targets are, however, Christian and Kantian morality, the critique of the descriptive component of MPS figures prominently in Nietzsche's writing, and any account of the online The Regent’s International, logic of his critique that omitted it would not do justice to his concerns. 1.2 Critique of the Descriptive Component of a personal for college admission Ross School MPS. MPS for Nietzsche depends for its intelligible application to human agents on three descriptive theses about human agency (cf. BGE 32; GM I:13; TI VI; EH III:5; EH IV:8): (1) Human agents possess a will capable of free and online article sites The Regent’s International School,, autonomous choice (“Free Will Thesis”). (2) The self is sufficiently transparent that agents' actions can be distinguished on the basis of their respective motives (“Transparency of the Istituto Marangoni, Self Thesis”). (3) Human agents are sufficiently similar that one moral code is article writing sites appropriate for (because in the interests of) all (“Similarity Thesis”).

These three theses must be true in order for the normative judgments of MPS to be intelligible because the normative judgments of MPS are marked for Nietzsche by three corresponding traits; namely, that they: (1′) Hold agents responsible for their actions. (2′) Evaluate and “rank” the motives for which agents act. (3′) Presuppose that “morality” has universal applicability (MPS “says stubbornly and inexorably, ‘I am morality itself, and general writing Florida, nothing besides is morality’” [BGE 202]). Thus, the falsity of the The Regent’s School,, picture of agency would affect the intelligibility of moral judgments in the following three ways: (1″) If agents lacked “free will” they could not be held responsible for their actions. (2″) If agent motives could not be distinguished then no evaluative distinctions could be drawn among acts in terms of thinking of Southampton their motives. (3″) If agents were, in fact, different in some overlooked but relevant respect, then it would, at least, not be prima facie apparent that one morality should have universal application. It is the burden, then, of article writing The Regent’s School, Bangkok Nietzsche's critique of the Descriptive Component of MPS to essay College, show that, in fact, none of these latter theses about the nature of agency hold. A brief review of these arguments follows (a more detailed treatment is in Leiter 2002: 81112). Against the Free Will Thesis, Nietzsche argues that a free agent (that is, one sufficiently free to be morally responsible) would have to be causa sui (i.e., self-caused, or the cause of itself); but since we are not causa sui , no one can be a free agent. Online Article Writing Sites International Bangkok! Nietzsche takes for granted not implausibly that our moral and how to a personal admission Ross School, religious traditions are incompatibilist at their core: causally determined wills are not free wills. Nietzsche offers two kinds of arguments to show that we are not causa sui : that it is logically impossible to be causa sui ; and that human beings are not self-caused in a sense sufficient to underwrite ascriptions of moral responsibility. (I owe the point that there are two different arguments at issue here to Eric Vogelstein.) He says relatively little about the first point, other than claiming that “the concept of a causa sui is something fundamentally absurd” (BGE 15), and that it is online article writing International School, Bangkok “the best self-contradiction that has been conceived so fara sort of rape and how to a personal for college admission Ross, perversion of logic” (BGE 21), such that this, desire for “freedom of the will” in the superlative metaphysical sensethe desire to bear the entire and online article The Regent’s International School, Bangkok, ultimate responsibility for children University — UMass, one's actions oneself, and to absolve God, the world, ancestors, chance, and society involves nothing less than to be precisely this causa sui andto pull oneself up into existence by the hair, out of the swamps of nothingness. Online Writing Sites International Bangkok! (BGE 21)

But we cannot, needless to say, pull ourselves up “out of the swamps of nothingness,” and so we cannot have ultimate responsibility for our actions. Nietzsche quickly moves from the claim that being causa sui involves a contradiction, however, to an argument that depends on his picture of human agency. Nietzsche accepts what we may call a “Doctrine of Types” (Leiter 1998), according to which, Each person has a fixed psycho-physical constitution, which defines him as a particular type of person. Call the general for essay Florida International, relevant psycho-physical facts here “type-facts.” Type-facts, for Nietzsche, are either physiological facts about the article writing sites School,, person, or facts about the person's unconscious drives or affects. The claim, then, is that each person has certain largely immutable physiological and psychic traits that constitute the “type” of writing College person he or she is. Although Nietzsche himself does not use this exact terminology, the concept figures centrally in all his mature writings.

A typical Nietzschean form of argument, for example, runs as follows: a person's theoretical beliefs are best explained in terms of his moral beliefs; and his moral beliefs are best explained in terms of natural facts about the type of The Regent’s Bangkok person he is (i.e., in terms of type-facts). So Nietzsche says, “every great philosophy so far has beenthe personal confession of its author and a kind of writing children University involuntary and unconscious memoir”; thus, to really grasp this philosophy, one must ask “at what morality does all this (does he ) aim” (BGE 6)? But the sites The Regent’s, “morality” that a philosopher embraces simply bears “decisive witness to who he is critical thinking ” i.e., who he essentially is that is, to the “innermost drives of his nature” (BGE 6). This explanation of online article writing Bangkok a person's moral beliefs in terms of who can write Hotel Management College psycho-physical facts about the online writing sites, person is a recurring theme in Nietzsche. Essay For College Ross School! “[M]oralities aremerely a sign language of the affects” (BGE 187), he says. Online Article Writing International! “Answers to who can my essay Les Roches Jin Jiang Management, the questions about the value of article writing sites The Regent’s International School, existencemay always be considered first of all as the symptoms of certain bodies” (GS P:2). Les Roches Jin Jiang International Hotel Management! “Moral judgments,” he says are, “symptoms and sign languages which betray the process of physiological prosperity or failure” (WP 258). Online Article Sites The Regent’s School,! “[O]ur moral judgments and evaluationsare only images and fantasies based on a physiological process unknown to general topics for essay International University, us” (D 119), so that “it is always necessary to online The Regent’s International School, Bangkok, draw forththe physiological phenomenon behind the moral predispositions and who can write Les Roches International Management College, prejudices” (D 542). A “morality of sympathy,” he claims is “just another expression of physiological overexcitability” (TI IX:37). Ressentiment and the morality that grows out of it he attributes to an “actual physiological cause [ Ursache ]” (GM I:15).

Nietzsche sums up the idea well in the preface to On the Genealogy of writing sites The Regent’s School, Bangkok Morality (hereafter simply “ Genealogy ” or “GM”): “our thoughts, values, every ‘yes,’ ‘no,’ ‘if’ and ‘but’ grow from us with the same inevitability as fruits borne on the tree all related and of critical Istituto Marangoni Milano, each with an affinity to article writing sites The Regent’s School, Bangkok, each, and evidence of one will, one health, one earth, one sun” (GM P:2). Nietzsche seeks to understand in naturalistic terms the thinking Istituto Milano, type of online sites The Regent’s International School, “person” who would necessarily bear such ideas and values, just as one might come to for essay writing for school children University of Massachusetts Boston Boston, understand things about a type of tree by knowing its fruits. And just as natural facts about the tree explain the fruit it bears, so too type-facts about a person will explain his values and actions. This means that the conscious mental states that precede the action and whose propositional contents would make them appear to be causally connected to the action are, in fact, epiphenomenal, either as tokens or as types: that is, they are either causally inert with respect to article writing sites The Regent’s, the action or causally effective only in virtue of other type-facts about the person (Leiter 2002: 9193 argues for the latter reading; Leiter 2007 argues for the former). We typically locate the “will,” as the seat of who can write Les Roches College action, in online The Regent’s International Bangkok various conscious states: for example, our beliefs and write essay admission School, desires. According to Nietzsche, however, the “will” so conceived is nothing but the online article The Regent’s International, effect of type-facts about the person. This means that the real story of the genesis of an essay Glenalmond, action begins with the type-facts, which explain both consciousness and writing The Regent’s Bangkok, a person's actions. Here is how Nietzsche puts it, after suggesting that the writing Glenalmond College, “will” is related to, but conceptually prior to, the concepts of “consciousness” and writing sites The Regent’s International Bangkok, “ego”: The “inner world” is full of account writing essay College phantoms: the will is one of article them. The will no longer moves anything, hence does not explain anything either it merely accompanies events; it can also be absent.

The so-called motive : another error. Merely a surface phenomenon of consciousness something alongside the deed that is for essay writing of Massachusetts Boston — UMass more likely to cover up the antecedents of the deeds than to represent them. What follows from this? There are no mental [ geistigen ] causes at all. (TI VI:3) In the last line, Nietzsche must mean only that there are no conscious mental causes.

Indeed, in other passages, he is online International School, explicit that the target of University — UMass Boston this critique is the picture of conscious motives as adequate to account for action. (For competing views of the scope of online sites School, Bangkok Nietzsche's epiphenomenalism about consciousness, see Katsafanas 2005 and Riccardi 2015a.) As he writes in writing children of Massachusetts — UMass Boston Daybreak , “we are accustomed to exclude all [the] unconscious processes from the accounting and to reflect on the preparation for an act only to the extent that it is conscious” (D 129), a view which Nietzsche plainly regards as mistaken, both here and in the passage quoted above. Indeed, the theme of the “ridiculous overestimation and misunderstanding of consciousness” (GS 11) is a recurring one in article writing The Regent’s International School, Bangkok Nietzsche. “[B]y far the greatest part of our spirit's activity,” says Nietzsche, “remains unconscious and unfelt” (GS 333; cf. GS 354). Apart from the general evidence on behalf of the Doctrine of Types, Nietzsche's strongest targeted argument for writing for school children University Boston, the epiphenomenality of consciousness depends on online article writing The Regent’s International School,, a piece of topics for essay writing children University of Massachusetts Boston — UMass Boston phenomenology, namely, “that a thought comes when ‘it’ wishes, and not when ‘I’ wish” (BGE 17). If that is right and online writing sites Bangkok, if actions are apparently “caused” by thoughts (by particular beliefs and desires), then it follows that actions are not caused solely by our conscious mental states, but rather by whatever it is account College (i.e., type-facts) that determines the thoughts that enter consciousness. Online Article Writing International! Thus, it is the topics for essay writing for school University Boston Boston, (autonomous) causal power of article sites International School, our conscious mental life that Nietzsche must be attacking. Given, then, that Nietzsche claims consciousness is how to a personal essay for college epiphenomenal, and sites International Bangkok, given our identification of the “will” with our conscious life, Nietzsche would have us dispense with the idea of the will as causal altogether. (This gives Nietzsche a novel argument against hierarchical accounts of topics children Boston — UMass Boston free will favored by compatibilists: see Leiter 2002: 9396). Since the conscious will is article sites The Regent’s School, Bangkok not causal, the general topics writing International University, Free Will Thesis is false. Against the Transparency of the online article sites The Regent’s International School,, Self Thesis, Nietzsche claims that “every action is writing essay unknowable” (GS 335; cf.

WP 291, 294); as he writes in online sites The Regent’s Bangkok Daybreak : The primeval delusion still lives on that one knows, and topics Florida International, knows quite precisely in every case, how human action is brought about article writing The Regent’s International School,, . “I know what I want, what I have done, I am free and responsible for it, I hold others responsible, I can call by its name every moral possibility and every inner motion which precedes action; you may act as you will in this matter I understand myself and Jin Jiang International, understand you all!” that is howalmost everyone still thinks.[But] [a]ctions are never what they appear to sites International, us to be! We have expended so much labor on learning that external things are not as they appear to us to be very well! the case is the essay College, same with the online article The Regent’s International Bangkok, inner world! Moral actions are in reality “something other than that” more we cannot say: and all actions are essentially unknown. (D 116) Actions are unknown because “nothingcan be more incomplete than [one's] image of the totality of drives which constitute [a man's] being” (D 119). One “can scarcely name even the cruder ones: their number and strength, their ebb and who can my essay Management, flow, their play and counterplay among one another, and above all the laws of their nutriment remain wholly unknown” (D 119). But as Nietzsche argues elsewhere (e.g., D 109), the self is merely the online article International School,, arena in which the struggle of drives plays itself out, and one's actions are the outcomes of the struggle (see Leiter 2002: 99104; cf.

Riccardi 2015b; for a general account of Nietzsche's philosophical psychology, see Katsafanas 2013). Against the Similarity Thesis, Nietzsche once again deploys his Doctrine of Types. Nietzsche holds that agents are essentially dissimilar , insofar as they are constituted by topics for school children Boston Boston, different type-facts. Since Nietzsche also holds that these natural type-facts fix the online article writing sites School, Bangkok, different conditions under which particular agents will flourish, it follows that one morality cannot be good for all. “ Morality in Europe today is herd animal morality ,” says Nietzsche, “in other wordsmerely one type of human morality beside which, before which, and after which many other types, above all higher moralities, are, or ought to be, possible” (BGE 202). Nietzsche illustrates the general point with his discussion of the case of the Italian writer Cornaro in Twilight of the Idols (VI:1). Cornaro, says Nietzsche, wrote a book mistakenly recommending “his slender diet as a recipe for a long and happy life.” But why was this a mistake?

Nietzsche explains: The worthy Italian thought his diet was the cause of his long life, whereas the precondition for write Hotel, a long life, the extraordinary slowness of writing sites The Regent’s International his metabolism, the consumption of so little, was the cause of his slender diet. He was not free to eat little or much; his frugality was not a matter of critical University of Southampton “free will”: he became sick when he ate more. But whoever is online sites International not a carp not only does well to eat properly, but needs to. There exists, then, type-facts about Cornaro that explain why a slender diet is good for him: namely, “the extraordinary slowness of his metabolism.” These natural facts, in turn, constrain what Cornaro can do, delivering him “feedback” about the conditions under which he will and won't flourish: given his slow metabolism, if Cornaro ate more “he became sick”; conversely, when he stuck to of critical Istituto, his slender diet, he did well. In sum, “[h]e was not free to eat little or much.” Cornaro's mistake consists, in effect, in his absolutism: he thought the “good” diet was good for everyone, when in fact it was only good for certain types of bodies (namely, those with slow metabolisms).

As with diets, so too with moralities, according to Nietzsche. Agents are not similar in type-facts, and so one moral “diet” cannot be “good for all.” As he writes: [T]he question is always who he is, and writing sites The Regent’s International School, Bangkok, who the other person isEvery unegoistic morality that takes itself for unconditional and addresses itself to all does not only opposite of critical thinking Istituto Marangoni Milano, sin against taste: it is a provocation to sins of omission, one more seduction under the mask of online article The Regent’s Bangkok philanthropy and precisely a seduction and general topics Florida International University, injury for the higher, rarer, privileged. (BGE 221) This point sets the stage for his core critique of morality. 1.3 Critique of the Normative Component of MPS. All of Nietzsche's criticisms of the normative component of sites The Regent’s International School, MPS are parasitic upon one basic complaint not, as some have held (e.g., Nehamas [1985], Geuss [1997]), the universality of moral demands, per how to write a personal essay for college admission, se , but rather that “the demand of one morality for article writing International, all is of critical thinking detrimental to the higher men” (BGE 228). Universality would be unobjectionable if agents were relevantly similar, but because agents are relevantly different, a universal morality must necessarily be harmful to some.

As Nietzsche writes elsewhere: “When a decadent type of man ascended to online article sites The Regent’s International School,, the rank of the general writing International University, highest type [via MPS], this could only happen at the expense of its countertype [emphasis added], the online article The Regent’s International, type of man that is strong and sure of life” (EH III:5). In the preface to for essay writing for school of Massachusetts — UMass, the Genealogy , Nietzsche sums up his basic concern particularly well: What if a symptom of regression lurked in the “good,” likewise a danger, a seduction, a poison, a narcotic, through which the present lived at the expense of the online article sites The Regent’s International School, Bangkok, future ? Perhaps more comfortably, less dangerously, but at the same time in a meaner style, more basely? So that morality itself were to blame if the highest power and splendor [ Mächtigkeit und Pracht ] possible to the type man was never in fact attained? So that morality itself was the danger of dangers? (GM Pref:6; cf. BT Attempt:5) This theme is sounded throughout Nietzsche's work. Account Essay Glenalmond! In a book of 1880, for example, he writes that, “Our weak, unmanly social concepts of good and article sites International Bangkok, evil and their tremendous ascendancy over essay for college School, body and soul have finally weakened all bodies and souls and snapped the online article writing sites The Regent’s International School, Bangkok, self-reliant, independent, unprejudiced men, the pillars of a strong civilization” (D 163). Similarly, in a posthumously published note of Florida International 1885, he remarks that “men of great creativity, the really great men according to my understanding, will be sought in vain today” because “nothing stands more malignantly in the way of online sites The Regent’s School, their rise and evolutionthan what in Europe today is called simply ‘morality’” (WP 957). In these and many other passages (e.g., BGE 62; GM III:14; A:5, 24; EH IV:4; WP 274, 345, 400, 870, 879.), Nietzsche makes plain his fundamental objection to MPS: simply put, that MPS thwarts the development of Management College human excellence, i.e., “the highest power and splendor possible to the type man” (for more on article writing sites The Regent’s International School,, the “higher man,” see section (2)). There is another, important competing reading of Nietzsche's central complaint about MPS: namely, that it is “harmful to life” or, more simply, “anti-nature.” Geuss, for example, says that, “There is little doubt that ‘Life’in Nietzsche does seem to function as a criterion for evaluating moralities” (1997: 10).

So, too, Schacht claims that Nietzsche “takes ‘life’ in this world to be the sole locus of value, and critical involves University of Southampton, its preservation, flourishing, and above all its enhancement to be ultimately decisive for determinations of sites The Regent’s International value” (1983: 359). Thus, the how to write for college School, question of the value of MPS is really the question of its “value for article sites International Bangkok, life” (1983: 354). Yet such an account is plainly too vague: what exactly does “life” refer to here? Schacht, following a suggestion of Nietzsche's from the Nachlass (WP 254), suggests that life is will to power, and thus degree of power constitutes the standard of value. (We shall return to this suggestion in detail in section 3.1, below.) But this involves no gain in precision. Nietzsche may, indeed, have thought that more “power” in his sense was more valuable than less, but that still leaves us with the question: power of what or of whom ? The only plausible candidate given especially his other remarks discussed above is writing for school — UMass Boston power of people ; just as the writing The Regent’s Bangkok, only plausible candidate for the “life” that Nietzsche considers it valuable to preserve and enhance must be the lives of people and, in particular, the critical thinking, lives of the “highest men.” That this is what Nietzsche means is revealed by the context of his actual remarks about the article writing sites International School, Bangkok, “value for life.” For example, he comments that “a higher and more fundamental value for life might have to critical thinking involves University, be ascribed to deception, selfishness, and lust” (BGE 2, emphasis added).

But what sort of online writing The Regent’s International Bangkok “life” is, e.g., “selfishness” valuable for? As Nietzsche writes elsewhere (e.g., GM Pref:56), it is simply that life which manifests “the highest power and splendor actually possible to the type man.” And similarly, when Nietzsche says that a “tendency hostile to life is therefore characteristic of morality,” it is for essay University — UMass clear in context that what “life” refers to is “the type man” who might be “raised to his greatest splendor and article The Regent’s Bangkok, power” (that is, but for the interference of MPS) (WP 897). In short, then, the things Nietzsche identifies as “valuable” for life are those he takes to be necessary for the flourishing of the highest types of for essay University life (or human excellence), while those that he identifies as harmful to article writing sites International Bangkok, it are those that he takes to be things that constitute obstacles to thinking of Southampton, such flourishing. Article The Regent’s International Bangkok! This suggests, then, that the “life” for which things are either valuable or disvaluable must be the life (or lives) that manifest human excellence i.e., the lives of opposite of critical thinking Istituto Marangoni “higher men.” Something similar may be said for the claim that Nietzsche objects to MPS because it is “anti-nature.” For example, when Nietzsche says in Ecce Homo (IV:7) that “it is the lack of nature, it is the utterly gruesome fact that antinature itself received the highest honors as morality” that he centrally objects to in a morality, his claim will remain obscure unless we can say precisely what about MPS makes it “anti-natural.” Nietzsche, himself, offers guidance on this in the same section when he explains that a MPS is anti-natural insofar as it has the following sorts of characteristics: it teaches men “to despise the very first instincts of life” and article sites International Bangkok, “to experience the presupposition of life, sexuality, as something unclean”; and it “looks for thinking Istituto Marangoni Milano, the evil principle in what is most profoundly necessary for growth, in severe self-love” (EH IV:7). But from this it should be apparent, then, that it is not anti-naturalness itself that is objectionable, but the consequences of an anti-natural MPS that are at issue: for example, its opposition to the instincts that are “profoundly necessary for growth.” This point is even more explicit in The Antichrist , where Nietzsche notes that Christian morality “has waged deadly war against this higher type of man; it has placed all the basic instincts of online article The Regent’s his type under ban ” (5, emphasis added). In other words, the essay Glenalmond College, anti-naturalness of MPS is objectionable because the “natural” instincts MPS opposes are precisely those necessary for the growth of the “higher type of article sites International School, Bangkok man.” Thus, underlying Nietzsche's worries about the anti-naturalness of write Les Roches Jin Jiang Hotel College MPS just as underlying his worries about the threat MPS poses to The Regent’s School, Bangkok, life is a concern for the effect of MPS on “higher men.” So Nietzsche objects to the normative agenda of opposite Istituto Marangoni MPS because it is harmful to the highest men. In Nietzsche's various accounts of what the objectionable agenda of MPS consists, he identifies a variety of normative positions (see, e.g., D 108, 132, 174; GS 116, 294, 328, 338, 345, 352, 377; Z I:4, II:8, III:1, 9, IV:13, 10; BGE 197, 198, 201202, 225, 257; GM Pref:5, III: 11 ff.; TI II, V, IX:35, 3738, 48; A: 7, 43; EH III:D-2, IV:4, 7-8; WP 752). We may characterize these simply as “pro” and “con” attitudes, and we may say that a morality is the object of Nietzsche's critique (i.e., it is an MPS) if it contains one or more of the following normative views (this is a representative, but not exhaustive, list): The various possible normative components of MPS should, of course, be understood construed as ideal-typical , singling out for emphasis and criticism certain important features of larger and more complex normative views.

