This article explores Spinoza's distinctive contribution to the eudaimonistic tradition, which considers happiness (eudaimonia) to be the highest good. Most (if not all) ancient eudaimonists endorse some sort of hierarchy between mind and body, where one is always dependent on, or subordinate to, the other. In particular, many of them endorse ethical intellectualism, where mental things are considered more valuable than bodily ones. I argue that Spinoza, in contrast, considers mind and body ontologically and ethically identical and equal, thereby bringing (...) something new to this ethical tradition. (shrink)

Several scholars align Nietzsche’s philosophy with Stoicism because of their naturalist approaches to ethics and doctrines of eternal re- currence. Yet this alignment is difficult to reconcile with Nietzsche’s criticisms of Stoicism’s ethical ideal of living according to nature by dispassionately accepting fate—so much so that some conclude that Nietzsche’s rebuke of Stoicism undermines his own philosophical project. I argue that affinities between Nietzsche and Stoicism belie deeper disagreement about teleology, which, in turn, yields different understandings of nature and human (...) flourishing, so that Nietzsche’s objections to Stoicism support his commitments to ethical naturalism and to affirming life’s eternal recurrence. (shrink)

Against much of the philosophical tradition, Spinoza and Nietzsche defend an understanding of freedom opposed to free will and formulated as an ethical ideal consisting in a transition from a smaller to a greater power of acting. Starting from a shared commitment to necessity and radical immanence, they present freedom as a passage to a greater power of self-determination and self-expression of the body. Nevertheless, the continuities between their power ontologies and their respective commitments to a life of knowledge break (...) down in their discussion of the various possible manifestations of power. I will argue that Nietzsche's distinctive formulation of power as struggle between wills to power enables him to formulate the question of the qualitative dimension of empowerment in a way that is foreign to Spinoza's rational determinism. While acknowledging the profound similarities, I will argue that we must see Nietzsche's discussion of affirmation as the culmination of his disagreement with his predecessor on the topic of freedom and empowerment. (shrink)

Zarathustra initially describes churches as the stale caves of world-denying priests. However, following his encounter with the eternal return of the same, Zarathustra overcomes this resentful atheism. The pure sky that Zarathustra desires above all else, a sky emptied of the gods, is not visible again through the holes in ruined church roofs, but really thanks to these holes. The pure sky is an image of the world liberated from the teleological time of theistic providence, indeed even from the divine (...) necessity that pantheism attributes to the world. Yet for all that it is god-less, the pure sky is acknowledged to be a gift of the same metaphysical-Christian history of God that it only seems to negate: the sky’s pure eye peers through holes in church roofs. Zarathustra, though an “old atheist,” can now love “even churches.” I call this Zarathustra’s affirmative atheism. I also link affirmative atheism to the conception of eternal recurrence as a self-abolishing anti-teaching. In the eternal return, Zarathustra’s atheism is finally indistinguishable from a history of churches and therefore negates itself. But although it is not a new teaching, affirmative atheism points to something novel. This is an atheism that can no longer be taught in doctrines but must be lived as fate. (shrink)

Although the literature on Nietzsche is now voluminous one area where there has surprisingly been very little research concerns Nietzsche on the passions. This essay aims to correct this neglect. My focus is on illuminating Nietzsche on the passions in relation to his primary teaching on self-cultivation. To illuminate his position, I focus attention on examining his relation to Stoic teaching on the passions. If for Nietzsche the Christian mind-set involves a disturbing pathological excess of feeling, the Stoic way of (...) living results for him in a petrified of life devoid of movement and growth. After a consideration of his relation to Stoic teaching I then examine his relation to Spinoza on the emotions or affects. Whilst I acknowledge the affinities between the two thinkers and their criticisms of Stoic teaching, I maintain that it is an error to seek to construe Nietzsche and Spinoza as having an identical teaching on the passions. In the final section of the essay, I provide an appreciation of Nietzsche’s recommendation that instead of demonising the passions in the manner of the Christian psyche and its legacy, or extirpating our passions as recommended by the Stoics, we need to learn how to transform them into joys or delights. (shrink)

Professional higher education is expected to educate large numbers of students to become innovative professionals within a time frame of three or four years. A mission impossible? Not necessarily, according to Henriëtta Joosten who is a philosopher as well as a teacher. She uses the experimental, liberating, but also dangerous ideas of Friedrich Nietzsche to rethink contemporary higher professional education. What does it mean to teach students to strive for better in a professional world where horizons tend to disperse and (...) the possibility of long-term orientation is disappearing? Following Nietzsche, five key elements of striving for better are explored: uncertainty, excellence, critical thinking, truth seeking friendship, and learning through ups and downs. From these five perspectives, Joosten scrutinises existing educational discourses on professional higher education in search for openings to transform these discourses into new, more appropriate ones. Understanding excellence as rising above oneself, she argues for a learning environment in which all students are encouraged to excel. Such an environment allows for uncertainty and learning through ups and downs. Furthermore, teachers are prepared to risk their certainties in order to let a joined quest - that is, a quest of students and teacher - for better truths arise. Using the Nietzschean-inspired notions which have been developed in the study, Joosten describes two factual cases. One case relates to a course in close reading: first-year students jointly read philosophical and scientific texts. The second case involves a group of eleven senior students developing a course in project management. These descriptions and the recommendations serve as a catalyst for constructive debate on the question of how all students can be equipped for a dynamic professional world. (shrink)