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Schopenhauer as Educator: Nietzsche's Third Untimely Meditation, by Friedrich Nietzsche
Ebook Free Schopenhauer as Educator: Nietzsche's Third Untimely Meditation, by Friedrich Nietzsche
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Product details
Paperback: 90 pages
Publisher: CreateSpace Independent Publishing Platform (November 25, 2014)
Language: English
ISBN-10: 1503386317
ISBN-13: 978-1503386310
Product Dimensions:
6 x 0.2 x 9 inches
Shipping Weight: 6.7 ounces (View shipping rates and policies)
Average Customer Review:
3.9 out of 5 stars
7 customer reviews
Amazon Best Sellers Rank:
#162,800 in Books (See Top 100 in Books)
This is unfortunately nowhere near a complete translation of Nietzsche's work. The translator notes in a footnote that he has not translated the last three sections of the work (since he thinks these sections have "little to do with reflecting on Schopenhauer as educator"), but what he doesn't tell you is that these omitted sections amount to nearly half of the text! In the Cambridge edition (Untimely Meditations), the entire work is pp. 127-194. The portion that Pellerin has translated for his edition (sections I-V) is, in the Cambridge edition, pp. 127-161. He has not translated sections VI-VIII. This means we only have here about 51% of the complete text (35/68 pages). It would be helpful if readers were told this upfront. It simply is not accurate to describe this as a translation of Nietzsche's work when it only consists of about half of his text.
It was about time. Pellerin should consider applying his gifts to more German texts in need of a fresh and better look.
So far, this is my favorite Nietzsche read yet and one of my favorite philosophy reads in a long time. I always appreciate Nietzsche's insight when speaking of what philosophy is and what a true philosopher is. In "Philosophy in the Tragic Age of the Greeks," he conceives of the philosopher as someone seeking to hear within himself the echoes of the world symphony and to re-project them in the form of concepts. In this work, he is up to something similar. Academic philosophers, he says, “elude the challenge of every great philosophy, which as a whole always says only: this is the picture of all life, and learn from it the meaning of your own life. And the reverse: only read your own life and comprehend from it the hieroglyphics of universal life.â€The philosophy of education and education of philosophy in this work is perhaps priceless. Nietzsche describes education as knowing oneself--a task requiring almost herculean effort. Here's one great passage among many: “Let the youthful soul look back on life with the question: what have you truly loved up to now, what has drawn your soul aloft, what has mastered it and at the same time blessed it? Set up these revered objects before you and perhaps their nature and their sequence will give you a law, the fundamental law of your own true self. Compare these objects with one another, see how one completes, expands, surpasses, transfigures another, how they constitute a stepladder on which you have clambered up to yourself as you are now; for your true nature lies, not concealed deep within you, but immeasurably high above you, or at least above that which you usually take yourself to be.â€The short length of this extended essay makes it an easy book to read (or reread) in a few sittings. I've read it in the collection of four Untimely Meditations published by Cambridge and translated by Hollingdale: Nietzsche: Untimely Meditations (Cambridge Texts in the History of Philosophy). For the current used price, you might consider getting all four essays. "On the Uses and Disadvantages of History" is also a great meditation to read.
So far, this is my favorite Nietzsche read yet and one of my favorite philosophy reads in a long time. I always appreciate Nietzsche's insight when speaking of what philosophy is and what a true philosopher is. In "Philosophy in the Tragic Age of the Greeks," he conceives of the philosopher as someone seeking to hear within himself the echoes of the world symphony and to re-project them in the form of concepts. In this work, he is up to something similar. Academic philosophers, he says, “elude the challenge of every great philosophy, which as a whole always says only: this is the picture of all life, and learn from it the meaning of your own life. And the reverse: only read your own life and comprehend from it the hieroglyphics of universal life.â€The philosophy of education and education of philosophy in this work is perhaps priceless. Nietzsche describes education as knowing oneself--a task requiring almost herculean effort. Here's one great passage among many: “Let the youthful soul look back on life with the question: what have you truly loved up to now, what has drawn your soul aloft, what has mastered it and at the same time blessed it? Set up these revered objects before you and perhaps their nature and their sequence will give you a law, the fundamental law of your own true self. Compare these objects with one another, see how one completes, expands, surpasses, transfigures another, how they constitute a stepladder on which you have clambered up to yourself as you are now; for your true nature lies, not concealed deep within you, but immeasurably high above you, or at least above that which you usually take yourself to be.â€The short length of this extended essay makes it an easy book to read (or reread) in a few sittings. I've read it in the collection of four Untimely Meditations published by Cambridge and translated by Hollingdale: Nietzsche: Untimely Meditations (Cambridge Texts in the History of Philosophy). For the current used price, you might consider getting all four essays. "On the Uses and Disadvantages of History" is also a great meditation to read.
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