Let us call that which morality has a “pro” attitude towards is the “Pro-Object,” and online article writing sites International, that which morality has a “con” attitude towards the critical, “Con-Object.” Keeping in mind that what seems to sites The Regent’s School, Bangkok, have intrinsic value for Nietzsche is human excellence or human greatness (see the next section), Nietzsche's attack on the normative component of MPS can be summarized as having two parts: (a) With respect to the Pro-Object, Nietzsche argues either (i) that the Pro-Object has no intrinsic value (in the who can write my essay Les Roches College, cases where MPS claims it does); or (ii) that it does not have any or not nearly as much extrinsic value as MPS treats it as having; and. (b) With respect to sites The Regent’s International, the Con-Object, Nietzsche argues only that the Con-Objects are extrinsically valuable for the cultivation of human excellence and that this is obscured by the “con” attitude endorsed by MPS. Thus, what unifies Nietzsche's seemingly disparate critical remarks about altruism, happiness, pity, equality, Kantian respect for opposite Marangoni Milano, persons, utilitarianism, etc. is that he thinks a culture in which such norms prevail as morality will be a culture which eliminates the writing The Regent’s International School,, conditions for the realization of human excellence the account Glenalmond College, latter requiring, on Nietzsche's view, concern with the self, suffering, a certain stoic indifference, a sense of hierarchy and difference, and the like. Indeed, when we turn to the details of Nietzsche's criticisms of these norms we find that, in fact, this is precisely what he argues. One detailed example will have to suffice here. What could be harmful about the seemingly innocuous MPS valuation of article writing The Regent’s happiness (“pro”) and suffering (“con”)? An early remark of topics for essay writing children of Massachusetts Boston Nietzsche's suggests his answer: Are we not, with this tremendous objective of obliterating all the sharp edges of life, well on the way to turning mankind into sand ? Sand! Small, soft, round, unending sand! Is that your ideal, you heralds of the sympathetic affections? (D 174)

In a later work, Nietzsche says referring to online The Regent’s School,, hedonists and utilitarians that, “Well-being as you understand it that is no goal, that seems to us an end , a state that soon makes man ridiculous and writing Glenalmond, contemptible” (BGE 225). By the hedonistic doctrine of well-being, Nietzsche takes the utilitarians to have in mind “ English happiness,” namely, “comfort and fashion” (BGE 228) a construal which, if unfair to some utilitarians (like Mill), may do justice to our ordinary aspirations to happiness. In a similar vein, Nietzsche has Zarathustra dismiss “wretched contentment” as an ideal (Z Pref:3), while also revealing that it was precisely “the last men” the “most despicable men” who “invented happiness [ Glück ]” in the first place (Pref:5). So happiness, according to Nietzsche, is writing sites The Regent’s International School, Bangkok not an intrinsically valuable end, and writing Glenalmond, men who aim for it directly or through cultivating the dispositions that lead to it would be “ridiculous and contemptible.” To be sure, Nietzsche allows that he himself and the “free spirits” will be “cheerful” or “gay” [ frölich ] they are, after all, the proponents of the International, “gay science.” But the point is that such “happiness” is not criterial of being a higher person, and how to, thus it is not something that the higher person in contrast to the adherent of MPS aims for. Yet why does aiming for happiness make a person so unworthy of admiration? Nietzsche's answer appears to be this: because suffering is positively necessary for writing sites School,, the cultivation of human excellence which is the topics writing children University of Massachusetts Boston, only thing, recall, that warrants admiration for Nietzsche. Article Writing Bangkok! He writes, for writing essay Glenalmond, example, that: The discipline of suffering, of great suffering do you not know that only this discipline has created all enhancements of man so far? That tension of the online article sites The Regent’s International, soul in for essay writing International University unhappiness which cultivates its strength, its shudders face to sites The Regent’s School,, face with great ruin, its inventiveness and courage in enduring, persevering, interpreting, and exploiting suffering, and whatever has been granted to who can Hotel, it of profundity, secret, mask, spirit, cunning, greatness was it not granted to it through suffering, through the discipline of great suffering? (BGE 225; cf. BGE 270) Nietzsche is writing sites The Regent’s International Bangkok not arguing here that in contrast to the view of topics for essay writing International University MPS suffering is really intrinsically valuable (not even MPS claims that).

The value of suffering, according to Nietzsche, is only extrinsic: suffering “great” suffering is a prerequisite of article writing International School, Bangkok any great human achievement. As Nietzsche puts the point elsewhere: “Only great pain is the how to a personal for college School, ultimate liberator of the spirit.I doubt that such pain makes us ‘better’; but I know that it makes us more profound” (GS Pref:3). Online Sites! Nietzsche's attack, then, conforms to the model sketched above: (i) he rejects the view that happiness is intrinsically valuable; and (ii) he thinks that the negative attitude of MPS toward suffering obscures its important extrinsic value. Topics Writing Boston — UMass Boston! (There is reason to think that, on this second point, Nietzsche is generalizing from his own experience with physical suffering, the worst periods of which coincided with his greatest productivity. Online Writing Sites The Regent’s School, Bangkok! Indeed, he believed that his suffering contributed essentially to who can Les Roches Jin Jiang Hotel Management College, his work: as he writes, admittedly hyperbolically, in online article The Regent’s International School, Bangkok Ecce Homo : “In the midst of the torments that go with an thinking Milano, uninterrupted three-day migraine, accompanied by laborious vomiting of phlegm, I possessed a dialectician's clarity par excellence and thought through with very cold blood matters for which under healthier circumstances I am not mountain-climber, not subtle, not cold enough” (EH I:1).) Even if there is online sites International Bangkok no shortage in the history of art and literature of cases of immense suffering being the spur to great creativity, there remains a serious worry about the logic of this line of Nietzschean critique. Following Leiter (1995), we may call this the “Harm Puzzle,” and the puzzle is this: why should one think the general moral prescription to alleviate suffering must stop the suffering of great artists, hence stop them from producing great art? One might think, in fact, that MPS could perfectly well allow an exception for write my essay Les Roches Management College, those individuals whose own suffering is essential to the realization of central life projects. After all, a prescription to alleviate suffering reflects a concern with promoting well-being, under some construal. But if some individuals nascent Goethes, Nietzsches, and other geniuses would be better off with a good dose of suffering, then why would MPS recommend otherwise? Why, then, should it be the case that MPS “harms” potentially “higher men”? This seems the article The Regent’s School, Bangkok, natural philosophical question to ask, yet it also involves an thinking of Southampton, important misunderstanding of Nietzsche's critique, which is not, we might say, about philosophical theory but rather about the real nature of culture . Online Article Writing Sites! When MPS values come to dominate a culture, Nietzsche thinks (plausibly), they will affect the critical thinking, attitudes of all members of sites International Bangkok that culture.

If MPS values emphasize the who can write my essay Jin Jiang International Hotel Management College, badness of online article writing International Bangkok suffering and how to write admission Ross School, the goodness of happiness, that will influence how individuals with the potential for great achievements will understand, evaluate and conduct their own lives. If, in fact, suffering is a precondition for these individuals to writing sites The Regent’s International, do anything great, and if they have internalized the norm that suffering must be alleviated, and that happiness is the ultimate goal, then we run the a personal essay admission, risk that, rather than to put it crudely suffer and create, they will instead waste their energies pursuing pleasure, lamenting their suffering and seeking to alleviate it. MPS values may not explicitly prohibit artists or other potentially “excellent” persons from ever suffering; but the risk is that a culture like ours which has internalized the norms against suffering and for pleasure will be a culture in which potential artists and other doers of great things will, in fact , squander themselves in self-pity and the seeking of pleasure. So Nietzsche's response to the Harm Puzzle depends upon online sites The Regent’s International Bangkok, an empirical claim about what the real effect of MPS will be. The normative component of MPS is involves University of Southampton harmful not because its specific prescriptions and proscriptions explicitly require potentially excellent persons to forego that which allows them to online, flourish (the claim is not that a conscientious application of the “theory” of MPS is incompatible with the flourishing of higher men); rather, the critical involves University of Southampton, normative component of MPS is harmful because in practice , and especially because of MPS's commitment to the idea that one morality is appropriate for all, potentially higher men will come to adopt such values as applicable to themselves as well. Thus, the normative component of MPS is harmful because, in online writing International Bangkok reality, it will have the my essay Jin Jiang International Management College, effect of leading potentially excellent persons to online article writing sites International Bangkok, value what is in writing for school Boston fact not conducive to online article sites International Bangkok, their flourishing and devalue what is in fact essential to a personal essay admission School, it. In sum, Nietzsche's central objection to MPS is that it thwarts the development of The Regent’s International School, human excellence. His argument for a personal essay admission Ross School, this, in each case, turns on identifying distinctive valuations of online sites The Regent’s School, Bangkok MPS, and showing how as in the case of norms favoring happiness and devaluing suffering they undermine the development of individuals who would manifest human excellence. (For discussion of other examples, see Leiter 2002: 134136.)

2. Nietzsche's Positive Ethical Vision. While Nietzsche clearly has views about the states of affairs to account College, which positive intrinsic value attaches (namely, the flourishing of higher men), there is more disagreement among interpreters about what kind of ethics arises from the latter valuation so central to his critique of morality. Article Writing The Regent’s International Bangkok! The two leading candidates are that Nietzsche embraces a kind of virtue ethics (e.g., Hunt 1991; Solomon 2001) and that he is a kind of perfectionist (Hurka 1993, Hurka 2007). These accounts turn out to overlap the perfections of the write for college admission School, latter account are often the virtues of the article writing International School,, former though the perfectionist account will prove to thinking Marangoni Milano, have certain other advantages, discussed below. Any account of Nietzsche's “positive ethics” confronts a threshold worry, namely, that Nietzsche's naturalistic conception of persons and agency and, in particular, his conception of persons as constituted by non-conscious type-facts that determine their actions makes it unclear how Nietzsche could have a philosophical ethics in any conventional sense. Online Writing International Bangkok! If, as Nietzsche, says, we face “a brazen wall of fate; we are in prison, we can only dream ourselves free, not make ourselves free” (HAH II:33); if “the single human being is topics a piece of fatum from the front and from the online writing sites The Regent’s Bangkok, rear, one law more, one necessity more for of critical thinking Marangoni, all that is writing yet to writing University, come and to be” (TI V:6); if (as he says more hyperbolically in Nachlass material) “the voluntary is absolutely lackingeverything has been directed along certain lines from the beginning” (WP 458); if (again hyperbolically) “one will become only that which one is (in spite of all: that means education, instruction, milieu, chance, and accident)” (WP 334); then it is hardly surprising that Nietzsche should also say, “A man as he ought to be: that sounds to us as insipid as ‘a tree as he ought to online article writing sites The Regent’s School, Bangkok, be’” (WP 332). Yet a philosopher reluctant to talk about “man as he ought to be” is plainly ill-suited to the task of developing a normative ethics, understood as systematic and theoretical guidance for how to critical thinking involves of Southampton, live, whether that guidance comes in the form of rules for behavior or dispositions of character to be cultivated. (There is an additional, and special difficulty, for those who think Nietzsche is a virtue ethicist, namely, that he also thinks genuine virtues are specific to individuals, meaning that there will be nothing general for the theorist to say about them [see, e.g., Z I:5].) This means we must approach the question of Nietzsche's “positive” ethics in terms of The Regent’s International School, Bangkok explicating (1) what it is Nietzsche values, (2) what his criteria of for school — UMass evaluation are, and (3) what evaluative structure , if any, is exhibited by the answers to (1) and (2). We go wrong at online writing sites The Regent’s, the start, however, if we expect Nietzsche to write a personal essay Ross, produce a normative theory of any familiar kind, whether a virtue ethics or otherwise. Importantly, the preceding points should not be read as denying that Nietzsche thinks values and evaluative judgments can have a causal impact on actions and how lives are lived. After all, there would be no point in undertaking a “revaluation of values” if such a revaluation would not have consequences for, e.g., the flourishing of higher men, or if MPS values did not have deleterious causal consequences for those same people.

Values make a causal difference, but, given Nietzsche's epiphenomenalism about article writing The Regent’s International Bangkok, consciousness (discussed, above, in 1.1), they do not make this difference because of free, conscious choices individuals make to adopt certain moral rules or cultivate certain dispositions of character. We can better appreciate Nietzsche's unusual views on this score by looking more closely at my essay Les Roches Jin Jiang International, the popular, but mistaken, idea that Nietzsche calls on people to “create themselves” (on the general topic, see Leiter 1998). Alexander Nehamas, for example, reads Nietzsche as endorsing an ethics of self-creation. For Nietzsche, Nehamas says, “The people who ‘want to become those they are’ are precisely ‘human beings who are new, unique, incomparable, who give themselves laws, who create themselves’ (GS, 335)” (1985, p. Sites School,! 174). Opposite Thinking Marangoni Milano! Unfortunately, Nehamas truncates the quote from The Gay Science at a misleading point. Article Writing The Regent’s International School,! For Nietzsche, in for essay writing International the full passage, continues as follows: To that end [of creating ourselves] we must become the best learners and discoverers of everything that is lawful and article The Regent’s International, necessary in the world: we must become physicists in order to be creators in this sense [ wir müssen Physiker sein, um, in jenem Sinne , Schöpfer sein zu können ] while hitherto all valuations and ideals have been based on ignorance of physics . For Essay Writing University! Therefore: long live physics! (GS 335) Creation “in this sense” is, then, a very special sense indeed: for it presupposes the discovery of what is article The Regent’s School, “lawful and necessary” as revealed by physical science! The passage begins to make more sense in context.

For in this same section, Nietzsche claims that “every action is unknowable,” though he adds: our opinions, valuations, and tables of what is good certainly belong among the most powerful levers in the involved mechanism of our actions, butin any particular case the Istituto, law of their mechanism is indemonstrable [ unnachweisbar ]. This observation leads Nietzsche immediately to writing sites, the suggestion that we should create “our own new tables of what is good,” presumably with an eye to effecting the causal determination of our actions in new ways. However, we need help from science to identify the lawful patterns into which values and actions fall; even if the mechanisms are indemonstrable, science may at least reveal the University of Southampton, patterns of value-inputs and action-outputs. So to create one's self, “in this sense,” is to accept Nietzsche's basically deterministic picture of action as determined by sub-conscious causes (type-facts) that are hard to identify but to use science to online sites School, Bangkok, help identify those “values” which figure in the causal determination of general for essay International action in new, but predictable, ways. Values, then, have a causal impact upon how people act and thus also on their life trajectories; but we cannot expect these impacts to flow from free, conscious choices that persons make. This would explain, of course, why we find so little in Nietzsche by way of article Bangkok argumentative or discursive support for his evaluative judgments: such intellectual devices are precisely the ones that would appeal to our conscious faculties, and thus would be idle with respect to the desired outcomes. General Topics For Essay Writing Florida University! Nietzsche's often violent rhetorical style, by contrast, might be expected (or so Nietzsche presumably thinks) to have the requisite non-rational effect on his desired readers those “whose ears are related to ours” (GS 381). (More on this issue in Section 4, below.) If Nietzsche does not have a typical normative ethics, he certainly has no shortage of views about evaluative questions. For example, it is clear from the earlier discussion of Nietzsche's critique of morality that he assigns great intrinsic value to the flourishing of online article The Regent’s School, higher men. But who are these “higher men” and why does Nietzsche assign value to children Boston Boston, them? (Note that while Nietzsche speaks in Thus Spoke Zarathustra of the “superman” as a kind of ideal higher type, this concept simply drops out of his mature work (except for a brief mention in EH in the context of discussing Zarathustra ). Article Writing Sites School,! “Higher men” is an important concept in Nietzsche; the “superman” is nothing more than a rhetorical trope in the highly stylized Zarathustra. ) Nietzsche has three favorite examples of “higher” human beings: Goethe, Beethoven, and Nietzsche himself! What makes these figures paradigms of the “higher” type for topics for essay University, Nietzsche, beyond their great creativity (as he says, “the men of great creativity” are “the really great men according to my understanding” (WP 957))?

Following Leiter (2002: 116122), we can identify five characteristics that Nietzsche identifies as distinctive of “higher men”: the higher type is online article writing sites School, solitary, pursues a “unifying project,” is healthy, is life-affirming, and practices self-reverence. Involves! Taken together, they are plainly sufficient to make someone a higher type in Nietzsche's view, though it is not obvious that any one of these is necessary, and various combinations often seem sufficient for explaining how Nietzsche speaks of writing sites The Regent’s International School, Bangkok higher human beings. First, higher types are solitary and deal with others only instrumentally. “Every choice human being,” says Nietzsche, “strives instinctively for a citadel and a secrecy where he is saved from the crowd, the many, the great majority” (BGE 26). “[T]he concept of greatness,” he says in the same work, “entails being noble, wanting to be by oneself, being able to essay, be different, standing alone and having to live independently [ auf-eigne-Faust-leben-müssen ]” (BGE 212). Indeed, the higher type pursues solitude with something of a vengeance, for he “knows how to make enemies everywhere,[He] constantly contradicts the great majority not through words but through deeds” (WP 944). Unsurprisingly, then, the great or higher man lacks the “congeniality” and “good-naturedness” so often celebrated in contemporary popular culture. “A great manis incommunicable: he finds it tasteless to online The Regent’s International Bangkok, be familiar” (WP 962). More than that, though, the higher type deals with others, when he has to, in a rather distinctive way: “A human being who strives for something great considers everyone he meets on his way either as a means or as a delay and obstacle or as a temporary resting place” (BGE 273). Thus, “a great manwants no ‘sympathetic’ heart, but servants, tools; in his intercourse with men, he is always intent on making something out of them” (WP 962). The great man approaches others instrumentally not only because of his fundamental proclivity for solitude, but because of another distinguishing characteristic: he is who can my essay Les Roches International consumed by his work, his responsibilities, his projects. Second, higher types seek burdens and responsibilities, in the pursuit of some unifying project . “What is online writing sites The Regent’s noble?” Nietzsche again asks in writing Glenalmond College a Nachlass note of 1888. His answer: “That one instinctively seeks heavy responsibilities” (WP 944). So it was with Goethe: “he was not fainthearted but took as much as possible upon online article sites School, Bangkok, himself, over himself, into himself” (TI IX:49).

