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  1. Pregnancy as a Cipher for Nietzsche’s Project of Self-Overcoming: The Case of Pascal.Katia Hay & Jamie Parr - 2023 - Comparative and Continental Philosophy 15 (3):144-180.
    This paper focuses on the relations among critique, destruction and negation, on the one hand, and creation, affirmation, love, and care on the other, in Nietzsche’s writings from Daybreak to Zarathustra. In doing this, it traces a movement in Nietzsche's thought that can be understood as an integration of critique in the process of affirmation, which consolidates in Nietzsche’s project of self-overcoming. In contrast to readings that use the metaphor of art and the creativity of the artist, this paper presents (...)
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  • Nietzsche’s Compassion.Vasfi O. Özen - 2021 - Nietzsche Studien 50 (1):244-274.
    Nietzsche is known for his penetrating critique of Mitleid. He seems to be critical of all compassion but at times also seems to praise a different form of compassion, which he refers to as “our compassion” and contrasts it with “your compassion”. Some commentators have interpreted this to mean that Nietzsche’s criticism is not as unconditional as it may seem – that he does not condemn compassion entirely. I disagree and contend that even though Nietzsche appears to speak favorably of (...)
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  • Nietzsche on Memory and Active Forgetting.Zeynep Talay Turner - 2018 - The European Legacy 24 (1):46-58.
    ABSTRACTThis article explores Nietzsche’s approach to the fundamental question of “how to live one’s life”, and more specifically his view of the role of the past in seeking an answer to this question. By discussing Nietzsche’s views of how different nations and cultures relate to their history, I suggest some comparisons with how individuals might do so. Common to both is the relationship between the past as a resource and as a burden: the burden of single events or periods and (...)
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  • On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education.Johan Dahlbeck - 2013 - Studies in Philosophy and Education 33 (5):527-544.
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so as to make visible some (...)
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