The most fundamental concern of this study is the question of value in the modern world as the phrase "transformation of nihilism" in the title intends to indicate. ;In Part One an interpretation of the whole of Nietzsche's philosophy is offered which focuses on the link between his "metaphysical scepticism" and his assessment of the spiritual condition of the modern world under the rubric "nihilism": the disintegration of a sense of meaning and value to human life in the face of (...) the rise of science and the "Copernican Revolution". ;In its general conclusions Part One finds that while Nietzsche had identified with great insight the related problems of truth and value in the modern world, he ultimately failed, due to his abiding "metaphysical scepticism", to take us beyond nihilism to a genuine transformation of our relation to the everyday world of becoming and to human existence in general. ;Part Two offers an interpretation of the whole of Wittgenstein's philosophy centering on his attempt to move beyond metaphysics altogether and engender a new way of looking at the human situation largely without precedent in the Western tradition. It sees in this an "eschatological" impulse somewhat similar to that which animated Nietzsche's philosophical struggle with the phenomenon of nihilism. It examines in this connection Wittgenstein's idea that "a sort of rearrangement of the whole of our language is needed" as well as his serious concern with "the ethical" and "the mystical". ;Part Three draws out the implications of an encounter between Nietzsche's thought of "nihilism" and Wittgenstein's way of looking at the human situation: what may be called its "ontological groundlessness". Suggestions are made that Wittgenstein's notion of the "groundlessness" of the human situation can be used as a pointer beyond philosophy towards a non-cognitive "awareness" of the kind intimated in the writings of some Eastern philosophies. It is suggested that such an "awareness" is the direction in which we must move if we are to reclaim an integrity and value for the everyday dimension of human existence. (shrink)

Taking up Wittgenstein’s critique of the modern worldview, the author gives an account of the assumptions behind it and of its presence in educational institutions. This worldview is easily perpetuated and instilled in new generations through the influence of unconscious assumptions held by educators and institutions. The author argues that in order to halt its perpetuation, educators can use the classroom to change the way students think, specifically by transforming the use of language in the classroom. This paper outlines Wittgenstein’s (...) critique of modernity and suggests alternative ways to view the function of language in the world, arguing that Wittgenstein’s insights are of singular value to this project. The use of a new language in teaching and learning transforms the classroom into a site of creative engagement rather than a continuation of the modern worldview. (shrink)