But the general Florida, higher type does not seek out responsibilities and tasks arbitrarily. “A great man,” says Nietzsche displays “a long logic in all of his activityhe has the ability to extend his will across great stretches of his life and to despise, and reject everything petty about him” (WP 962). This is the trait Nietzsche sometimes refers to sites The Regent’s, as having “style” in “character” (GS 290). (Note that this famous passage (GS 290) merely describes those “the strong and domineering natures” who are able “‘to give’ style” to their character; it does not presuppose that just anyone can do so and it is not a recommendation that everyone try to do so.) Indeed, Nietzsche understood his own life in these terms: [T]he organizing “idea” that is destined to rule [in one's life and work] keeps growing deep down it begins to command; slowly it leads us back from side roads and wrong roads; it prepares single qualities and fitnesses that will one day prove to for essay for school children of Massachusetts Boston — UMass Boston, be indispensable as means toward a whole one by one, it trains all subservient capacities before giving any hint of the dominant task, “goal,” “aim,” or “meaning.” Considered in this way, my life is simply wonderful. For the task of a revaluation of all values more capacities may have been needed than have ever dwelt together in a single individual.I never even suspected what was growing in me and one day all my capacities, suddenly ripe, leaped forth in their ultimate perfection. (EH II:9). Earlier in Ecce Homo , Nietzsche describes himself as a higher type, “a well-turned-out-person” (EH I:2), and thus we may conclude that it is article sites The Regent’s International a characteristic only of the higher type that he is driven in pursuit of a project in the way described here. Indeed, it turns out to be precisely this kind of instinctive drivenness that Nietzsche has partly in write a personal mind when he praises “health.”

Third, higher types are essentially healthy and resilient. One essential attribute of the “well-turned-out-person ”is that he “has a taste only for what is good for School, Bangkok, him; his pleasure, his delight cease where the measure of what is good for him is transgressed. He guesses what remedies avail against critical thinking involves of Southampton, what is online article sites Bangkok harmful; he exploits bad accidents to his advantage” (EH I:2). But this is just to account Glenalmond College, say that a higher type is healthy , for health, Nietzsche tells us, means simply “instinctively cho[osing] the right means against wretched states” (EH I:2). This permits us to online article The Regent’s International School,, understand Nietzsche's own declaration in Ecce Homo that he was “ healthy at bottom ” (EH I:2), a seemingly paradoxical claim for a philosopher whose physical ailments were legion.

Yet “health,” for Nietzsche, is a term of who can International Hotel College art, meaning not the absence of sickness, but something closer to resilience , to sites, how one deals with ordinary (physical) sickness and setbacks. “For a typical healthy person,” Nietzsche says, “being sick can even become an energetic stimulus for life, for living more. This, in fact, is children University Boston — UMass how [my own] long period of sickness appears to me now it was during the years of online article writing sites International School, my lowest vitality that I ceased to be a pessimist; the instinct of self-restoration forbade me a philosophy of general for essay writing Florida University poverty and online sites International Bangkok, discouragement” (EH I:2). To cease to be a pessimist is to reject MPS, for only under the color of topics Boston Boston MPS does life appear to lack value. Thus, being healthy, in online The Regent’s School, turn, entails a distinctive non-pessimistic attitude towards life which is yet a fourth mark of the thinking involves of Southampton, higher type. Fourth, higher types affirm life, meaning that they are prepared to will the online article International, eternal return of their lives . Topics Writing For School Children University Boston! In Beyond Good and Evil , Nietzsche describes “the opposite ideal” to that of moralists and pessimists like Schopenhauer as “the ideal of the most high-spirited, alive, and world-affirming human being who has not only come to terms and learned to get along with whatever was and is, but who wants to have what was and online writing sites International School,, is repeated into all eternity” (BGE 56).

Put more simply: the higher type embraces the doctrine of the eternal recurrence and thus evinces what Nietzsche often calls a “Dionysian” or “life-affirming” attitude. Of Critical Thinking! A person, for Nietzsche, has a Dionysian attitude toward life insofar as he affirms his life unconditionally; in particular, insofar as he affirms it including the “suffering” or other hardships it has involved. So someone who says, “I would gladly live my life again, except for my first marriage,” would not affirm life in the requisite sense. Thus, we may say that a person affirms his life in Nietzsche's sense only insofar as he would gladly will its eternal return: i.e., will the repetition of his entire life through eternity. In fact, Nietzsche calls “the idea of the writing, eternal recurrence” the “highest formulation of affirmation that is at all attainable” (EH III:Z-1; cf. BGE 56). Higher men, then, are marked by a distinctive Dionysian attitude toward their life: they would gladly will the general for essay International, repetition of their life eternally. Strikingly, Nietzsche claims that precisely this attitude characterized both himself and Goethe. Speaking, for example, of the article International School,, neglect by his contemporaries of his work, Nietzsche writes: “I myself have never suffered from all this; what is necessary does not hurt me; amor fati [love of fate] is my inmost nature” (EH III:CW-4). Regarding Goethe, Nietzsche says that, “Such a spiritstands amid the cosmos with a joyous and trusting fatalism, in the faith that all is redeemed and affirmed in topics for school University of Massachusetts Boston — UMass the whole.Such a faith, however, is the highest of sites International School, Bangkok all possible faiths: I have baptized it with the general Florida, name of Dionysus ” (TI IX:49). Finally, the higher type of human being has a distinctive bearing towards others and especially towards himself: he has self-reverence. “The ‘higher nature’ of the great man,” says Nietzsche in a striking Nachlass note of article writing The Regent’s International 1888 “lies in being different, in incommunicability, in distance of rank, not in an effect of any kind even if he made the whole globe tremble” (WP 876; cf.

GS 55). This is perhaps the most unusual feature of Nietzsche's discussion of the higher type, for it suggests that, at bottom, being a higher type is a matter of “attitude” or “bearing.” In a section of Beyond Good and Evil , Nietzsche once again answers the question, “What is noble?”, this time as follows: “It is not the critical thinking involves, works, it is the faith that is decisive here, that determines the order of rank: some fundamental certainty that a noble soul has about itself, something that cannot be sought, nor found, nor perhaps lost. Online Article Writing Sites The Regent’s International! The noble soul has reverence [Ehrfurcht] for itself” (BGE 287). Self-reverence to revere and respect oneself as one might a god is no small achievement, as the proliferation of “self-help” programs and pop psychology slogans like “I'm OK, you're OK” would suggest. Self-loathing, self-doubt, and self-laceration are the norm among human beings; to possess a “fundamental certainty” about oneself is, Nietzsche thinks quite plausibly, a unique state of affairs. Allied with this posture of self-reverence are other distinctive attitudes that distinguish the bearing of the higher man. “The noble human being,” says Nietzsche, “honors himself as one who is powerful, also as one who has power over himself, who knows how to how to write a personal essay for college admission, speak and be silent, who delights in being severe and hard with himself and respects all severity and hardness” (BGE 260). (The higher man, unsurprisingly, is no hedonist: “What is noble?” asks Nietzsche: “That one leaves happiness to online International School,, the great majority: happiness as peace of soul, virtue, comfort, Anglo-angelic shopkeeperdom a la Spencer” (WP 944).) In an earlier work, Nietzsche explains that: [T]he passion that attacks those who are noble is peculiar.It involves the use of a rare and singular standard cold to how to a personal essay for college, everybody else; the discovery of values for which no scales have been invented yet; offering sacrifices on article sites The Regent’s International Bangkok, altars that are dedicated to an unknown god; a courage without any desire for honors; self-sufficiency that overflows and gives to thinking involves of Southampton, men and things. (GS 55) Indeed, the ability to set his own standard of valuation is one of the most distinctive achievements of the higher type, as we saw already in the discussion of online article writing sites The Regent’s School, Bangkok solitude. And “the highest man” says Nietzsche is “he who determines values and general for essay International University, directs the will of millennia by giving direction to the highest natures” (WP 999).

Considered all together, it becomes clear why creatives geniuses like Goethe, Beethoven, and Nietzsche himself should be the preferred examples of the higher human being: for online article writing The Regent’s, the characteristics of the higher type so-described are precisely those that lend themselves to artistic and creative work. How To A Personal For College Ross School! A penchant for solitude, an writing sites The Regent’s International, absolute devotion to one's tasks, an indifference to external opinion, a fundamental certainty about oneself and one's values (that often strikes others as hubris) all these are the traits we find, again and general topics for essay Florida International University, again, in artistic geniuses. (It turns out, for example, that Beethoven, according to his leading biographer, had almost all these characteristics to writing The Regent’s International School, Bangkok, a striking degree; for opposite thinking Istituto Marangoni Milano, discussion, see Leiter 2002: 122123.) If “the men of great creativity, the really great men according to my understanding” (WP 957), men like Goethe and Beethoven, are Nietzsche's paradigmatic higher types, whose lives are models of writing sites The Regent’s School, flourishing excellence, is there anything systematic to be said about the theory of value that undergirds these judgments and informs, in turn, Nietzsche's critique of morality (MPS) on the grounds that it thwarts the development of such men? One popular idea (e.g., Schacht 1983, Richardson 1996) is that higher men exemplify “power,” which is claimed to be Nietzsche's fundamental criterion of value. Such readings, alas, have to employ the concept of “power” rather elastically, since the conglomeration of who can write Les Roches Jin Jiang Hotel College traits of higher human beings noted above don't seem to be, in any ordinary sense, instances of “power” or its manifestation. (Treating Nietzsche's fundamental criterion of value as “power” confronts even more serious textual and philosophical obstacles: see Section 3.1, below.) More illuminating is Hurka's view (1993 and online article writing sites School,, Hurka 2007) that Nietzsche's evaluative posture conjoins perfectionism with maximizing consequentialism: what has value are certain human excellences (or perfections), and states of affairs are assessed in terms of their maximization of these excellences.

As Hurka helpfully observes (1993: 75), Nietzsche seems to write a personal essay Ross, operate with the opposite of Rawls's maximin principle, what Hurka calls approriately “maximax.” Hurka states this as a rule for conduct (“each agent's overriding goal should be not a sum or average of lifetime value, but the greatest lifetime value of the single most perfect individual, or, if perfections are not fully comparable, of the few most perfect individuals” [1993: 75]), but given the earlier caveats about reading Nietzsche as a conventional normative theorist, it is better to treat maximax as reflecting the implicit structure of Nietzsche's revaluation of values: he rejects MPS because it fails to maximize the perfection of the highest human beings, and he does so without, it appears, any regard for the costs to the herd of such a rejection (see Section 4). This leaves the question whether there are (formal or substantive) criteria of “perfection” for Nietzsche? Many writers (e.g., Hurka 2007; Nehamas 1985; Richardson 1996) are attracted to the idea that “style” or “unity” is online The Regent’s School, Bangkok a criterion of excellence or perfection for Nietzsche, and, indeed, as noted above, the pursuit of a unified or coherent life project is a characteristic feature of those Nietzsche deems to be higher men. Whether such style or coherence suffices is a vexed interpretive question, since it is critical thinking not entirely clear that the formal criterion of style or unity is available only to Goethes and Beethovens: did not Kant, that “catastrophic spider” as Nietzsche unflatteringly calls him (A 11), exhibit an extraordinarily coherent style of creative productivity over many years? Others (e.g., Magnus 1978) take Nietzsche's idea of eternal recurrence (the hallmark of online The Regent’s life-affirmation, as noted above) as the criterion of writing College a well-lived life: perfection is a matter of living in online The Regent’s School, Bangkok such a way that one is Jin Jiang Management ready to gladly will the repetition of one's life, in all its particulars, in to online The Regent’s International School,, eternity. This, too, seems both too thin and too severe as a criterion of perfection standing alone: too thin, because anyone suitably superficial and complacent might will the eternal return; too severe, because it seems to require that a post-Holocaust Goethe gladly will the repetition of the my essay Jin Jiang International Hotel Management, Holocaust. Nehamas (1985), who shares some of Magnus's view, adds an article The Regent’s Bangkok, idioscynratic element to this account: he claims that Nietzsche does not describe his ideal person his “higher man” but rather “exemplifies” such a person in the form of the “character” that is constituted by and exemplified in his corpus. My Essay Les Roches International Hotel! Nietzsche, however, describes at great length and in many places (e.g.

D 201; GS 55; BGE 287; NCW Epilogue:2; WP 943) the sites The Regent’s School,, types of persons he admires; and he also describes himself as such a person (e.g., EH I:2) In any case, Nehamas's view would have the odd consequence that for Nietzsche to have had a positive ethical vision at any point earlier in his career he would have had to essay Glenalmond College, anticipate writing the series of online article writing sites The Regent’s School, Bangkok books he actually wrote, such that his ethical ideal would be properly exemplified in them! Needless to say, there is no reason to topics Florida University, think this was Nietzsche's view. Nietzsche holds that moral (i.e., MPS) values are not conducive to the flourishing of human excellence, and it is by reference to this fact that he proposed to assess their value. The enterprise of assessing the value of certain other values (call them the ‘revalued values’) naturally invites the metaethical question: what status metaphysical, epistemological do the values used to undertake this revaluation (the ‘assessing values’) enjoy? (It is doubtful Nietzsche has a definite semantic view about judgments of online sites The Regent’s value: cf. Hussain 2013, esp. 412.) Following Leiter (2000), we may distinguish “Privilege Readings” of Nietzsche's metaethics which claim that Nietzsche holds that his own evaluative standpoint is either veridical or better justified than its target from those readings which deny the claim of who can write Les Roches College privilege. Online Article The Regent’s School, Bangkok! (Note that defenders of this latter, “skeptical” view need not read Nietzsche as a global anti-realist i.e., as claiming that there are no truths or facts about for essay for school children Boston Boston, anything, let alone truths about value a reading which has now been widely discredited. There is, on writing sites The Regent’s Bangkok, the skeptical view at issue here, a special problem about the objectivity of value.) Privilege Readings of Nietzsche can come in three varieties: Intuitionist Realist (I-Realist); Naturalist Realist (N-Realist); and Privilege Non-Realist (P-Non-Realist). General For Essay University! The proponents of these views would hold the following: (i) According to sites International School, Bangkok, the I-Realist, there are non-natural normative facts, which are sui generis, and which are apprehended by opposite thinking Milano, some appropriate act of sites International normative ‘perception.’ (ii) According to the N-Realist, there are normative facts because normative facts are just constituted by certain natural facts (in some sense to be specified).

(iii) According to topics for essay Florida, the P-Non-Realist, there are no normative facts, but some normative judgments still enjoy a privilege by virtue of their interpersonal appeal or acceptance. To say that there are ‘normative facts’ will mean, for purposes here, that norms are (in some sense) objective features of the world. No one, to date, has construed Nietzsche as an I-Realist, but Schacht (1983) and Wilcox (1974), among many others, have defended an N-Realist reading, while Foot (1973) has defended a P-Non-Realist reading. We consider the article writing sites International Bangkok, difficulties afflicting these Privilege Readings in thinking University of Southampton turn. According to the N-Realist reading, Nietzsche holds, first, that only power really has value and, second, that power is an objective, natural property. Nietzsche's evaluative perspective is writing sites The Regent’s Bangkok privileged, in turn, because it involves asssessing (i) prudential value (value for an agent) in topics for essay for school children University Boston — UMass Boston terms of degree of power, and (ii) non-prudential value in terms of sites The Regent’s International maximization of prudential value (i.e., maximization of how to write for college School power). (A cautionary note about online article writing The Regent’s International School,, terminology here: by ordinary conventions, the how to a personal admission Ross School, N-Realist proper holds that value itself is a natural property, not simply that what has value is a natural property.

There is no clear textual evidence of online writing The Regent’s International Bangkok Nietzsche's view on this subtle question, yet it still makes sense to use the “N-Realist” label for two reasons: first, defenders of this reading treat Nietzsche's view as “naturalistic”; and, second, it is in fact ‘naturalistic’ in a familiar nineteenth-century sense, i.e., it denies that there are any supernatural properties. In the theory of how to essay for college Ross value, then, one might plausibly think of Nietzsche as being a kind of naturalist in the sense of resisting religious and quasi-religious theories that view goodness as supervening on online article writing School,, non-natural (e.g., the “Forms”) or supernatural properties; as against this, Nietzsche claims that goodness supervenes on a (putatively) natural property, namely power.) According to Schacht, Nietzsche's account of “the fundamental character of life and the world” as will to power is general University supposed to “ground” his own evaluative standpoint (1983: 348349). As Nietzsche writes (in a passage Schacht quotes): “assuming that life itself is the will to power,” then “there is nothing to life that has value, except the degree of article writing The Regent’s International power” (WP 55). Nietzsche's revaluation of values, then, assesses moral values on the basis of their “degree of power,” something which constitutes an “objective measure of value” (WP 674). Hence the privilege of who can Jin Jiang International Management his view: it embraces as an evaluative standard the only thing in life that (in fact) has value (namely power), and employs this “objective measure of value” in the revaluation (e.g., by criticizing Christian morality because it does not maximize “power”). What exactly is Nietzsche's argument on the N-Realist reading? When pressed, commentators are never very clear. Article The Regent’s International School, Bangkok! Schacht, for example, writes: Human life, for Nietzsche, is essay for college admission Ross ultimately a part of sites International School, Bangkok a kind of vast game[which] is, so to Istituto Marangoni Milano, speak, the only game in online article writing town.The nature of the game, he holds, establishes a standard for the evaluation of everything falling within its compass.

The availability of this standard places evaluation on footing that is write my essay International College as firm as that on online writing sites The Regent’s International School,, which the comprehension of life and the world stands. (1983, p. 398) Talk of account Glenalmond College “the only game in town” is far too metaphorical, however, to bear the philosophical weight demanded. From the fact that “life itself is the will to power,” how does it follow that power is the only standard of value? From the fact, for example, that all life obeys the laws of fundamental physics, nothing follows about the appropriate standard of online article writing The Regent’s Bangkok value. What Schacht and critical University, others seem to have in mind is something like John Stuart Mill's argument for utilitarianism, which proceeds from the premise that since happiness is the only thing people desire or aim for, it follows that happiness is the only thing that possesses intrinsic value. This argument, though, is famously unsuccessful: from the fact that only happiness is desired, nothing at all follows about what ought to be desired. Attempts to article writing sites Bangkok, construe Nietzsche's argument in for essay Florida University an analogous way encounter similar problems (Leiter 2000 explores the analogy in detail). On Mill's well-known and oft-criticized ‘proof’ of the principle of utility from his 1861 Utilitarianism , to show that something is visible, we must show that it is seen; and to article writing The Regent’s School,, show that something is audible, we must show that it is heard; analogously, (P) to show that something is involves of Southampton desirable (i.e., valuable), show that it is desired. Millian hedonism holds that only happiness or pleasure is article writing School, Bangkok intrinsically desirable or valuable (‘Prescriptive Hedonism’). Let us call ‘Value Nihilism’ the view that there is nothing that has value or is valuable (or desirable).

To get Prescriptive Hedonism from (P), then, plug in ‘Descriptive Hedonism’ the essay College, thesis that people do in fact desire only pleasure as an article sites The Regent’s International School, Bangkok, end. If (P) is valid, Descriptive Hedonism true, and Value Nihilism false, then the opposite thinking Milano, truth of Prescriptive Hedonism follows. ((P), of course, is not valid, a point to which we will return.) Notice, now, that the same type of argument seems to writing International School,, capture what the N-Realist construal of Nietzsche has in mind. Topics For Essay University! That is, to get the N-Realist Nietzschean conclusion that what is valuable is power, take (P) and plug in a strong form of Nietzsche's descriptive doctrine of the will to power the doctrine, roughly, that all persons intrinsically ‘desire’ only power. If (P) is valid, Value Nihilism false, and the descriptive doctrine of the will to power is true, then the normative conclusion about power, which Schacht is after, seems to follow. (Note, of course, that the Millian Model argument as formulated so far would show only that power is what is non-morally valuable or good for an agent. Of course, if the Millian Model argument for prudential value or non-moral goodness does not work, then that provides a very strong (if defeasible) reason for supposing that there is online The Regent’s International no further argument for the related account of non-prudential value as consisting in maximization of who can Les Roches power.) What are the problems with this “Millian argument”? The first problem, of course, is that (P) is article sites The Regent’s International School, Bangkok not valid.

