In Nietzsche's Justice, Peter Sedgwick takes the theme of justice to the very heart of the great thinker's philosophy. He argues that Nietzsche's treatment of justice springs from an engagement with the themes charted in his first book, The Birth of Tragedy, which invokes the notion of an absolute justice grasped by way of artistic metaphysics. Nietzsche's encounter with Greek tragedy spurs the development of an oracular conception of justice capable of transcending rigid social convention. Sedgwick argues that although Nietzsche's later writings reject his earlier metaphysics, his mature thought is not characterized by a rejection of the possibility of the oracular articulation of justice found in the Birth. Rather, in the aftermath of his rejection of traditional accounts of the nature of will, moral responsibility, and punishment, Nietzsche seeks to rejuvenate justice in naturalistic terms. This rejuvenation is grounded in a radical reinterpretation of the nature of human freedom and in a vision of genuine philosophical thought as the legislation of values and the embracing of an ethic of mercy. The pursuit of this ethic invites a revaluation of the principles explored in Nietzsche's last writings. Smart, concise, and accessibly written, Nietzsche's Justice reveals a philosopher who is both socially embedded and oriented toward contemporary debates on the nature of the modern state.
Nietzsche: The Key Concepts is a comprehensive guide to one of the most widely-studied and influential philosophers of the nineteenth century. This invaluable resource helps navigate the often challenging and controversial thought outlined in Nietzsche’s seminal texts. Fully cross-referenced throughout and in an accessible A-Z format with suggestions for further reading, this concise yet thorough introduction explores such ideas as: decadence epistemology modernity nihilism will to power This volume is essential reading for students of philosophy and will be of interest to those studying in the fields of literature, religion and cultural theory.
This book engages with the question of making sense of seeing in today’s technologically dominated world. It does so by exploring the notion of the ‘hypermodern’, a term which is used to capture the drive in contemporary culture to achieve ever greater speed and efficiency. The volume draws principally on the thought of Paul Virilio and Friedrich Nietzsche. The text’s key argument is that destabilizing tendencies, which become increasingly evident in hypermodern culture, spring from its having a dual character. This duality turns on hypermodernity’s uncomfortable, unstable and possibly unsustainable relation to its own past. The volume engages with this dual character in a unique way. Its discussions are prefaced by poems and photographic images which together frame and permeate the text’s arguments and analyses. Part One offers linked engagements with Virilio’s articulation of the hypermodernized cultural-visual environment, Nietzsche’s accounts of history, power and archaic visuality, and briefer discussions of various other writers. Part Two presents a creative elaboration of these engagements through a combination of poetry, image and aphorism. Through this combination the digital image, a quintessentially hypermodern form of representation, is turned against itself to allow for reflection on the ethics and politics of seeing today. The volume concludes with an open-ended dialogue on visual culture, the archaic and the hypermodern.
In Nietzsche's Justice, Peter Sedgwick takes the theme of justice to the very heart of the great thinker's philosophy. He argues that Nietzsche's treatment of justice springs from an engagement with the themes charted in his first book, The Birth of Tragedy, which invokes the notion of an absolute justice grasped by way of artistic metaphysics. Nietzsche's encounter with Greek tragedy spurs the development of an oracular conception of justice capable of transcending rigid social convention. Sedgwick argues that although Nietzsche's later writings reject his earlier metaphysics, his mature thought is not characterized by a rejection of the possibility of the oracular articulation of justice found in the Birth. Rather, in the aftermath of his rejection of traditional accounts of the nature of will, moral responsibility, and punishment, Nietzsche seeks to rejuvenate justice in naturalistic terms. This rejuvenation is grounded in a radical reinterpretation of the nature of human freedom and in a vision of genuine philosophical thought as the legislation of values and the embracing of an ethic of mercy. The pursuit of this ethic invites a revaluation of the principles explored in Nietzsche's last writings. Smart, concise, and accessibly written, Nietzsche's Justice reveals a philosopher who is both socially embedded and oriented toward contemporary debates on the nature of the modern state.
Many people assume that kings and queens have generally received a "good education", perhaps the best that money could buy at the time. This book investigates the reality: what is known about the education of British sovereigns from the beginning of the Tudor period to the end of the 20th century. There have been enormous differences in the seriousness with which education was regarded at different points in history. For example Henry VIII and his children were educated at a high point in the Renaissance, when educational ideas were regarded as important as well as exciting. Queen Elizabeth I was by any standards extremely well educated; by contrast Queen Elizabeth II's education has been described as "undemanding", because her parents wanted her to have a happy childhood. Peter Gordon and Denis Lawton have traced changes in royal education through the centuries and related them not only to educational ideas and theories, but also to changing political, social and religious contexts. The monarchy itself has changed as an institution: from the semi-absolute authority of the Tudors to a much more limited kind of monarchy by the end of the Stuart period (after one king had been executed and another exiled) to the constitutional monarchy of the 20th century. To what extent have such changes made any difference to royal education? What is the most appropriate kind of education for future kings and queens in our present day democracy? In this book, the authors confront these and other such questions and explore some of the answers.
Professor David Bebbington is a highly regarded historian. He holds a chair at the University of Stirling, has been President of the Ecclesiastical History Society, and has delivered numerous endowed lecture series, as well as being deeply involved in the Dr Williams’s Dissenting Academies Project. He is both a popular and influential academic historian, whose writings have significantly shaped our thinking about the history of evangelicalism, Baptist life, and political developments. In Pathways and Patterns, colleagues, former research students and friends who are indebted to Professor Bebbington and value his contribution to scholarship join together to pay tribute to his outstanding work. Not only has he stimulated academic endeavour, he has also given much personal support, not least to those in the Baptist Historical Society and in Colleges, among them Spurgeon’s College and Baylor University (USA) where he is a Distinguished Visiting Professor. This volume reflects his wide involvements and the grateful esteem in which he is held. Among Professor Bebbington’s achievements has been both instituting and masterminding the very important International Conference on Baptist Studies (ICOBS), held every three years in different parts of the world. It is appropriate, then, that this volume was presented to him at the Seventh ICOBS Conference held in Manchester, July 2015.
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