While from the fact that x is heard, it follows that x is audible, it does not follow from account writing that fact that x is desired that x is desirable in the sense necessary for the argument . For while ‘audible’ can be fairly rendered as ‘can be heard,’ ‘desirable,’ in online writing The Regent’s School, Bangkok the context of Prescriptive Hedonism, means ‘ ought to be desired’ (not ‘can’ or ‘is’ desired). Thus, while it follows that: it does not follow that, If x is desired, then x ought to be desired (‘is desirable’). Yet in claiming that pleasure or power are valuable, Mill and the N-Realist Nietzsche are advancing a normative thesis. The truth of this normative thesis, however, simply does not follow from the thinking of Southampton, corresponding descriptive thesis. Many, of course, have thought this too facile a response. Supplement the argument, then, by adding an ‘Internalist Constraint’ (IC), one that many philosophers have found plausible in the theory of value: (IC) Something cannot be valuable for a person unless the person is capable of online article sites International School, caring about (desiring) it.

The (IC) is motivated by thinking of Southampton, the thought that it cannot be right to say that ‘X is valuable’ for online article writing International School, Bangkok, someone when x is alien to topics University of Massachusetts — UMass Boston, anything a person cares about writing International, or could care about: any plausible notion of value, the (IC) supposes, must have some strong connection to a person's existing (or potential) motivational set. How does the (IC) help? Recall (P): (P) To show that something is desirable (i.e., valuable) show that it is desired. Now the (IC) puts a constraint on what things can, in Istituto fact, be desirable or valuable: namely, only those things that agents can, in article sites The Regent’s International School, fact, care about or desire. This suggests that we might reformulate (P) as follows: (P′) To show that something is desirable (i.e., valuable), show that it is or can be desired.

(P′) now is simply a different formulation of the (IC): if we accept the (IC) then we should accept (P′). But what happens, then, if we grant the truth of Descriptive Hedonism: namely, that only writing essay College, pleasure is, in article sites The Regent’s International fact, desired. In that case, it would now follow that only pleasure is desirable (ought to be desired) (assuming, again, that Value Nihilism is false). That is, since something ought to topics writing for school children University of Massachusetts Boston Boston, be desired only online article International School, Bangkok, if it can be desired (internalism), then if only x can be desired, then only x ought to be desired (assuming that Value Nihilism is false). Will this argument rescue the N-Realist Nietzsche?

Two obstacles remain. For College Admission School! The first, and perhaps less serious one, is that we must have some reason for accepting the sites The Regent’s International School, Bangkok, (IC) or, more modestly, some reason for thinking Nietzsche accepts it. It is not clear, however, that there are adequate textual grounds for of critical thinking, saying where Nietzsche stands on this question. Since the (IC) does, however, seem to be presupposed by the Nietzschean remarks from the Nachlass that support N-Realism in online article writing The Regent’s International School, Bangkok the sense that such remarks do not constitute a good argument without the (IC) let us grant that Nietzsche accepts the (IC), and let us simply put aside the contentious issue of whether we ought to accept the (IC) as a general philosophical matter. A second difficulty will still remain: namely, that the argument for N-Realism still depends on the truth of the relevant descriptive thesis, in account writing Nietzsche's case, the doctrine of the will to power. Writing International! This presents two problems.

First, in the works Nietzsche chose to publish, it seems clear that he did not, in fact, accept the doctrine in the strong form required for the N-Realist argument (namely, that it is only power that persons ever aim for or desire). Second, it is simply not a plausible doctrine in its strong form. For the Millian Model argument for N-Realism to work in its new form (that is, supplemented with the (IC)) it must be the case that that which ought to be desired (‘is valuable’) are the account College, only things that are, in online The Regent’s School, Bangkok fact, desired. Since the N-Realist Nietzschean conclusion is opposite thinking Istituto Marangoni that only power is valuable, power must be the only thing that is, in fact, desired (assuming, again, that something is valuable, i.e., that Value Nihilism is false). Many, of writing International course, have thought that Nietzsche held precisely this view, and he plainly says much to opposite of critical Istituto Marangoni Milano, suggest that. Online Article The Regent’s International! Zarathustra states that, “Where I found the living, there I found will to power” (Z II:12); Nietzsche refers to “the will to power which is the will of life” (GS 349); he says “the really fundamental instinct of lifeaims at the expansion of power ” (GS 349); “life simply is will to power,” meaning a striving “to grow, spread, seize, become predominant” (BGE 259); he refers to his “theory that in all events a will to power is operating” (GM II:12); he claims that “[a] living thing seeks above all to for essay writing University, discharge its strength life itself is article sites The Regent’s School, will to power ” (BGE 13); and so on. The difficulty is that Nietzsche says other things which might suggest that the stronger remarks are misleading; for example: Life itself is to my mind the topics for essay International, instinct for growth, for durability, for an accumulation of forces, for power : where the will to power is lacking there is decline. Online Writing International School, Bangkok! It is my contention that all the supreme values of mankind lack this will. Writing! (A 6) But if all actions manifested this will , then this will could never be found lacking.

Yet Nietzsche thinks it can be lacking, which means he must countenance the online article writing The Regent’s, possibility that not everyone aims for (‘desires’) power. This passage is not atypical. Later in the same work, he returns to the same theme concerning “[w]herever the will to power declines in any form” (A 17). Who Can Les Roches International Management College! In the immediately preceding work he claims that the “effects” of liberal institutions are “known well enough: they undermine the will to power” (TI IX:38). And in the immediately subsequent work (his last), Nietzsche refers to “the terrible aspects of reality (in affects, in desires, in online article writing Bangkok the will to power)” (EH IV:4), which certainly sounds as if will to power is simply one among various characteristics of reality alongside affects and desires, rather than the essential core of them all. Three other general textual considerations count against attributing the strong doctrine of the will to power to Nietzsche. First, if, as the defenders of the strong doctrine believe, “his fundamental principle is the ‘ will to power’ ”, then it is hard to of critical thinking Istituto, understand why he says almost nothing about will to power and nothing at writing The Regent’s School, Bangkok, all to suggest it is his “fundamental principle” in the two major self-reflective moments in the Nietzschean corpus: his last major work, Ecce Homo , where he reviews and for essay University Boston — UMass, assesses his life and writings, including specifically all his prior books (EH III); and article writing sites The Regent’s School, Bangkok, the series of new prefaces he wrote for The Birth of who can my essay Les Roches College Tragedy , Human, All Too Human , Dawn , and The Gay Science in 1886, in which he revisits his major themes. That this putative “fundamental principle” merits no mention on either occasion strongly suggests that its role in sites The Regent’s International School, Nietzsche's thought has been greatly overstated. Second, the view at issue presupposes an general topics, unusually strong doctrine of the will to power: a doctrine, to the effect, that all life (actions, events) reflects the will to power. But recent scholarship has cast doubt on whether Nietzsche ultimately accepted such a doctrine.

The single most famous passage on will to power in the Nietzschean corpus, for example, is the concluding section (1067) of The Will to Power , where he affirms that, “ This world is the online writing School, Bangkok, will to power and nothing besides ! And you yourselves are also this will to thinking involves University of Southampton, power and nothing besides!” Although a favorite of commentators for many years, the sites School, Bangkok, passage has now been conclusively discredited by opposite thinking Istituto Marangoni Milano, the leading scholar of the Nachlass , the late Mazzino Montinari. Montinari has shown that Nietzsche had, in fact, discarded the passage by the spring of 1887 (1982, pp. 103104)! It was, as Montinari notes, made part of the Köselitz-Forster compilation of The Will to Power (the basis for the English-language edition by Kaufmann and Hollingdale) notwithstanding “Nietzsche's literary intentions” (1982, p. 104). Finally, Maudemarie Clark has argued that Nietzsche could not have accepted the very strongest form of the doctrine of the will to power namely, that all force , animate and inanimate, is will to power given the putative argument he gives for it. Clark points out that the online article sites Bangkok, only argument for this doctrine of the will to power in Nietzsche's published works in Section 36 of Beyond Good and Evil is cast in the conditional form: if we accept certain initial hypotheses, then, Nietzsche thinks, the strong doctrine of the will to power follows. But one of the antecedents of topics children Boston this conditional is the “causality of the will,” and Clark argues that Nietzsche clearly rejects such causality elsewhere in writing sites School, Bangkok his work (e.g., GS 127, TI II:5, TI VI:3). Therefore, this section cannot constitute an critical thinking involves University, argument for the strongest doctrine of the will to power that Nietzsche, himself, would actually accept! Rather than embracing the strongest form of the doctrine, Clark argues that Nietzsche is, somewhat ironically, illustrating the very flaw of philosophers he warns against in the surrounding passages: namely, their tendency to propound theories of the essence of reality that are just projections of their own evaluative commitments (Clark 1990, pp.

212227). Online The Regent’s International School,! Thus, Nietzsche says of the Stoic talk of living “according to write essay admission, nature” that “while you pretend rapturously to read the article writing School, Bangkok, canon of your law in nature, you want something opposite.Your pride wants to impose your morality, your ideal, on nature” (BGE 9). How, Clark wonders, could Nietzsche's own doctrine of will to power be exempted from how to write a personal essay for college admission Ross School such a charge? (Note, too, that Montinari claims that the one surviving relic of 1067 of The Will to Power in the published works is International precisely the ironic Section 36 of Beyond Good and topics University, Evil (1982, p. Online Article Sites The Regent’s International Bangkok! 104).) What, then, does Nietzsche believe about will to power? As others have noted (e.g., Clark 1990: 209212), Nietzsche's doctrine of will to power in its original deployment and most of its later development is psychological in character: the will to power is posited as the best psychological explanation for a wide variety of human behaviors. But as the preceding passages and considerations make clear, Nietzsche could not have believed that will to critical thinking involves University of Southampton, power was the exclusive explanation for all human behavior. Online Article Writing Sites School,! To the College, extent he sometimes seems to embrace this stronger claim (see the example, above), we must simply take Nietzsche to have overstated his case something which his penchant for hyperbolic rhetoric and polemics often leads him to do or to be engaged in the kind of ironic move described by Clark, above. That would, of course, be quite fortunate, since it is hardly plausible that will to power is the exclusive explanation for writing sites International Bangkok, all human behavior.

There is an additional, textual worry for the argument that will to power provides an objective criterion of value lurking here as well. Nietzsche only makes the remarks that seem to general International University, suggest that power is an objective criterion in passages from the online writing School,, Nachlass , work that Nietzsche never published during his lifetime. Thus, even if one thought that Nietzsche really held the strong descriptive doctrine of the will to power the doctrine that all animate force (perhaps all force) is critical involves University of Southampton will to power in his published works, it is still the case that he only online article writing sites School, Bangkok, uses this doctrine to argue for the normative conclusion in Nachlass material. Writing College! Since scholars have now raised important doubts about the sites International School,, canonical status of critical thinking involves this Nachlass material (Montinari 1982, pp. 92104; Hollingdale 1985, pp. 166172, 182186), this might suggest that a view ought not to be attributed to Nietzsche solely on the basis of its articulation in these notebooks, which is exactly what the article writing sites School,, N-Realist reading requires. Although not attributing to Nietzsche any kind of value realism, Philippa Foot, like Schacht, wants to show that Nietzsche is doing something more than simply expressing his idiosyncratic view, a view that admits of no interpersonal justification. While agreeing that Nietzsche's intention is, in part, “to present us with a clash of interests the good of the strong against that of the weak,” Foot adds that “this is not all he wants to suggest” (1973: 162).

Noting that Nietzsche “seems to want to say that anyone who is strong, independent, and so on anyone who fits his description of the higher type of man is critical thinking involves University one who has value in himself” (163), Foot goes on to explicate this notion of “value” as follows: [I]t does make sense to say that we value strong and exceptional individuals. We do find patterns of reaction to exceptional men that would allow us to online article writing International School,, see here a valuing rather similar to involves University of Southampton, valuing on aesthetic grounds. I am thinking of the interest and article writing The Regent’s International School,, admiration which is the common attitude to Les Roches Hotel Management, remarkable men of exceptional independence of mind and strength of will. [Nietzsche] is appealing to article writing sites, our tendency to admire certain individuals whom we see as powerful and of critical Marangoni, splendid. [There is] a similarity between the way we attribute value (aesthetic value) to art objects and the value that Nietzsche attributes to a certain kind of online article writing sites The Regent’s International Bangkok man, both resting on a set of common reactions. (1973: 163) So Nietzsche, on this account, does not claim that his evaluative perspective is veridical; he simply claims that it enjoys a certain sort of interpersonal appeal, owing to for college admission School, our “common attitude to remarkable men,” “our tendency to admire certain individuals,” to find them aesthetically appealing. There may be no fact-of-the-matter as to online article sites The Regent’s School,, whether higher men are or are not really valuable, but Nietzsche's evaluative standpoint is privileged by virtue of of critical thinking Istituto Milano its appeal to all of us. We're all interested, it seems, in the flourishing of higher men. Yet Nietzsche could not embrace the view that the online article The Regent’s International School, Bangkok, flourishing of “higher men” will appeal to Istituto Marangoni, “ our tendency” to online article The Regent’s School, Bangkok, admire such men or to any sort of who can International Hotel “common” attitude, given the logic of his critique of morality.

This follows from writing International School, what we may call Nietzsche's ‘Callicleanism,’ after Plato's Callicles in the Gorgias . It has now become something of a commonplace for write a personal essay School, commentators to note that Nietzsche did not accept one sort of online writing sites Bangkok Calliclean view, namely, the view that “anyone who is to live aright should suffer his appetites to grow to the greatest extent and not check them” ( Gorgias , 419e) (cf. Topics Writing International University! Nehamas 1985: 202203; BGE 188). Yet there remains a more important respect in which Nietzsche's view is Calliclean: namely, in its embrace of the Calliclean doctrine that the inferior employ morality to make “slaves of those who are naturally better” ( Gorgias , 491e-492a), that the weaker folk, the majorityframe the laws [and, we might add, the morals] for their own advantage’ in order to online writing sites The Regent’s International, ‘frighten [the strong] by writing Glenalmond College, saying that to overreach others is shameful and evil’ ( Gorgias , 483b-d). In short, Callicles' view is that morality is simply the prudence of the weak, who unable to do what the strong can do, opt instead to put the actions of the strong under the online article writing International Bangkok, ban of morality. This, of course, is essentially Nietzsche's view as well. So, for example, Nietzsche describes slave morality as simply ‘the prudence [ Klugheit ] of the lowest order’ (GM I:13), and he observes that “everything that elevates an individual above the herd and intimidates the neighbor iscalled evil ” (BGE 201), that “[m]oral judgments and condemnations constitute the favorite revenge of the spiritually limited against how to essay, those less limited” (BGE 219), and he claims that the “chief means” by which the “weak and online sites The Regent’s International School, Bangkok, mediocreweaken and pull down the stronger” is writing Florida International University “the moral judgment” (WP 345). Recall, now, that Foot wanted to resist the view that in his revaluation Nietzsche simply “present[s] us with a clash of interests the good of the International Bangkok, strong against that of the weak” (1973: 162); instead, Foot suggests that Nietzsche is appealing to a ‘common’ tendency to admire higher men, men who would otherwise be thwarted by the reign of moral values.

But for a Calliclean like Nietzsche, it is part of the very appeal of morality that it does thwart the flourishing of higher men. If that is right, then he could not think that the write Jin Jiang Management College, flourishing of “higher men” would appeal to everyone. It is article writing The Regent’s School, Bangkok precisely because it doesn't that morality arises in the first place, as a means for the low and base to topics writing for school children University of Massachusetts Boston Boston, thwart the flourishing of the online article, high. This is not to deny that higher men may still be admirable in the eyes of the base and low (hence their envy); it is to critical thinking University of Southampton, deny, however, that Nietzsche's evaluative perspective that it is an writing sites The Regent’s International, objection to morality that it thwarts the high could enjoy a privilege in virtue of this shared admiration. On the of critical, Calliclean picture, there is a fundamental hostility between the high and low, the strong and the weak, one which will not be bridged by inviting the low to admire the high, or the weak, the strong. Article Sites The Regent’s International School,! “The well-being of the majority and the well-being of the few are opposite viewpoints of value,” Nietzsche says in the ‘Note’ at the end of the first essay of the Genealogy . Jin Jiang! And in Nietzsche's revaluation, it appears, there is no evaluative standpoint from which one could successfully mediate and reconcile the normative claims of the opposing moralities. If Nietzsche is not a realist about value, then he must be an article sites The Regent’s Bangkok, anti-realist: he must deny that there is account writing College any objective fact of the online article writing sites The Regent’s Bangkok, matter that would privilege his evaluative perspective over its target. Topics For School Of Massachusetts Boston Boston! (This, in fact, is the most familiar reading outside the secondary literature on Nietzsche; one finds this view of Nietzsche's metaethics, for example, in the sociologist Max Weber and the moral philosopher Alasdair MacIntyre, among many others.) We must be careful about the kinds of judgments to which this anti-realism applies. Writing Sites School,! Recall that in his critique of morality, Nietzsche appears to hold that, e.g., “herd” morality is good for the herd, but that it is bad for higher men. He says, for example, that, “The ideas of the herd should rule in the herd but not reach out beyond it” (WP 287; emphasis added); and elsewhere he describes slave morality as simply “the prudence of the lowest order” (GM I:13).

It may appear that regarding value judgments pertaining to welfare or prudential goodness what is good or bad for particular sorts of persons Nietzsche believes there is an objective fact of the matter, though one relative to type-facts about persons. But this is not right: while Nietzsche believes it is objectively correct that different moralities have certain effects on different kinds of people, that these effects are good or bad itself admits of anti-realist interpretation (cf. Leiter 2015: 119 for topics for essay University — UMass Boston, a revision of the online writing International Bangkok, view defended in Leiter 2002). Even more importantly, though, Nietzsche's anti-realism applies to the “revaluative” judgment that follows upon who can Les Roches Jin Jiang Hotel Management College, these judgments about the online School,, effects of different moralities: that is, the judgment that because herd morality is good for the herd but bad for higher men, herd morality (or the universal reign of topics children of Massachusetts Boston herd morality) is bad or disvaluable. Nietzsche certainly says much that sounds like he is denying the objectivity of values. Zarathustra tells us that, “Verily, men gave themselves all their good and evil [ Gut und Böse ]” (Z I:15) and article writing sites The Regent’s International, that “good and evil that are not transitory do not exist” (Z II:12).

In The Gay Science , Nietzsche explains that, “Whatever has value in our world now does not have value in itself, according to its nature nature is always value-less, but has been given value at some time” (301; cf. D 3). Indeed, like certain radical anti-realists, he tends to equate evaluative questions with matters of taste. “What is now decisive against Christianity is our taste [ Geschmack ], no longer our reasons” (GS 132), he writes, noting later in of critical Istituto Marangoni the same work that what counts as “justiceis by all means a matter of taste, nothing more” (GS 184). Nietzsche's central argument for anti-realism about value is explanatory : moral facts don't figure in the “best explanation” of sites School, Bangkok experience, and essay for college Ross, so are not real constituents of the objective world. Moral values, in short, can be “explained away.” Such a conclusion follows from Nietzsche's naturalism (on the latter, see the competing accounts in Janaway 2007 and Leiter 2013). As we saw in the context of Nietzsche's critique of morality, Nietzsche thinks a person's moral beliefs can be explained in naturalistic terms, i.e., in online article sites The Regent’s School, terms of type-facts about opposite thinking Istituto, that person.

Thus, to explain a person's moral judgments, one needn't appeal to article writing sites School,, the existence of objective moral facts: psycho-physical facts about the writing children University of Massachusetts Boston — UMass, person suffice. Thus, since non-evaluative type-facts are the primary explanatory facts, and since explanatory power is the mark of objective facts, it appears that there cannot be any value facts. Article Bangkok! Moral judgments and evaluations are “images” and “fantasies,” says Nietzsche, the mere effects of type-facts about for essay writing Florida International University, agents (D 119). To describe Nietzsche as a moral anti-realist is so far only to ascribe to him a metaphysical view: namely, that there are no objective facts about what is morally right and article sites School,, wrong. It is essay a somewhat vexed interpretive question whether we should also ascribe to Nietzsche a particular view about the semantics of moral judgment, a topic about which no philosopher prior to the 20 th century had a workedout view (see again Hussain 2013). For example, while it seems clear (from the passages quoted above) that Nietzsche has distinct views on the central metaphysical question about value, it seems equally apparent that there are inadequate textual resources for ascribing to him a satisfying answer to the semantic question.

Elements of writing The Regent’s School, his view, for example, might suggest assimilation to opposite Istituto Milano, what we would call non-cognitivism and, in particular, expressivism. School,! For example, in describing master and Christian morality as “opposite forms in the optics of value [ Werthe ],” Nietzsche goes on to assert that, as opposite “optical” forms, they “areimmune to reasons and refutations. Opposite Thinking Istituto Marangoni! One cannot refute Christianity; one cannot refute a disease of the eye. The concepts ‘true’ and ‘untrue’ have, as it seems to me, no meaning in writing sites The Regent’s International optics” (CW Epilogue). This passage typical of Glenalmond putatively expressivist passages in article writing sites The Regent’s School, Nietzsche is, however, ambiguous.

For the passage could mean that “true” and “false” are meaningless not because evaluative judgments are essentially non-cognitive, but rather because competing evaluative views are immune to the effects of critical of Southampton reasoning. There may be rational grounds for thinking one view better than another, perhaps for thinking one true and the other false, but since reasoning has so little impact in online sites School, Bangkok this context, it is “meaningless” (in the sense of pointless) to raise issues of truth and University of Southampton, falsity. More recently, Hussain (2007) has argued that we read Nietzsche as a fictionalist about online article sites School, Bangkok, moral value: granted that Nietzsche is an anti-realist about value (there exists no objective fact about Les Roches Jin Jiang Hotel College, what has value in-itself), Hussain wonders what it is those who “create values” can understand themselves to article writing sites The Regent’s School, Bangkok, have done? Valuation, in thinking Istituto Milano this Nietzschean world, Hussain argues, involves a kind of “make-believe,” pretending that things are valuable-in-themselves, while knowing that nothing, in fact, has such value. There is a pressing philosophical question here whether “make-believe” about value really could suffice for valuing but also an interpretive problem: does Nietzsche really think that moral judgments express beliefs , that is, truth-apt propositional attitudes which then requires fictionalist treatment?

It would be astonishing if any 19 th -century philosopher were to have a clear answer to such a question (Hussain 2013 seems to online article International School, Bangkok, have come around to this view). While Nietzsche was, to be sure, among the first to recognize the extent to which linguistic and grammatical practices generate metaphysical assumptions and problems, he simply did not view metaphysical questions themselves as best framed as issues about the semantics of a given region of thinking discourse (e.g., are the terms genuinely and successfully referential, or are they “merely” expressive?). The Regent’s Bangkok! It is doubtful, then, that there are adequate grounds for write for college Ross, assigning Nietzsche a view on such subtle matters as whether ethical language is primarily cognitive or non-cognitive, when it clearly evinces aspects of both descriptive and online sites International Bangkok, prescriptive discourse. Two aspects of Nietzsche's work may, however, seem to be in tension with value anti-realism, even understood as only University, a metaphysical doctrine: first, his reliance on the distinction between “higher” and “lower” types of online writing The Regent’s School, Bangkok human beings; and second, the force and seriousness with which he presents his evaluative judgments. As we saw, above, Nietzsche's critique of morality presupposes a distinction between higher and lower types of people. But are there objective facts about write Les Roches Jin Jiang International Hotel Management, who is “high” and who is online article writing School, Bangkok “low”? And if so, would such a view be compatible with anti-realism? Suppose there are objective facts about “high” and “low”: Goethe really is a higher type, and the herd animal really is thinking involves University a lower type. But there is still no objective fact about whether MPS is online writing sites International Bangkok non-prudentially disvaluable just because it has the effect of opposite of critical Istituto Marangoni thwarting the writing sites International School, Bangkok, flourishing of critical involves objectively higher types.

Realism about “high” and “low” does not entail realism about non-prudential value, so the argument might go. Such a response cannot work for two reasons. First, the judgment that “X is a higher person” includes a significant evaluative component: “Goethe is a higher type” is not evaluatively neutral in the manner of “Goethe is a taller than average type.” In saying that someone is a higher type, we seem committed to some positive evaluative attitude towards that person (e.g., that it is online International good to writing College, have persons like that around). If there is an online article writing sites The Regent’s School, Bangkok, objective fact that “X is a higher type,” and opposite Marangoni, it is a fact that MPS thwarts the flourishing of higher types, then it would seem that at least some objective weight must accrue to the Nietzschean position that MPS is disvaluable because of online writing sites The Regent’s International School, this effect it has. Second, if it is an objective fact that Goethe is a higher type and, say, Hitler is a herd animal, then the following counterfactual would seem to be true: (C) If Hitler had been like Goethe, he would have been better off. He would have been better off because he would have been a higher type, instead of topics writing a lower type and it is an objective fact that the high are really high, and the low are really low. But this seemingly objective judgment that Hitler would have been better off had he been more like Goethe is a non-prudential value judgment; it is not a judgment about online article sites School, Bangkok, what is good for account writing, Hitler under the circumstances, but rather a judgment about what would make Hitler better off, but for School, Bangkok, his circumstances. In general, it seems that conceding the objectivity of “high” and write a personal essay, “low” permits one to make objective non-prudential value judgments like: the good of the higher type is superior to the good of the lower type.

For these reasons, if Nietzsche is an anti-realist about non-prudential moral value, then he must also be an anti-realist about article writing School, Bangkok, judgments of “high” and “low,” It may be an objective fact that MPS thwarts the flourishing of write Les Roches Jin Jiang College those Nietzsche regards as higher types; but it is online article sites The Regent’s not an objective fact that they are really higher. In fact, there is textual evidence that this is exactly Nietzsche's view. For example, in Thus Spoke Zarathustra , Nietzsche writes that, “Good and critical involves of Southampton, evil, and article International Bangkok, rich and poor, and high and low [ Hoch und Gering ], and all the Marangoni, names of values arms shall they be and clattering signs that life must overcome itself again and again” (Z II:7). Here Nietzsche is explicit that “high and low” are simply “names of values,” just like “good and evil.” But since, as we have just seen, Nietzsche is an anti-realist about these latter evaluative concepts, it should hardly be surprisingly that he is an anti-realist about the former. The actual contexts in which Nietzsche marks traits as “high” and “low” invite the article writing sites The Regent’s, same reading. Consider, for example, the exposition in the Genealogy (I:14) of the sense in critical involves University which slave morality is the “prudence of the lowest order” (GM, I:13). According to Nietzsche, slave morality takes certain typical characteristics of the “lowest order” and redescribes them in morally praiseworthy lights. So, for example, their impotence becomes “goodness of heart,” their anxious lowliness becomes “humility,” their “inoffensiveness” and online writing sites Bangkok, “lingering at the door” becomes “patience”, and their desire for retaliation becomes a desire for justice. If Nietzsche were really a realist about the concept of of Southampton “lowness”, then we ought to be able to article sites The Regent’s International, identify the objective facts in virtue of which something is really low.

Yet when Nietzsche tries to describe all patience as nothing more than a “lingering at the door” and all humility as simply “anxious lowliness,” it is natural to think that there is no “objective” fact about “lowness” here but simply a polemical and evaluatively loaded characterization. To think that all humility is really “anxious lowliness” is just to identify oneself as one who shares Nietzsche's evaluative sensibility, one “whose ears are related to topics for essay writing children — UMass Boston, ours” (GS 381), one “predisposed and online sites The Regent’s International Bangkok, predestined” for for essay writing Florida International University, Nietzsche's insights (BGE 30). Online The Regent’s International School,! In short, given the way in involves University of Southampton which Nietzsche actually speaks of the “high” and article International School, Bangkok, “low,” we should understand Nietzsche's metaethical position as also characterizing these terms: to say that “X is low” is for essay writing children of Massachusetts Boston not to online article writing sites The Regent’s Bangkok, describe an objective fact, but rather to identify oneself as sharing in a certain evaluative sensibility or taste. There remains a final interpretive difficulty: for critical of Southampton, Nietzsche simply does not write like someone who thinks his evaluative judgments are merely his idiosyncratic preferences! On the metaethical position elaborated here, it seems Nietzsche must believe that if, in response to his point that “morality were to blame if the article writing sites The Regent’s International School,, highest power and topics children, splendor actually possible to the type man was never in fact attained” (GM Pref:6), someone were to say, “So much the better for morality!”, there would be nothing further to online writing The Regent’s School,, say to account writing essay College, that person: at the best, Nietzsche might turn his back and say, “Oh well doesn't share my evaluative tastes.” Yet there seems to be a substantial amount of Nietzschean rhetoric (see, e.g., BGE 259; TI V:6 IX:35; EH IV:4, 7, 8) that cannot be reconciled with this metaethical view, and which cries out instead for online article writing The Regent’s International, some sort of realist construal. Three sorts of considerations, however, block the inference from Nietzsche's rhetoric to the conclusion that he embraced a realist metaphysics of value. First, while the rhetoric is forceful, the involves, language of truth and falsity is International Bangkok conspicuously absent. Topics University Of Massachusetts Boston — UMass! As some of the online article sites International, passages quoted above suggest, Nietzsche writes with great force and passion in opposition to MPS.

But it is striking that he does not use the epistemic value terms the my essay Jin Jiang Hotel Management College, language of writing sites The Regent’s International Bangkok truth and falsity, real and unreal in this context. This, of course, might not be notable, except for the fact that in his equally forceful attacks on, e.g., Christian cosmology, or religious interpretations of natural events, he invokes the conceptual apparatus of write Ross truth and falsity, truth and online sites The Regent’s Bangkok, lie, reality and writing University — UMass, appearance, all the time (cf. Leiter 1994, pp. 336338). Thus, for online writing Bangkok, example, Nietzsche lampoons Christian cosmology as lacking “even a single point of contact with reality” and as “pure fiction” which “falsifiesreality” (“ die Wirklichtkeit fälscht ”) (A, 15). A Personal Ross! Such epistemic value terms are strikingly absent in Nietzsche's remarks about value. Online Writing The Regent’s International School,! One natural explanation for this difference in rhetoric natural especially in how to a personal essay admission Ross light of the substantial evidence for his anti-realism is article writing The Regent’s precisely that in opposite thinking Istituto Marangoni Milano the moral case he does not think there is any fact of the matter. Second, in undertaking a “revaluation of online International School, all values,” Nietzsche, as we have seen, wants to topics for essay writing University Boston — UMass Boston, alert “higher” types to The Regent’s International School, Bangkok, the fact that MPS is not, in fact, conducive to their flourishing.

Thus, he needs to “wake up” his appropriate readers those whose “ears are related” to his to the dangers of MPS, a task made all the more difficult by MPS's pretension to be “morality itself.” Given, then, that Nietzsche's target is a certain sort of misunderstanding on the part of higher men, and given the difficulty of of critical thinking Marangoni supplanting the norms that figure in this misunderstanding (the norms of MPS), it should be unsurprising that Nietzsche writes with passion and force: he must shake higher types out of online article writing International School, their intuitive commitment to the moral traditions of two millenia! Moreover, Nietzsche's naturalism, and the prominent role it assigns to critical involves, non-conscious drives and type-facts, leads him to be skeptical about the efficacy of reasons and arguments. But a skeptic about the efficacy of rational persuasion might very well opt for persuasion through other rhetorical devices. Third, and article The Regent’s Bangkok, perhaps most importantly, a rhetorical tone like Nietzsche's looked at in the context of his life does not really suggest realism about the content, but rather desperation on the part of the author to of critical Istituto, reach an increasingly distant and uninterested audience. The Nietzsche who was almost completely ignored during the years before illness erased his intellect and deprived him of his sanity might have resorted to article sites International School, Bangkok, more and more strident and topics for essay, violent rhetoric in frustration over not being heard and not because he was a realist. Indeed, in the absence of explicit evidence of article sites The Regent’s School, value realism, this seems the who can my essay Jin Jiang International Hotel College, most plausible explanation for the vast majority of the passages with which we have been concerned in this section.

For these various reasons, then, the online article sites International Bangkok, character of Nietzsche's rhetoric can be understood as compatible with his anti-realism about value. 4. Nietzsche's Lack of a Political Philosophy. When the Danish critic Georg Brandes (18421927) first introduced a wider European audience to account writing Glenalmond, Nietzsche's ideas during public lectures in online article writing sites International School, 1888, he concentrated on for essay writing University Boston — UMass Boston, Nietzsche's vitriolic campaign against morality and what Brandes dubbed (with Nietzsche's subsequent approval) Nietzsche's “aristocratic radicalism.” On this reading, Nietzsche was primarily concerned with questions of value and culture (especially the value of morality and its effect on article writing sites International Bangkok, culture), and his philosophical standpoint was acknowledged to be a deeply illiberal one: what matters are great human beings, not the “herd.” The egalitarian premise of all contemporary moral and political theory the premise, in one form or another, of the equal worth or dignity of who can write Les Roches Jin Jiang International Management College each person is simply absent in writing sites The Regent’s Bangkok Nietzsche's work. This naturally leads to the question: what politics would Nietzsche recommend to us in light of his repudiation of the egalitarian premise? A striking feature of the reception of Nietzsche in the last twenty years is the large literature that has developed on Nietzsche's purported political philosophy. Two positions have dominated the Istituto Milano, literature: one attributes to Nietzsche a commitment to article writing sites The Regent’s, aristocratic forms of social ordering (call this the “Aristocratic Politics View” [e.g., Detwiler 1990]), while the other denies that Nietzsche has any political philosophy at all (call this the “Anti-Politics View” [e.g., Hunt 1985]). More recently, Shaw (2007) has staked out a third position, namely, that Nietzsche was, in fact, concerned with the normative legitimacy of state power, but was skeptical that with the demise of religion, it would be possible to achieve an effective normative consensus in society at write, large that was untained by the exercise of state power itself.

Whether Nietzsche is really interested in these issues has been contested (Leiter 2009). Here we will concentrate on the two dominant lines of interpretation, noting that the evidence favors the article sites International Bangkok, second view. Even the casual reader knows, of course, that Nietzsche has intense opinions about everything , from German cuisine to who can write Hotel Management College, the unparalleled brilliance (in Nietzsche's estimation) of Bizet's operas, not to mention various and sundry “political” matters. The interpretive question, however, is online article sites International School, Bangkok whether scattered remarks and parenthetical outbursts add up to topics for essay for school of Massachusetts Boston, systematic views on questions of philosophical significance. Is Nietzsche even interested in political philosophy? Martha Nussbaum (1997: 1) declares that, “Nietzsche claimed to be a political thinker, indeed an important political thinker”, but she can produce no clear textual evidence in article writing The Regent’s International support of that contention. She notes that, “In Ecce Homo he announced that he was ‘a bringer of glad tidings like no one before me,’ and essay College, that those glad tidings are political” (1997: 1). In fact, Nietzsche does not say the “tidings” are political; indeed, as the earlier discussion of his critique of morality shows, the “tidings” are directed only at select readers, nascent higher human beings, for whom morality is harmful. That this section from online article sites International Ecce Homo (IV:1) concludes with the write my essay Jin Jiang International Hotel, hyperbolic claim that only with Nietzsche does “the earth [first] know[ ] great politics ” does as little to establish that he has a political philosophy as the claim, in the very same passage , that Nietzsche's “glad tidings” will cause “upheavals, a convulsion of online writing sites International earthquakes, a moving of mountains and valleys” does to establish that he has a geological theory. Nussbaum goes on to suggest that “serious political thought” (1997: 2) must address seven precise topics (e.g., “procedural justification” [“proceduresthat legitimate and/or justify the resulting proposals” for for essay Florida International, “political structure”], “gender and the family,” and “justice between nations”) most of which, of course, Nietzsche does not address. (Marx does not address most of them either.) Instead of drawing the online The Regent’s International School, Bangkok, natural conclusion Nietzsche was not interested in questions of political philosophy she, instead, decries his “baneful influence” in political philosophy (1997: 12)! Those who claim to find a political philosophy in Nietzsche typically rely on critical thinking involves, a handful of passages most often, sections 5657 of The Antichrist as the slender evidence on article The Regent’s Bangkok, the basis of which elaborate views about the ideal forms of social and political organization are attributed to write my essay Jin Jiang International Hotel Management, Nietzsche.

In particular, Nietzsche is said to endorse (in A 5657) the caste-based society associated with the Hindu Laws of Manu as his political ideal: The order of castes, the supreme, the dominant law, is merely the sanction of a natural order , a natural lawfulness of the first rank, over which no arbitrariness, no “modern idea” has any powerNature, not Manu, distinguishes the pre-eminently spiritual ones, those who are pre-eminently strong in muscle and temperament, and article sites The Regent’s School,, those, the third type, who excel neither in how to write for college admission Ross one respect nor in the other, the mediocre ones the last as the great majority, the first as the elite. Online International School,! (A 57) This reading, however, does not withstand scrutiny, as Thomas Brobjer (1998) has argued. As Brobjer notes, the only other published discussion of the laws of Manu, in Twilight of the Idols , is highly critical, not laudatory (pp. Thinking Marangoni! 304305); Nietzsche's discussions of comparable caste-based societies are all critical (pp. 308309); and Nietzsche's unpublished notebooks contain numerous entries on the theme “a critique of the Laws of Manu” (pp. 310312). The passage from The Antichrist only seems laudatory when read out of online School, Bangkok context; as Brobjer remarks: [Nietzsche's] purpose [in these passages in The Antichrist ] is to make the contrast with Christianity as strong as possible, to provoke the reader, to general writing Florida, make the article writing sites International School, Bangkok, reader “realize” that even the laws of Manu is for essay writing of Massachusetts higher and more humane than Christianity.

Whereas Christianity destroys, the intention at least of the laws of Manu was to save and protect. (1998, pp. 312313) In other words, the rhetorical context of the passage is crucial, though it is typically ignored by commentators defending the Aristocratic Politics View. Indeed, the passage quoted above from A 57 is specifically introduced to illustrate the article The Regent’s, use of the “holy lie” (the lie being, in this case, the claim that “nature, not Manu” distinguishes the castes). And as even the title of the account writing Glenalmond College, book would suggest, Nietzsche's target is Christianity, and the laws of Manu are invoked simply to drive home that point.

Thus, although Manu and Christianity both depend on lies, at least the Manu lies, according to Nietzsche, are not put in the service of Christian ends, i.e., “poisoning, slander, negation of online writing Bangkok life, contempt for the body, the degradation and self-violation of man through the concept of sin” (A 56). Similarly, Nietzsche goes out of his way to show that Christian views of female sexuality compare unfavorably with Manu views (A 56). The most balanced and careful defense of the Aristocratic Politics View, Detwiler (1990), is not able to adduce much additional evidence. For example, Detwiler (1990) ends up relying quite heavily on an essay the 27-year-old Nietzsche never published (1990: 39-41, 63)! As to passages in the “mature” corpus, Detwiler adduces ones that “appear[ ] to have explicit political implications” (1990: 43; cf. 44), or that “strongly suggestpolitical consequences” (1990: 4546), or that “raise the issue of troubling political implications of Nietzschean immoralism” (1990: 49). But “implications” and “consequences” are one thing, and having a political philosophy another. Who Can My Essay Jin Jiang International Management College! The canon of political philosophers is composed of thinkers (like Hobbes, Locke, and Rousseau) who have philosophical views about political questions the state, liberty, law, justice, etc. not thinkers whose views about online article Bangkok, other topics merely had “implications” for for essay writing children University of Massachusetts, politics. As the conscientious Detwiler admits: “[t]he political implications of writing sites International Nietzsche's revaluation of values are never center stage for long” (1990: 58). Yet it is for essay writing of Massachusetts — UMass natural to article sites The Regent’s International School,, think that Nietzsche's attack on writing Glenalmond, morality does indeed have real political implications. When Nietzsche commends the laws of Manu for article writing sites International Bangkok, “mak[ing] possible the higher and the highest types” (A 57), this resonates, all too obviously, with Nietzsche's central concern that morality is harmful to the highest types of human beings.

Yet the undeniable “resonance” fails to show that Nietzsche endorses the laws of Manu. Most obviously, the “higher types” protected by the laws of Manu essentially a priestly caste have nothing in common with the nascent Goethes that concern Nietzsche. Nietzsche's worry for these potential higher types is, as we have seen, that they suffer from critical thinking involves of Southampton false consciousness , i.e., the false belief that “morality in the pejorative sense,” i.e., MPS, is good for them. Writing The Regent’s School,! MPS is a threat to the flourishing of nascent Goethes, and it is this flourishing that interests Nietzsche above all. It would suffice for opposite of critical thinking Istituto Marangoni, Nietzsche's purposes that nascent Goethes give up their faith in article writing The Regent’s Bangkok MPS in other words, it is individual attitudes not political structures that are Nietzsche's primary object (“The ideas of the herd should rule in the herd,” says Nietzsche, “and not reach out beyond it” [WP 287]). That should hardly be surprising if we recall Nietzsche's sustained hostility to politics throughout his career, as defenders of the Anti-Politics View emphasize. Even in the early Untimely Meditations , this hostility is already evident. Critical Involves! So, for example, Nietzsche comments: Every philosophy which believes that the writing The Regent’s International, problem of existence is touched on, not to say solved, by essay College, a political event is a joke- and online article International, pseudo-philosophy.

Many states have been founded since the world began; that is an old story. Account Essay Glenalmond College! How should a political innovation suffice to turn men once and for all into contented inhabitants of the earth? [That people think the answer to existential questions might come from politics shows] that we are experiencing the consequences of the doctrinethat the state is the highest goal of article writing sites International mankind and that a man has no higher duty than to serve the state: in which doctrine I recognize a relapse not into paganism but into stupidity. It may be that a man who sees his highest duty in serving the state really knows no higher duties; but there are men and duties existing beyond this and one of the duties that seems, at least to me, to be higher than serving the state demands that one destroys stupidity in every form, and therefore in this form too. That is why I am concerned with a species of man whose teleology extends somewhat beyond the welfare of a state, and with [this kind of man] only in who can Les Roches International Hotel Management College relation to a world which is again fairly independent of the welfare of a state, that of culture. (U III:4) The same, almost anarchistic attitude is apparent in Thus Spoke Zarathustra , where Nietzsche calls the “statethe coldest of all cold monsters” and remarks, aptly enough, that “the statewhatever it says it liesEverything about it is false” (Z I:11). “Only where the state ends, there begins the human being who is not superfluous” (Z I:11) Of course, it is only the online Bangkok, latter individual that really interests Nietzsche. And who is that individual?

The next section (Z I:12) tells us: he is the write Les Roches International Management College, one who values his “solitude,” which is precisely what the “marketplace” of online article writing International School, Bangkok politics violates, with its “showmen and write Les Roches Hotel Management, actors of great [sic] things.” “Far from the market place and from fame happens all that is article sites The Regent’s International great” (Z I:12): in other words, great things (and great people) are to be found far from the critical involves University, realms of politics and economics. Passages like these seem to sites The Regent’s International, support the Anti-Politics View. Children University Boston — UMass! On this account, Nietzsche occasionally expresses views about online article writing sites School, Bangkok, political matters, but, read in context, they do not add up to a theoretical account of any of the questions of political philosophy. He is more accurately read, in writing for school University the end, as a kind of article writing sites International School, Bangkok esoteric moralist , i.e., someone who has views about human flourishing, views he wants to communicate at opposite of critical Istituto Marangoni Milano, least to a select few. “This book belongs to the very few,” he says of The Antichrist , though the point holds more generally. Indeed, Nietzsche is clearly describing his own work when he writes in an earlier book that, It is not by any means necessarily an objection to a book when anyone finds it impossible to understand: perhaps that was part of the author's intention he did not want to be understood by just ‘anybody.’ All the nobler spirits and tastes select their audience when they wish to communicate; and choosing that, one at the same time erects barriers against ‘the others.’ All the more subtle laws of any style have their origin at this point: they at the same time keep away, create a distance, forbid ‘entrance,’ understanding, as said above while they open the ears of those whose ears are related to ours. (GS 381) Or similarly: “Our highest insights must and should sound like follies and online sites School, Bangkok, sometimes like crimes when they are heard without permission by opposite thinking Istituto Marangoni, those who are not predisposed and predestined for them” (BGE 30). Online Article Writing Sites The Regent’s School,! Nietzsche, the esoteric moralist, wants to reach only select individuals those nascent higher human beings who are “predisposed and account writing Glenalmond, predestined” for his ideas and alter their consciousness about morality.

The larger world, including its forms of political and economic organization, is simply not his concern. Even without a political philosophy, however, there remain disturbing questions about Nietzsche's critique of morality and its political implications . For example, when Nietzsche objects that morality is an online article The Regent’s School, Bangkok, obstacle to “the highest power and splendor possible” to man, one is tempted to object that this gets things perversely backwards. For surely it is the lack of morality in account essay Glenalmond College social policy and public institutions a lack which permits widespread poverty and despair to persist generation upon generation; that allows daily economic struggle and International, uncertainty to define the basic character of most people's lives that is most responsible for a lack of human flourishing. Surely, in a more moral society, with a genuine commitment to social justice and human equality, there would be far more Goethes, far more creativity and admirable human achievement. As Philippa Foot has sharply put it: “How could one see the present dangers that the Istituto Milano, world is in online article writing The Regent’s International Bangkok as showing that there is too much pity and how to write a personal for college, too little egoism around?” (1973, p. Article Writing The Regent’s International Bangkok! 168). Here, though, one must remember the write my essay Les Roches Jin Jiang International Hotel College, earlier discussion of Nietzsche's critique of morality. Consider the Nietzsche who asks: “Where has the last feeling of decency and self-respect gone when even our statesmen, an otherwise quite unembarrassed type of man, anti-Christians through and through in their deeds, still call themselves Christians today and attend communion?” (A 38). Clearly this Nietzsche is under no illusions about the extent to which public actors do not act morally. Indeed, Nietzsche continues in even more explicit terms: “Every practice of every moment, every instinct, every valuation that is translated into action is today anti-Christian: what a miscarriage of falseness must modern man be, that he is not ashamed to be called a Christian in spite of all this!” (A 38). What, then, is going on here? If Nietzsche is not, contrary to Foot's suggestion, embracing the absurd view that there is too much pity and altruism in the world, what exactly is International his critical point?

Recall Nietzsche's paradigmatic worry: that a nascent creative genius will come to take the for school Boston, norms of MPS so seriously that he will fail to realize his genius. Rather than tolerate (even welcome) suffering, he will seek relief from online article sites School, Bangkok hardship and devote himself to the pursuit of pleasure; rather than practice what Nietzsche calls “severe self-love”, and attend to himself in the ways requisite for topics writing Florida International, productive creative work, he will embrace the article writing International School,, ideology of altruism, and reject “self-love” as improper, and so forth. It is write Les Roches Jin Jiang International Hotel Management College not, then, that Nietzsche thinks people practice too much altruism after all, Nietzsche tells us that egoistic actions “have hitherto been by online writing The Regent’s International Bangkok, far the most frequent actions” (D 148) but rather that they believe too much in the value of altruism, equality, happiness and the other norms of MPS. Even though there is neither much altruism nor equality in the world, there is College almost universal endorsement of the value of altruism and equality even, notoriously (and as Nietzsche seemed well aware), by those who are its worst enemies in practice. Article Sites The Regent’s International School,! So Nietzsche's critique is that a culture in the grips of MPS, even without acting on MPS, poses the real obstacle to flourishing, because it teaches potential higher types to disvalue what would be most conducive to their creativity and value what is irrelevant or perhaps even hostile to write my essay Les Roches International Hotel, it. Nietzsche's worry, in short, is that the man in the grips of online sites School, MPS becomes “ imprisoned among all sorts of terrible concepts [ schrekliche Begriffe ]” that leave him “sick, miserable, malevolent against himself: full of hatred against general topics for essay writing International University, the springs of life, full of suspicion against all that was still strong and happy” (TI VII:2, emphasis added). So, contrary to Foot, Nietzsche is not claiming that people are actually too altruistic and too egalitarian in their practice; he is sites The Regent’s International School, Bangkok worried that (as a consequence of the slave revolt in morals, etc.) they are now “imprisoned among.concepts” of equality and altruism, and that this conceptual vocabulary of value is itself the obstacle to the realization of how to for college Ross School certain forms of online article writing sites International School, human excellence.

That is a very different charge, one that raises subtle psychological questions that no one, to date, has really explored. To be sure, one might still object that if our society really were more altruistic and opposite Milano, egalitarian, more individuals would have the chance to flourish and do creative work. Yet it is precisely this moral optimism common, for example, to utilitarians and Marxists this belief that a more moral society would produce more opportunity for more people to do creative work that Nietzsche does, indeed, want to question. Writing Sites The Regent’s! Nietzsche's illiberal attitudes in this regard are once again apparent; he says to take but one example that, “We simply do not consider it desirable that a realm of justice and harmony [ Eintracht ] should be established on earth” (GS 377). It is bad enough for Nietzsche that MPS values have so far succeeded in saying, “stubbornly and inexorably, ‘I am morality itself, and nothing besides is morality’” (BGE 202); it could only be worse on his view if more and more of our actions were really brought into accord with these values. For Nietzsche wants to urge contrary to the moral optimists that in a way largely unappreciated and (perhaps) unintended a thoroughly moral culture undermines the write my essay Les Roches International Hotel Management, conditions under which the online writing sites The Regent’s International School,, most splendid human creativity is critical thinking of Southampton possible, and generates instead a society of online writing sites The Regent’s Bangkok Zarathustra's “last men” (Z P:5): “What is love? What is creation? What is longing? What is a star?” thus asks the last man, and he blinks. The earth has become small, and on opposite of critical Istituto Milano, it hops the last man, who makes everything small. His race is as in eradicable as the flea-beetle; the last man lives longest.

“We have invented happiness,” say the article writing sites The Regent’s School, Bangkok, last men, and they blink. If we are trained always to think of happiness and comfort and safety and the needs of others, we shall cut ourselves off from the preconditions for writing of Massachusetts Boston, creative excellence on the Nietzschean picture: suffering, hardship, danger, self-concern, and the rest. Consider a particularly powerful statement of this view. Article International! Speaking of those “eloquent and profoundly scribbling slaves of the democratic taste and of critical Milano, its ‘modern ideas’” who seek to promote “the universal green-pasture happiness of the herd” and who take “suffering itselffor something that must be abolished” (BGE 44), Nietzsche retorts that when we look at, how the plant “man” has so far grown most vigorously to online writing sites International Bangkok, a height we think that this has happened every time under the opposite conditions, that to this end the dangerousness of his situation must first grow to the point of enormity, his power of invention and simulation (his “spirit”) had to critical University, develop under prolonged pressure and constraint into refinement and online article writing sites The Regent’s School,, audacity. We think thateverything evil, terrible, tyrannical in man, everything in him that is kin to beasts of prey and serpents, serves the enhancement of the species “man” as much as its opposite does. Indeed, we do not even say enough when we say only that much. (BGE 44) At the end of this passage, Nietzsche does hint at a role for morality as well it is just that what morality opposes is equally important. He, of course, qualifies this by suggesting that even to concede their equal importance may “not even say enough”: that is, perhaps there will not be much role for morality at all in involves the conditions under which “the plant ‘man’” will grow to online article writing sites The Regent’s School, Bangkok, its greatest heights.

But notice that, even in this passage, what is called for write my essay International, is not a political transformation, but an individual one, that of the nascent higher human being: it is “his situation” that “must first grow to the point of enormity” and it is “ his power of invention and simulation” that “had to develop under prolonged pressure and constraint into refinement and audacity.” As he writes in a Nachlass note of online article writing School, 1887, regarding those “human beings who are of any concern to me”: “I wish [them] suffering, desolation, sickness, ill-treatment, indignities I wish that they should not remain unfamiliar with profound self-contempt, the torture of self-mistrust, the wretchedness of the vanquished” (WP 910). This is general International not the outline of a political program, but rather a severe regimen for the realization of individual potential at online writing International School, Bangkok, least for the select few. A. Nietzsche's Writings and Key to Citations. For untranslated material and emendations to existing translations, I have relied on opposite Istituto Milano, Friedrich Nietzsche, Sämtliche Werke: Kritische Studienausgabe in 15 Bänden , ed. G. Colli M. Montinari (Berlin: de Gruyter, 1980); this is cited as KSA, followed by The Regent’s International, the volume number, a colon, and the fragment number(s). Nietzsche's works are cited as follows, unless otherwise noted: roman numerals refer to major parts or chapters in Nietzsche's works; Arabic numerals refer to critical thinking of Southampton, sections, not pages. The Antichrist , in online sites International School, The Portable Nietzsche (below). Cited as A. Beyond Good and Evil , trans. W. Kaufmann, New York: Vintage, 1966.

Cited as BGE. The Birth of general topics for essay International Tragedy , trans. Article Writing Sites! W. Kaufmann, New York: Vintage, 1966. Cited as BT. The Case of Wagner , trans. W. Kaufmann, New York: Vintage, 1966. Cited as CW. Daybreak: Thoughts on the Prejudices of Morality , trans. R.J.

Hollingdale, ed. M. Clark B. Leiter, Cambridge: Cambridge University Press, 1997. Cited as D. Ecce Homo , trans. W. Kaufmann, New York: Vintage, 1967. Cited as EH. The Gay Science , trans. W. Kaufmann, New York: Vintage, 1974. Cited as GS. On the Genealogy of Morality , trans.

M. Clark A. Swensen, Indianapolis: Hackett, 1998. Cited as GM. For Essay Writing Children — UMass! Human, All-too-Human , trans. R.J. Hollingdale, Cambridge: Cambridge University Press, 1986. Cited as HAH. Nietzsche contra Wagner , in The Portable Nietzsche (below). Cited as NCW.

Philosophy in the Tragic Age of the Greeks , trans. Online Article Sites The Regent’s Bangkok! M. Cowan, Washington, DC: Regnery Gateway, 1962. Cited as PTAG. Philosophy and Truth: Selections from Nietzsche's Notebooks of the write International, Early 1870's , ed. trans. D. Breazeale, Atlantic Highlands, NJ: Humanities Press, 1979.

Cited as PT, by page number. The Portable Nietzsche , ed. trans. W. Kaufmann, New York: Viking, 1954. Cited as PN, by page number. Thus Spoke Zarathustra , in The Portable Nietzsche (above). Cited as Z. Twilight of the Idols , in The Portable Nietzsche (above). Cited as TI. Untimely Meditations , trans. Online Article Writing Sites The Regent’s! R.J. Hollingdale, Cambridge: Cambridge University Press, 1983. Cited as U. The Will to Power , trans.

W. Who Can Les Roches International College! Kaufmann R.J. Hollingdale, New York: Vintage, 1968. Writing International! Cited as WP. B. References and Works on Nietzsche's Moral and Political Philosophy. Brobjer, Thomas, 1998. “The Absence of Political Ideals in Nietzsche's Writings: The Case of the Laws of Manu and the Associated Caste-Society,” Nietzsche-Studien , 27: 300318. Clark, Maudemarie, 1990. How To Write A Personal For College! Nietzsche on Truth and Philosophy , Cambridge: Cambridge University Press. , 1994. Article Writing Sites The Regent’s School, Bangkok! “Nietzsche's Immoralism and the Concept of Morality,” in Schacht (1994). , 2001. “On the Rejection of Morality: Bernard Williams's Debt to Nietzsche,” in Schacht (2001). Topics — UMass! Clark, Maudemarie and Brian Leiter, 1997. “Introduction” to Nietzsche's Daybreak , Cambridge: Cambridge University Press. Detwiler, Bruce, 1990. Nietzsche and writing sites The Regent’s International School,, the Politics of Aristocratic Radicalism , Chicago: University of Chicago Press.

Foot, Philippa, 1973. “Nietzsche: The Revaluation of Values,” reprinted in topics for essay Richardson Leiter (2001). Gemes, Ken, and John Richardson (eds.), 2013. Online Article Writing Sites The Regent’s International School, Bangkok! The Oxford Handbook of Nietzsche , Oxford: Oxford University Press. Geuss, Raymond, 1997. “Nietzsche and Morality,” European Journal of critical thinking involves University of Southampton Philosophy , 5: 120. Online The Regent’s International Bangkok! Hollingdale, R.J., 1985.

Nietzsche: The Man and His Philosophy , London: Ark Paperbacks. Hunt, Lester, 1985. “Politics and Anti-Politics: Nietzsche's View of the State,” History of critical thinking involves of Southampton Philosophy Quarterly , 2: 453468. , 1991. Online Writing Sites School, Bangkok! Nietzsche and the Origin of Virtue , London: Routledge. , 1993. “The Eternal Recurrence and Nietzsche's Ethic of Virtue,” International Studies in Philosophy , 25 (2): 311. Hurka, Thomas, 1993. Perfectionism , Oxford: Oxford University Press. , 2007. “Nietzsche: Perfectionist,” in Leiter Sinhababu (2007). Hussain, Nadeem, 2007. “Honest Illusions: Valuing for Nietzsche's Free Spirits,” in Leiter Sinhababu (2007). Topics For Essay Writing For School Children University Of Massachusetts — UMass! , 2013. “Nietzsche's Metaethical Stance”, in Gemes and online writing The Regent’s School,, Richardson (2013). Janaway, Christopher, 2007. Beyond Selflessness: Reading Nietzsche's Genealogy , Oxford: Oxford University Press. Katsafanas, Paul, 2005. “Nietzsche's Theory of Mind: Consciousness and Conceptualization,” European Journal of Philosophy , 13: 131. , 2013. “Nietzsche's Philosophical Psychology,”, in Gemes and Richardson (2013).

Leiter, Brian, 1994. “Perspectivism in Nietzsche's Genealogy of Morals ,” in Schacht (1994). , 1997. “Nietzsche and general for essay International, the Morality Critics,” Ethics , 107: 250285. Reprinted in Richardson Leiter (2001). Writing Sites The Regent’s! , 1998. “On the Les Roches Jin Jiang International Hotel, Paradox of Fatalism and Self-Creation in Nietzsche,” in C. Janaway (ed.), Willing and Nothingness: Schopenhauer as Nietzsche's Educator , Oxford: Oxford University Press. Sites Bangkok! Reprinted in account writing essay College Richardson Leiter (2001). Writing Sites The Regent’s School,! , 2000. “Nietzsche's Metaethics: Against the Privilege Readings,” European Journal of Philosophy , 8: 277297. Write For College Admission Ross School! , 2002. Nietzsche on Morality , London: Routledge. , 2007. “Nietzsche's Theory of the writing sites The Regent’s, Will,” Philosophers' Imprint , 7 (7): 115. , 2009. “Review of Shaw (2007)”, Notre Dame Philosophical Reviews , 2009.01.21 [Available online]. , 2013. Write Essay For College Admission Ross! “Nietzsche's Naturalism Reconsidered,” in Gemes and Richardson (2013). , 2015. Nietzsche on Morality , 2nd edition, London: Routledge. Online Writing Sites! Leiter, Brian and Neil Sinhababu (eds.), 2007. Nietzsche and Morality , Oxford: Oxford University Press. Magnus, Bernd, 1978. Nietzsche's Existential Imperative , Bloomington: Indiana University Press.

May, Simon, 1999. Nietzsche's Ethics and his “War on Morality” , Oxford: Clarendon Press. Montinari, Mazzino, 1982. Nietzsche Lesen , Berlin: de Gruyter. Nehamas, Alexander, 1985. Jin Jiang Management! Nietzsche: Life as Literature , Cambridge, MA: Harvard University Press, esp. Chs. Sites The Regent’s School,! 57. How To Write A Personal Essay Admission Ross School! Nussbaum, Martha, 1997. “Is Nietzsche a Political Thinker?” International Journal of Philosophical Studies , 5: 113. Reginster, Bernard, 2006.

The Affirmation of article writing sites International School, Life: Nietzsche on Overcoming Nihilism , Cambridge, MA: Harvard University Press. Riccardi, Mattia, 2015a. “Nietzsche on the Superficiality of Consciousness”,in M. Dries (ed.), Nietzsche on Consciousness and the Embodied Mind , Berlin, de Gruyter. Opposite Of Critical Istituto Milano! , 2015b. “Inner Opacity: Nietzsche on article writing sites The Regent’s, Introspection and Agency”, Inquiry , 58: 221243. Richardson, John, 1996. Nietzsche's System , Oxford: Oxford University Press, esp. Ch 3. Richardson, John, and Brian Leiter (eds.), 2001. Nietzsche , Oxford: Oxford University Press. Schacht, Richard, 1983. Account Writing College! Nietzsche , London: Routledge, esp. Chs. IV-VII. (ed.), 1994.

Nietzsche, Genealogy, Morality , Berkeley: University of International School, Bangkok California Press. (ed.), 2001. Nietzsche's Postmoralism , Cambridge: Cambridge University Press. Shaw, Tamsin, 2007. Nietzsche's Political Skepticism , Princeton: Princeton University Press. Solomon, Robert C., 2001. “Nietzsche's Virtues: A Personal Inquiry,” in Schacht (2001). Wilcox, John, 1974. Of Critical! Truth and Value in Nietzsche: A Study of article sites The Regent’s International School, His Metaethics and for essay writing children University of Massachusetts Boston — UMass, Epistemology , Ann Arbor: University of Michigan Press.

Williams, Bernard, 1993. “Nietzsche's Minimalist Moral Psychology,” European Journal of Philosophy , 1: 414. Reprinted in Schacht (1994). Nietzsche Chronicle, maintained by Malcolm Brown, Dartmouth College Brian Leiter's Nietzsche Blog Journal of Nietzsche Studies. The Encyclopedia Now Needs Your Support. Please Read How You Can Help Keep the Encyclopedia Free. View this site from article writing another server:

The Stanford Encyclopedia of general topics writing Florida International Philosophy is copyright 2016 by The Metaphysics Research Lab, Center for the Study of Language and Information (CSLI), Stanford University.

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5.Dependability/Reliability/Responsibility. There#8217;s no question that all employers desire employees who will arrive to work every day? on time? and ready to work, and who will take responsibility for their actions. How to describe this skill on your resume: Dependable, responsible contributor committed to opposite of critical Istituto Marangoni, excellence and success. Employers want employees who will have a strong devotion to the company? even at online article writing sites The Regent’s International School,, times when the company is not necessarily loyal to its employees. How to describe this skill on write for college Ross School your resume: Loyal and dedicated manager with an excellent work record. Sites International School,? 7.Positive Attitude/Motivation/Energy/Passion.

The jobseekers who get hired and the employees who get promoted are the ones with drive and passion? and who demonstrate this enthusiasm through their words and actions. How to describe this skill on general topics for essay Florida International University your resume: Energetic performer consistently cited for unbridled passion for work, sunny disposition, and upbeat, positive attitude. Look at online article writing sites Bangkok, it this way: if you don#8217;t believe in account essay Glenalmond College, yourself, in your unique mix of skills, education, and article writing sites International School, Bangkok abilities, why should a prospective employer? Be confident in account writing essay College, yourself and what you can offer employers. How to online article The Regent’s School,, describe this skill on your resume: Confident, hard-working employee who is committed to achieving excellence.

9.Self-Motivated/Ability to Work Without Supervision. While teamwork is always mentioned as an important skill, so is the ability to work independently, with minimal supervision. How to critical thinking involves, describe this skill on your resume: Highly motivated self-starter who takes initiative with minimal supervision. Online Article Writing Sites The Regent’s International School, Bangkok? No matter what your age, no matter how much experience you have, you should always be willing to learn a new skill or technique. Jobs are constantly changing and Glenalmond evolving, and you must show an openness to grow and learn with that change. How to describe this skill on your resume: Enthusiastic, knowledge-hungry learner, eager to meet challenges and quickly assimilate new concepts. While there is some debate about whether leadership is something people are born with, these skills deal with your ability to take charge and manage your co-workers. How to describe this skill on your resume: Goal-driven leader who maintains a productive climate and confidently motivates, mobilizes, and coaches employees to meet high-performance standards. Online Sites International School, Bangkok? 12.Multicultural Sensitivity/Awareness. There is possibly no bigger issue in the workplace than diversity, and jobseekers must demonstrate a sensitivity and awareness to other people and cultures.

How to describe this skill on your resume: Personable professional whose strengths include cultural sensitivity and an ability to build rapport with a diverse workforce in multicultural settings. Deals with your ability to design, plan, organize, and implement projects and tasks within an writing essay College, allotted timeframe. Also, involves goal-setting. Online Article School, Bangkok? How to describe this skill on your resume: Results-driven achiever with exemplary planning and organizational skills, along with a high degree of detail orientation. Because so many jobs involve working in one or more work-groups, you must have the how to write a personal essay admission School, ability to work with others in a professional manner while attempting to achieve a common goal. How to describe this skill on your resume: Resourceful team player who excels at building trusting relationships with customers and colleagues. Online Writing School,? Final Thoughts on Employment Skills and Values. Employability skills and personal values are the critical tools and traits you need to succeed in the workplace? and they are all elements that you can learn, cultivate, develop, and maintain over your lifetime. Once you have identified the account College, sought-after skills and online International School, Bangkok values and assessed the degree to which you possess them, begin to market them by building them into your resume, cover letter, and interview answers) for job-search success. Account Essay College? See also our Transferable Job Skills for Jobseekers.Click here to begin building your own resume! More Information about Employability Skills: Skills Employers Seek, reporting on online article writing sites The Regent’s International School, Bangkok annual results from the National Association of for essay for school children University of Massachusetts Boston Boston Colleges and Employers (NACE) survey of employers to determine the top 10 personal qualities/skills employers seek.

From the Career Development Center at Binghamton University. Skills Employers Seek, from Loughborough University. Skills Employers Seek, from Psych Web Top 10 Soft Skills in The Regent’s International School, Bangkok, Demand, from University, LiveCareer Resume Skills Section, from LiveCareer. Building Tools That Build Better Work Lives. Since 2005, LiveCareer’s team of career coaches, certified resume writers, and savvy technologists have been developing career tools that have helped over article sites School,, 10 million users build stronger resumes, write more persuasive cover letters, and develop better interview skills. Use our free samples, templates, and writing guides and our easy-to-use resume builder software to help land the job you want. Dr. Randall S. Hansen. Dr. Randall S. Hansen is founder of Quintessential Careers, one of the oldest and most comprehensive career development sites on opposite of critical thinking Istituto Marangoni the Web, as well CEO of EmpoweringSites.com. He is article writing sites The Regent’s, also founder of MyCollegeSuccessStory.com and EnhanceMyVocabulary.com.

He is publisher of Quintessential Careers Press, including the Florida International, Quintessential Careers electronic newsletter, QuintZine. Dr. Article School,? Hansen is also a published author, with several books, chapters in books, and general for essay writing International hundreds of articles. He’s often quoted in the media and conducts empowering workshops around the country. Finally, Dr. Hansen is also an educator, having taught at the college level for article sites International School, Bangkok more than 15 years. Visit his personal Website or reach him by email at randall@quintcareers.com. Check out Dr. A Personal Ross? Hansen on GooglePlus. Katharine Hansen, Ph.D., creative director and associate publisher of Quintessential Careers, is an educator, author, and blogger who provides content for Quintessential Careers, edits QuintZine, an electronic newsletter for jobseekers, and blogs about storytelling in the job search at online sites The Regent’s International School, Bangkok, A Storied Career. Katharine, who earned her PhD in organizational behavior from for essay writing for school University of Massachusetts — UMass, Union Institute University, Cincinnati, OH, is author of Dynamic Cover Letters for New Graduates and A Foot in the Door: Networking Your Way into the Hidden Job Market (both published by Ten Speed Press), as well as Top Notch Executive Resumes (Career Press); and with Randall S. Hansen, Ph.D., Dynamic Cover Letters, Write Your Way to a Higher GPA (Ten Speed), and The Complete Idiot’s Guide to School, Bangkok, Study Skills (Alpha).

Visit her personal Website or reach her by e-mail at kathy@quintcareers.com. Check out Dr. Hansen on GooglePlus. I AM A CAREER CHANGER This page is your key source for all things career-change related. You#8217;ll find some great free career-change tools and resources. Changing careers can be traumatic, especially if you have been in your current career for a long time, but you do not have to go through the process alone or [] Quintessential Careers: Career and Job-Hunting Blog. Quintessential Careers: Career and who can write my essay Les Roches Jin Jiang International Management College Job-Hunting Blog Career and job-search news, trends, and online article writing sites The Regent’s Bangkok scoops for job-seekers, compiled by the staff of Quintessential Careers.The Quintessential Careers Blog has moved!! These pages remain as an archive of our previous blog posts. Please check out the new and improved Quintessential Careers Blog for Job-Seekers and Careerists. Write A Personal For College Admission School? Interview Advice Job []

The Quintessential Directory of Company Career Centers. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and article writing more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the [] Quintessential Careers: I am a Career Coach or Counselor. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and essay more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to article sites School, Bangkok, the career and for essay writing University of Massachusetts Boston — UMass Boston employment section of the writing The Regent’s, [] Mighty Recruiter Mighty Recruiter. Customer Service Customer Service. 800-652-8430 Mon- Fri 8am - 8pm CST.

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Cosi by Louis Nowra (Notes by online The Regent’s English Works) Cosi ‘s depiction of the “funny farm”: what is normal? by Dr Jennifer Minter, English Works. Set in the remnants of a burnt-out theatre, and drawing upon the political and social context of the Vietnam War, Louis Nowra’s play Cosi challenges our perceptions about love, madness and politics. Whilst the inmates in the asylum suffer from various degrees of insanity and drug addictions, they often appear at times more “sane” than their visitors. The more the audience personalises the characters and the more we become aware of critical University similarities between the inmates and online article sites Bangkok, the “normal” people, then the more we are encouraged to who can Les Roches Jin Jiang Hotel Management, challenge the stereotypical perception of online writing International a “mad” person. How To Write A Personal Essay For College Admission School. As the borders become hazy, we start to think about the subtle signs of madness and darkness in our own lives. Nowra uses humour, irony and cynicism to blur the online sites International School, Bangkok boundaries and subvert the distinctions between madness and sanity: The differences among the inmates shows that it is difficult to stereotype the involves University of Southampton patients. Justin tells Lewis, “You’ll discover this, is that they are just normal people, well, not quite normal… (5).

He also tells Lewis, “A madman is someone who arrives at a fancy dress party dressed in the Emperor’s new clothes.” (7) which alludes to the fact that the writing School, sane person is “clothed”; the critical involves of Southampton “madman” nakedly exposes his madness. Lewis becomes a bridge between the two worlds and his commitment and attachment to online article The Regent’s International, the insane reveal his growing awareness of their problems and often their similarities The role reversal between Roy and Lewis and similarities between Roy and Nick shed light on the superficial distinctions. The fact that there is not a clear distinction between the characters who are obviously mad, and those who are suffering from an who can Les Roches Hotel College addiction, already makes the audience question the stereotypes of “madness”. Whilst some of the characters are obviously mad such as Doug and Ruth, characters like Zac and Cherry rarely exhibit obvious signs of madness. Likewise, Julie is online School,, suffering from a drug addiction and is much more capable, more aware and more realistic than the account writing College other inmates, but just as sad, nonetheless. Nowra constructs Lewis as a bridge between the two worlds, which enables him to show how these two worlds clash and collide. This function as a “bridge” also helps the playwright concentrate on similarities between the inside and the outside world so that the audience once again does not have a clear sense of distinction.

At the outset of the online article The Regent’s International Bangkok play, Justin asks Lewis, “what ward are you from”, suggesting that he could easily be mistaken for an inmate. As the audience becomes increasingly aware of the inmates’ personal problems, we recognise important similarities. As Justin reaffirms to Lewis, “You’ll discover this, is that they are just normal people, well, not quite normal… But you get my drift? (5).” The fact that Lewis’ grandmother was certified insane also links him to the two separate worlds. As such, members of the audience are challenged to how to write a personal essay for college admission, reflect upon online International Bangkok, their own backgrounds and problems and many would be able to identify with some aspects of the characters, especially where love is concerned. One of the reasons that Roy chooses the play is because of his disturbed childhood and the fact that he is topics for essay Florida International, seeking to recapture an online The Regent’s International idyllic world of love. How To Write A Personal Ross. He, too, has a story of madness hidden in the closet. He chooses Mozart’s opera Cosi in an attempt to recapture or rekindle his idealistic dream of childhood – a romantic idyll that he never experienced.

He hopes that it will help him escape the depressing life at the asylum, and recapture his ideal. He wants the play to recapture “lullabies sung to me by online The Regent’s International School, Bangkok my beautiful mother”. This is particularly sad given Roy’s life as an orphan. (64) Another way that Nowra challenges the account writing essay Glenalmond College stereotypes of online writing The Regent’s International School, Bangkok madness is general for essay International University, evident in the relationship between Roy and Lewis whereby their role reversal seems to imply that Roy is more rational than Lewis. Initially Roy appears more capable and online International School, Bangkok, confident than Lewis and Lewis is hesitant, naive and inexperienced. As Roy constantly humorously reminds the audience, he “could direct a poofter to a man’s dunny”. Roy chooses the play, which becomes an important theme in topics for essay children Boston Boston, Cosi. Also the way Nowra sets Lewis up for ridicule makes the audience think that perhaps Lewis is, at times, more insane or peculiar than Roy. Nowra vindicates Roy’s choice of play, which again shows that he is in touch with the needs of the writing sites The Regent’s International School, Bangkok inmates. At times, Roy appears decisive and authoritative and has worthy dreams of introducing culture to the asylum. In this instance, he not only sets himself apart from those in topics writing children University — UMass, the asylum but also from Australians.

Nowra caustically states that Australians are only writing International Bangkok, familiar with the “culture” on cheddar cheese. Not only is the critical involves University role reversal between these two main characters an indicator of the inability to typecast people, but there are similarities between Nick and Roy. Both have visions of article sites The Regent’s grandeur; both simplistically want to change their environment etc. Is this another form of madness? As Nowra would also suggest, just because Roy is an orphan, or has visions of grandeur, or as it turns out has stage fright does not make him automatically insane. However, as their relationship develops, ironically Lewis grows in stature and general topics writing Florida International University, confidence and online article writing The Regent’s International School,, Roy becomes diminished especially through stage fright, which perhaps gives the audience a glimpse into his insanity.

He appears to account writing Glenalmond College, be incorrigible – he irritates people to such an extent that he is constantly moved from “ward to ward” Nick seems to share some of the writing International School, “stereotypically” mad syndromes exhibited by Roy such as a delusional tendency towards self- grandeur, which once again encourages the opposite audience to article writing sites The Regent’s International School, Bangkok, question who is “mad”. Again, Justin’s reference to the Emperor’s nakedness also sheds some light on the way Nowra makes us question the differences between sanity and insanity. When Justin tells Lewis, “A madman is someone who arrives at a fancy dress party dressed in the Emperor’s new clothes.” (7) this alludes to the fact that the “madman” shows his madness. His madness is clearly evident from his nakedness. As such Justin also alludes to the fact that the difference is that sane people conceal their madness in opposite Istituto, many subtle and not so subtle ways. Perhaps we can see that Roy’s delusions of grandeur are obviously misplaced in the asylum and that this could be a sign of his madness. However, Nick also shows similar delusions, but they are perhaps more subtle.

Roy shares similarities with Nick, which makes us question whether Nick is insane or Roy is just as sane. As a visionary, Roy is just as naive and online The Regent’s International, simplistic in his own way. He instigates the play and has a grand idea of bringing “culture” to critical, the institution. He wants to implement his ideals for online writing sites International Bangkok, a better life, just like Nick. General Topics For Essay Writing. “I aim for the stars.” Similarly Nick believes that the moratorium ends up changing Australia “forever”. He is just as arrogant and supercilious in article writing sites School,, his belief that politics is the only worthy ideal and can be stripped of empathy and sentiment. Nick is critical University of Southampton, set up for ridicule by hypocritically sympathising with the online writing The Regent’s School, Bangkok Vietnamese victims but scorning and humiliating the writing Glenalmond College “right wing nuts” and online article writing School, Bangkok, the ‘funny farm”. Also Nowra constructs characters such as Nick and Lucy to show that often there are also similarities between their outlook and behaviour and the inmates.

In fact, there are many similarities between the patients and the citizens in the world. For example, Roy and essay admission, Nick both share a vision and both world views are legitimized throughout the play. Nick is rather simplistic in his world view, believing that the march and moratorium can change the online article writing world. He is happy that Australia was “forever changed”. He belittles the play and believes that those who are focusing on love are being trivial. (Such people are “definitely mad”.) However, Nowra shows that Roy is just as idealistic, but perhaps he holds a more realistic vision about love and hatred. Neither visions are more important than each other. As a visionary, Roy is a perfect contrast to Nick and of critical Milano, is just as naive and simplistic in his own way. However, the similarities between characters enables Nowra to online writing The Regent’s Bangkok, subvert the clear distinctions between “mad” and “sane”.

Roy instigates the play and has a grand idea of bringing “culture” the institution. General Topics For Essay Writing. he wants to implement his ideals for a better life, just like Nick. “I am for the stars.” Throughout the course of the play, Nowra suggests that typically “mad” people do have more difficulty with the concept of “illusion” than sane people do. Article Writing Sites International Bangkok. Ruth struggles with the concept of the play and focuses on of critical Istituto Marangoni how many steps she must “literally” take. She states, “I can handle something being an illusion and real but not at the same time”. Roy wants to use toy soldiers as a backdrop and he wonders whether the typically “mad” audience will recognize these as symbols. Henry also takes a literal view of the soldiers’ uniform and the Albanian communists, which he believes denigrates his father’s involvement in war. Conversely, there are signs of fantasy in Nick’s and Lucy’s world as they show aspects of writing sites The Regent’s Cosi in their own love relationships. Who Can My Essay Les Roches Management. Nowra constructs the characters of the article sites International School, Bangkok ‘real world” as supercilious, arrogant and politically naive. However, in their own simplistic way perhaps there is also a hint of madness and fantasy. They believe it is so easy to “save the world” and make a difference. Their self-righteous attitudes and the belief in their own importance makes them a target of ridicule.

Their attitude to the asylum patients is condescending, and yet they do not achieve perhaps any more or less than the “mad” patients. Personally, and professionally, Lewis changes and matures as he gains real-life experience. Lewis’s skills as a director are challenged as he directs the who can write Les Roches Jin Jiang Hotel College play, Cosi Fan Tutte, and gains in stature as he becomes personally committed to the inmates. Online International School, Bangkok. His goal is to try to ‘bring them out of themselves”, but in such a gloomy and dark setting and the constant threat of Doug’s pyromaniac tendencies suggest that the play is doomed from the start. Initially Lewis is inexperienced and naive and has had very little experience either directing a play or working with certified patients, which makes the critical University of Southampton goal somewhat farcical. As a result, Lewis has a lot to online article The Regent’s International School, Bangkok, learn, and ironically Roy, an who can write Les Roches International Management inmate, helps him to become more assertive and sympathetic towards the actors. Roy constantly reminds him that the article writing sites International School, actors are “crying out for direction” – not only because they have irrational tendencies, but they also have difficulty differentiating between fantasy and my essay Les Roches International Management College, reality.

Because such characters already inhabit the boundary areas, they have difficulty thinking symbolically – that is they may struggle to differentiate “real” from “toy” soldiers. Roy also reminds Lewis that he is dealing with a “mad audience”. Not only does he specifically need to tell Ruth just how many steps she must take, but he also needs to protect Henry’s vulnerabilities and the sense of betrayal he feels on account of his father when Lewis wants to dress up the online article sites International Bangkok two protagonists as Albanians. Likewise, Ruth fears being set up for ridicule should she forget the words of a song. However, despite these difficulties Lewis does rise to the occasion and his choice to work on the play instead of joining the moratorium testifies to his growing confidence and desire to account College, stage a successful play – which he does. Writing Sites The Regent’s International School, Bangkok. Even Roy, subtly admires Lewis’s ability when he gives him a list of instructions.

Nowra positions Lewis’s involvement at the mental asylum as a journey of self-discovery. Not only does he have a personal link with madness, as his grandmother was certified insane, but Lewis must challenge his stereotypical attitudes towards madness. Lewis comes to appreciate that there are no clear-cut boundaries. He realises as Justin says that they are “normal … well not quite”. Account Writing Essay. The fact that towards the end of the play Lewis drops his guard and becomes comfortable and intimate with the patients shows that he no longer fears them, because he sees them as people with foibles and shortcomings rather than as “madmen”. Personally, he also matures and develops as a person. Online Article Sites International Bangkok. He shows greater sensitivity and critical involves University of Southampton, compassion. As Lewis becomes more deeply involved in the play, he has to article International School,, challenge his personal priorities and think about essay his commitment to people. Lewis must temper his arrogance and gains sensitivity and compassion towards the inmates.

At first he was dismissive of their ability to act, but he cajoles them and article writing International Bangkok, learns that he must be careful of setting them up for ridicule. Write Jin Jiang Hotel Management College. He realises that they fear exposure and humiliation; he must provide a comfortable and reassuring context for them to online, explore their creative side. When he is forced to choose between attending the moratorium or practicing the play, he opts for the play which shows a fundamental shift in his views, values and priorities. Lewis also becomes more assertive when he categorically states to Lucy that he will not let the patients down. He knows that if the play fails this could be embarrassing; they could look ridiculous which will severely harm their self-esteem. The sub-text of the play within a play, makes Lewis realise the significance of love as opposed to war. Initially he is flippant and cavalier, but when it affects him personally he is insulted.

He realises that war is not necessarily the “real theatre” and that love plays an College enormous role in people’s lives . In fact, although Nowra does not suggest that their lack of love causes madness, it is a contributing factor in many of their conditions whether it be madness or addiction. His views on love evolve. If he previously echoed Lucy’s views that love is a “bourgeois indulgence of the privileged few”, he is forced to confront its significance when Lucy flippantly reveals her affair. Nowra states that Lewis is “stunned” thus showing the degree of his personal offence. Online Sites The Regent’s International Bangkok. Lewis spontaneously quotes Cosi , “Women’s constancy is like the Arabian phoenix..” which underscores his chauvinistic attitude which will be exposed as hypocritical. Finally, Lewis’ choice also shows his shift from believing that the arena of war is the most important issue, thus challenging the priority of thinking involves Nick’s views. Lewis’s views about love and politics are tested and eventually he shows a change in priorities. Lewis’s flippant and cavalier view of love is tested. Previously he, like Lucy and Nick, prioritised to online The Regent’s, war as the “real theatre”. This is the time of the Vietnam War and account writing essay Glenalmond, many students are involved in online writing International School,, anti-war marches.

Lewis echoes Lucy’s and Nick’s beliefs that love is a “bourgeoise” indulgence. Lewis also reflects the involves University view exposed in online article Bangkok, the opera that women could not be trusted. He also realises that many inmates lack love and account essay College, that this may be a contributing factor to their sadness, loneliness and desperation. Sites Bangkok. Roy’s admission. He is forced to realise that he is not that “constant” either and enjoys the how to for college admission Ross School attention from writing The Regent’s International School, Bangkok, Julie and Cherry. University. Lewis’s chauvinistic views are challenged. Online Article. Women’s fidelity and constancy are a subtext and he is found wanting; also social context of “free love” and independence. One of the defining aspects within “Cosi” occurs with the irony of “a play within a play”, namely the production of Mozart’s “Cosi Fan Tutte” which works to Milano, promote the importance of love within the wider spectrum of “Cosi”. It is no accident that Roy chooses a play so focused on love, and article writing International, it this which serves as the who can write my essay Les Roches Jin Jiang Hotel College basis for underlying ideas of Lewis and the inmates about love and fidelity, regardless of online article sites International whether or not they are agreement with the play. On numerous occasions ideas are extracted from Mozart’s opera supporting the importance of love and fidelity, such as the idea that a “Women’s constancy is like that of the Arabian Phoenix, everyone swears by it by topics writing children University of Massachusetts — UMass Boston no-one has seen it.”. Other characters draw upon the contentious idea of the play as a “comedy” and article sites The Regent’s School,, Henry remarks that “Cosi Fan Tutte” has corrupting influence, stating that “whether women can be true is write a personal for college Ross School, a tragedy” not a comedy as Lewis suggests.

Roy’s perception on love’s place in the world is unique as he demonstrates both the destruction it can cause as well as the article sites International joy it can bring. Roy generally serves as the secondary protagonist, driving the general topics writing Florida International plot through sheer determination at times coupled with sporadic fits of depression. It is during one of article sites The Regent’s Bangkok those fits that the darker side of Roy is for essay writing children University of Massachusetts Boston — UMass, revealed when he states that “love is what you feel when you don’t have enough emotion left to writing sites International, hate”, a reference to general for essay, Roy’s dissatisfaction with personal experiences in love. This becomes clear when Roy’s true childhood is exposed. Roy spent his childhood moving between orphanages, always deprived of love. His delusions about his mother’s “beautiful Parisian gowns” provides a form of release. To balance the presence of love in Cosi , Nowra also injects an element of realism into the play through politics, primarily those surrounding the article writing sites The Regent’s School, Vietnam War.

Set in a period of political turmoil, the critical thinking of Southampton characters of Lucy and Nick prioritize politics over love, a concept which Lucy calls “an indulgence for the privileged few”. The concept of politics and war is further embedded into “Cosi” symbolically through fire and darkness, and it this which weakens and almost destroys the production of “Cosi Fan Tutte” and by extension the ideas of online article The Regent’s love, demonstrating its vulnerability. This suggests that “love does shit all for the starving masses” and for all that love is within “Cosi Fan Tutte”, it is useless with the “real” world of Vietnam where fire and darkness prevail. Nick’s and Lucy’s attitude to the play about love reveals much about their own self-centred and rather arrogant attitude towards the vulnerable people in who can write my essay Les Roches International Hotel Management, society. Article The Regent’s School,. Nick tells him that he is just performing an topics writing University “opera about a few upper class twits” (76) at a “funny farm”. (77) Lucy is insensitive when she tells Lewis that she is School,, sleeping with him but having sex with Nick. Lucy belittles Lewis’s involvement in writing Glenalmond, the play because she thinks a play about article writing The Regent’s International love is typical of the “upper class twits” who are removed from the real battle of life. Lucy thinks that “love is the last gasp of bourgeois romanticism” (33) Lucy interprets love according to her narrow political framework. She tells Lewis, that “love is an emotional indulgence of the how to a personal for college admission Ross School privileged few” (70).

She hates him doing an opera about love and fidelity while thousands of Vietnamese are being killed by American troops. Nick is critical of their desire to do a play about love and infidelity in this day and age (41) “They’re definitely mad”. Nowra constructs these characters of the ‘real world” as supercilious, arrogant and politically naive. Their attitude to the asylum patients is condescending. However, in their own simplistic way perhaps there is also a hint of madness. That they believe it is so easy to “save the world” and make a difference. Their self-righteous attitudes and the belief in their own importance makes them a target of ridicule. In the world of Cosi , Nick and online International School, Bangkok, Lucy represent the “real world”.

They are typical of the informed, educated students who are trying to of critical, make a difference. They are involved in “real life issues”, “important” issues of the day, such as politics. They idealistically believe that they can make a difference and realize their world view. Nick believes that it is possible to make changes. He is “getting fed up with our society”. He is typical of article sites International Bangkok those who “changes and we want them now!” Lucy also extols Nick’s virtues because she notices how he “gets things done and does things that matter (70). The most important thing in their lives is the moratorium march which is critical of Australia’s involvement in Vietnam. Who Can Write My Essay Les Roches Jin Jiang International Hotel. Following the march, Nick is really happy that “Australia was changed forever” today.

76. Self-importantly, Lucy declares her support for Nick: “He’s doing a play that’s relevant and he’s doing something about the war in Vietnam. After rehearsals we’ll go on to the moratorium meeting. It’s going to be huge. Absolutely huge. The biggest protest ever seen in Australia.” (70) Nowra deliberately constructs Roy as a character who hovers on the border between madness and sanity and thereby challenges the audience’s preconceived and settled notions about insanity and the audience is often left in online article sites International, suspense wondering why Roy has been certified. As an intellectual and “cultured” person, Roy appears to be one of the most lucid characters in the play and cynically mentors the naive and simple-minded Lewis. Such a role reversal between them is critical thinking University, instructive and online article sites The Regent’s International School,, the play about love eventually mirrors to Lewis his own hypocrisy, which proves to be a fortuitous choice. Also similarities abound between Roy and Nick such as their simple-minded delusions of writing Glenalmond College grandeur which once again undermines distinctions between sanity and insanity. If Roy “aims for the stars”, Nick believes that their march single-handedly changed the world.

Furthermore, Roy’s desire to online article sites International School, Bangkok, “bring culture to this place” is portrayed in account essay College, an honourable light, albeit sarcastically; however Nowra reserves his sarcasm not for Roy but for Australians who believe that culture is the “stuff that grows on stale cheddar”. Although Roy does have anti-social tendencies and shortcomings such as his paranoia and stage-fright and a deprived childhood which has yielded to romantic illusions, it would be too simplistic to online The Regent’s International, conclude that these are a sign of madness. Notes on Cosi , Dr Jennifer Minter (English Works Notes) For Excellence in VCE: please see our recently published Arguments and College, Persuasive Language.

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cambridge cv writing This page explains how to write a British-style CV (curriculum vitae, or resume, or personal history) and The Regent’s International School,, covering letter, used when applying for jobs in topics for essay International University, the UK. Author: Corinne Mills. Date: January 2009. Author: Tracey Whitmore. Publisher: How To Books Ltd. Your CV ( curriculum vitae ) is article International Bangkok a summary of your work experience and topics for essay writing International University, education, used for online job applications. A resume (properly written as resumé) is an American English term for a CV. A covering letter is a letter sent with your CV which explains details about your application to a particular company. A reference is opposite Istituto Marangoni a formal letter to article sites The Regent’s International School,, an employer, from somebody who knows you well, describing your character or ability. A referee is a person who provides a reference for you.

How should I design the layout of my CV? There are many ways to critical thinking involves University of Southampton, design a CV. This section gives an example. Print your CV on good quality white paper. The paper size should be A4 (this is 21.0 cm wide and 29.7cm tall). Usually you should not attach a photograph. Leave wide margins (there should be a gap of at least 2 centimetres on article School,, the top, bottom, left and right). A good font size to critical thinking involves University of Southampton, use is 12 (or 10 if you want to put more information on your CV).

The document should use only one font style, for example Times New Roman. Use bold ( Bold ) or italics ( Italics ) to emphasise important words. Only underline section titles (or do not underline any words). If you make a list (for example, a list of your job achievements), consider using bullet points. Try to keep the online School, CV on one side of of critical Istituto paper, or use two sides if you have a lot of online article International Bangkok relevant work experience or qualifications. Keep your sentences short and simple. A typical section order is: There is an opposite thinking Marangoni, example CV shown below. When writing your name, always put your own name first and your family name last (even if you write the family name first in online article The Regent’s International Bangkok, your own country). Include the full postcode in your address.

Make sure that you will be able to critical thinking, collect all mail sent to article The Regent’s International Bangkok, this address (if you move, ask the owner to forward letters to you). If you have a mobile telephone, put this number on your CV, so that you can be contacted easily. If you use a voicemail service, it will be easier for callers to leave a message for you. If you do not have a mobile telephone, give the number of the telephone at your accommodation. The telephone number should start with the area code, written in brackets; for example, a London number should be written (020) xxxx xxxx. If the telephone has an answering machine, make sure that you check the messages every day. If you are sharing someone else's telephone, ask that person's permission before using their number on your CV.

Write your e-mail address next to your telephone number, and check your messages regularly. Create two columns. Use the left-hand column for account College dates. For start and end dates, use either full years (eg 1998-2000) or the online International first three letters of the opposite of critical thinking Istituto Marangoni Milano month followed by the last two digits of the online article writing sites The Regent’s International Bangkok year (eg Jun 98-Sep 00) In the right-hand column, provide information about each of writing College your job roles. Start by writing the name of the company (in bold) and its location.

On the next line you might give a brief description of what the company does. You might give a title for article sites The Regent’s International Bangkok your job (and perhaps a department name) on another line (highlighting this in bold italics) You should list your main responsibilities and of critical Marangoni Milano, achievements within each role (perhaps using bullet points) Give more detail for recent jobs. Make sure that you mention skills which may be useful in the job for which you are now applying. If possible, avoid any date gaps unless they are covered within the Education section. Don't mention how much you were paid. When describing your achievements, use positive action verbs (for example: achieved, arranged, assisted, co-ordinated, completed, dealt with, developed, established, expanded, handled, helped, implemented, improved, increased, interviewed, introduced, maintained, managed, negotiated, organised, planned, processed, programmed, proposed, promoted, purchased, redesigned, reduced, reorganised, revised, sold, solved, streamlined, supervised, trained, translated, worked, wrote).

You should not use the word I on your CV; this is understood. For example, you might write Increased sales at the shop, but not I increased sales at the shop. Remember that the person reading your CV may not be familiar with the online article sites The Regent’s International education system in your country. Create two columns. Use the left-hand column for the dates. For start and end dates, use either full years (eg 1998-2000) or the first three letters of the month followed by the last two digits of the year (eg Jun 98-Sep 00) In the right-hand column, list the name of the school or university on one line, followed by further details (the course name or the number of writing for school children of Massachusetts Boston — UMass Boston exam subjects passed) on the next line. List formal educational qualifications only in this table (eg university and secondary school, but not a language school or part-time courses), stating the most recent (and highest level) qualifications first. If you have been to a post-graduate school or college, put the name of this after a label such as Post-graduate studies: so that the level is clear. If you have been to a university, use the word University in the name, or put a label such as University: before the name so that the level is clear. If the university is one of the top universities in your country, state this fact (the interviewer may not know it).

State the sites International name of the town and account essay, country after the online School, university's name. In the description, put the name of the main subject studied (try to avoid using the words major or minor, which are used in for essay International, American English). Online Article Sites Bangkok! If you studied English, the who can write my essay Jin Jiang International Hotel Management subject should perhaps be described as English language and literature, not just English literature. Avoid mentioning grades unless they are particularly good; if you do mention grades, make sure that they are clear (e.g. 80%, or top grade) - the British university grade system is probably different from that in sites The Regent’s International, your country.

You should list any schools you have attended between the ages of write admission about 15 and online writing The Regent’s School,, 18, but not before this age. You should add the label Secondary school: before the topics for essay children name of the school, or include the words High School in the name. If you took exams in writing sites The Regent’s International School, Bangkok, a wide range of who can write International subjects, you may prefer to list only the online sites The Regent’s International Bangkok number of subjects passed instead of the subject names, or if you have been to university you may choose not to list any secondary school qualifications. If you are studying in the UK, you may want to include details of this course. If so, write this in a line under the main table. For example, you could write Currently studying English at ABC school, London (since January 2001). If you have other skills or qualifications which you believe may be relevant, you can list these. English exams which you have passed (eg Passed Cambridge First Certificate of topics for essay Florida International English). Computer skills (eg Good knowledge of standard office software, including e-mail and the internet) Typing speed (only mention this if you are applying for data entry or secretarial jobs)

An international driving licence (only mention this if you may need to online article writing sites International, drive for the job) Create two columns; use the opposite of critical Istituto Milano left-hand column for labels and the right-hand column for information. The exact list of personal details you want to give may depend on your circumstances and what the job requires, but the list below will give you a guide. Write Date of birth:, followed by article writing The Regent’s International School, Bangkok, the day you were born in the second column, eg 3 Feb 1980. Note that the date should be written in general topics Florida International, British date order (day, month, year), not in American date order (month, day, year). Write Nationality:, followed by online article The Regent’s Bangkok, your nationality eg Japanese.

You may want to write Gender:, followed by Male or Female, if this is not obvious to a British person from your name. Whether you are a man or a woman may be relevant for for essay Florida International University some jobs. Write Work status:, followed by a description of the status implied by sites Bangkok, the stamp in opposite, your passport, for example, Student visa or EC citizen (no work permit required). Write Interests: followed by a short list of perhaps 3 or 4 main hobbies or interests. Online International Bangkok! As you have come to the UK to for college Ross, study, you can probably include interests such as travel, learning languages, or international cultures. Don't list anything which you wouldn't be happy to discuss at an interview. Include interests which may show the interviewer that you have good social or team-working skills, that show your dedication / enthusiasm / success, or that highlight additional skills that may be useful in article sites The Regent’s International Bangkok, the job (for example, computer or language skills). If you think it is necessary, write References:, followed by for essay writing for school children University, Available on request. You should only provide references if your employer asks for them. If you do need to online The Regent’s School,, give a reference, make sure that you have asked the person beforehand.

Possible referees include a teacher or previous employer. It may complicate your application if you give the name of a referee who lives abroad; if you want to topics for essay writing International, do this, make sure that the International School, person will be able to thinking Istituto Milano, provide comments in online writing, English, and give an e-mail address so that delays can be minimised. 52 Orchard Street, London W2 3BT. Telephone: 020-7654 3210; Mobile: 07960 999999; E-mail: akiko9999@hotmail.com. · Advised the main shop's customers about organic and opposite Istituto, health foods. · Developed new business in smaller satellite stores, explaining the benefits of supplements and article writing The Regent’s, organic food to potential new customers.

· Increased sales at both the main and the satellite shops. The extra profits were used to for essay writing for school children of Massachusetts — UMass Boston, expand the business by online writing School, Bangkok, establishing a new shop. · Examined incoming mail and write a personal Ross, redirected this to the appropriate division. · Translated foreign letters (written in writing sites The Regent’s School, Bangkok, English) into Japanese. · Dealt with customs enquiries and procedures.

Computer literate: good knowledge of Word and for essay writing for school of Massachusetts — UMass, Excel, as well as e-mail and the internet. Fluent in Japanese; practical knowledge of English and Korean. If you are sending an application directly to a potential employer, you should write a one-page letter to online sites, accompany your CV (a covering letter). The covering letter may either be typed (better if you are applying to a large company) or written neatly by who can write Hotel Management College, hand (better if you believe that a typed letter may appear too formal). There is an online International School, Bangkok, example covering letter shown below. State what type of visa you have, so that the potential employer knows that you will be able to work legally. You may want to mention the writing essay Glenalmond College level of your English ability. Explain in writing Bangkok, your letter how you can be contacted.

If you are about to change your accommodation, you should ask to essay for college Ross, be contacted either on your mobile telephone or by e-mail. If you give the telephone number of writing sites The Regent’s Bangkok your host family, you should ask them for their permission first, and you should check if they have an answering machine. EXAMPLE COVERING LETTER. Re: Job as a part-time sales assistant (reference: JBW5014) I would like to apply for the job of a part-time sales assistant in the food section of Fortnum Mason's in Piccadilly, as advertised in Loot Recruit on 2 August. Please find attached a copy of my CV.

My previous jobs include two years as a sales assistant in an organic food shop in Japan. This has given me experience of University of Southampton dealing with customers, as well as cashier skills and a basic knowledge of food retailing. I have been living in London since last September, and International School, Bangkok, am currently studying English at a language school. I have good English communication skills (recently I passed the who can my essay Jin Jiang College Cambridge First Certificate in English exam). My fluency in Japanese may be useful when dealing with your Japanese customers. I am an enthusiastic worker, and enjoy working in online article writing sites The Regent’s International Bangkok, a team. My student visa entitles me to work up to 20 hours per week (or longer during my school holidays), and I could start work immediately. I would welcome the write essay admission Ross opportunity to article writing The Regent’s International, discuss the how to essay for college job vacancy with you on the telephone or at an interview. I can be contacted most easily on my mobile telephone or by e-mail (see details at the top of writing The Regent’s School, Bangkok this letter). SENDING YOUR APPLICATION. Check your CV and topics University, covering letter carefully before you send them.

Use the spell-checker on the computer (set the language to British English rather than American English). Ask a native English speaker to check what you have written, and ask this person for any comments they may have. If sending your application by online writing The Regent’s School,, post, send it by first class rather than by second class (it shows that you care about getting the for college admission Ross School job). If you send an application by writing sites, e-mail, telephone to make sure that it has arrived, or send an application in account writing Glenalmond, the post as well. Alternatively, you may wish to hand in your application personally; if so, use this opportunity to find out more about the company and ask when you can expect to article writing sites The Regent’s International School, Bangkok, hear from them. If you have not heard from the general for essay Florida University company two weeks after you sent your application (or before the closing date for applications, if there is one), telephone the online article sites International School, company to critical, check that your job application has been received and online The Regent’s International School, Bangkok, that there haven't been any problems contacting you. It is often the Les Roches Jin Jiang International College case that people are invited for writing sites International Bangkok an interview for for essay writing Florida University only a small number of the jobs to which they apply. Try not to feel depressed if it takes a long time to get a job. Online Writing Sites International! If you are rejected by a company, ask them to give you some comments, so that you can improve the essay Glenalmond quality of your later applications.

Prepare for a job interview: Work/Interview. Improve your English writing skills: English/Writing.