One of America's foremost philosophers reflects on the discipline and its relation to everyday life.

Does the self exist? If so, what is its nature? How long do selves last? Galen Strawson draws on literature and psychology as well as philosophy to discuss various ways we experience having or being a self. He argues that it is legitimate to say that there is such a thing as the self, distinct from the human being.

To understand Nietzsche’s pedagogy of self-overcoming and to determine its true import for contemporary education, it is necessary to understand Nietzsche’s view of the self that is to be overcome. Nevertheless, previous interpretations of self-overcoming in the journals of the philosophy of education have lacked serious engagement with the Nietzschean self. I devote the first part of this paper to redressing this neglect and arguing for a view of the Nietzschean self as an assemblage of ontologically basic affects which have (...) been guided and modulated by the incorporation of perspectives. This interpretation has important consequences for self-overcoming, for it constrains the individual’s conscious agency to operations on perspectives. In light of this view I then advance a competing conception of self-overcoming and discuss some of the shortcomings of antecedent interpretations. Although previous interpreters have done their part to exhaust the characteristic actions of self-overcoming, I argue that they have either exaggerated the deleteriousness of social influence in the formation of the authentic individual, or else ignore it altogether. In the final part I reconsider the debate over the democratic or aristocratic nature of Nietzsche’s pedagogy of self-overcoming. Interestingly, self-overcoming cannot be labeled strictly as either, and out of this ambiguity grows the role of the school as an agent of cultural transformation. (shrink)

This article looks at several sections of Minima Moralia where Adorno talks explicitly about the need for genuine thinking and what that might consist in. First, I argue that Hegel and Nietzsche ar...

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 (...) the burden of the abundance of facts. Key to Nietzsche’s thinking on these questions is his account of the relationship between remembering, promising, and forgetting. He considers “active forgetting” paradoxically as both a form of forgetting and a way of taking full responsibility for the past. (shrink)

This essay argues that much can be gained from a close examination of Nietzsche’s work with respect to education. In order to contextualise my argument, I provide a brief critique of Nietzsche’s thinking on aesthetics, educators and education. I then turn my attention to the work of Thus Spoke Zarathustra, the figures Zarathustra and the Übermensch, and other Nietzschean works with a view to outline what I mean by a Nietzschean education. My central thesis being that a Nietzschean education is (...) primarily concerned with the cultivation of the self. This is certainly not an easy undertaking as it requires both an educator and education that can reveal to students “what one is” now, and who they could become. In order to bring this about, Nietzsche employs the use of an aesthetic model in the form of an exemplar for students to aspire to become. Here, the exemplar plays an important educative function in Nietzsche’s thinking because the role of the ideal type is to unsettle the student so that they are inspired to attain their unattained self that they recognise in the other. Consequently, what makes my account of a Nietzschean education significant is due to its concern with fostering timeless educational aims, such as learning to see, think, speak, write, and feel, by unsettling students with an ideal educator and true education so that students can get a sense of who they are now and who they could become. (shrink)

In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling, distributed governance in the classroom (...) and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger. (shrink)

This article begins by clarifying the notion of what Stanley Cavell has called ‘Emersonian moral perfectionism.’ It goes on to explore this through close analysis of aspects of Emerson’s essay ‘Experience,’ in which ideas of trying or attempting or experimenting bring out the intimate relation between perfectionism and styles of writing. ‘Where do we find ourselves?’ Emerson asks, and the answer is to be found in part in what we write and what we say, injecting a new sense of possibility (...) and responsibility into our relation to our words. But the language we speak and the lives that go with it are at the same time burdened with a past, and in the case of English, and in the American context especially, it is marked with a kind of repression relating to questions of slavery and race. These matters are implicated in questions of constitution, in both general and specifically political senses. Hence, inheritance and appropriation become causes of critical sensitivity, as do the forms of praise and acknowledgment that should meet them. The article explores ways of thinking through Emerson’s relation to these aspects of experience and seeks to find responses pertinent to today. (shrink)

The relationship between American pragmatism and logical empiricism is complicated at best. The received view is that by around the late 1930s or early 1940s pragmatism had been replaced, supplanted, or eclipsed by the younger and more logic-oriented form of empiricism developed in interwar Vienna. Recently, however, this picture has been challenged, and this paper offers further reasons for thinking that the received view is inadequate. Through a critical examination of William James's Pragmatism and “The Sentiment of Rationality” and Rudolf (...) Carnap's “Elimination of Metaphysics Through Logical Analysis of Language” and other works, the paper builds a case for the existence of a rather striking correspondence between the work of one of pragmatism's most vaunted figures and the thought of logical empiricism's most famous advocate. Not only were both philosophers interested in what might be called metaphilosophy or the psychology of philosophy, both held very similar deflationary views. (shrink)

Through a reading of Nietzsche's texts, primarily of Thus Spoke Zarathustra, this article develops a phenomenological description of the variety of intoxication exemplified in conditions of drunkenness, or in states of emotional excess. It treats Thus Spoke Zarathustra as a literary expression of such intoxication, arguing against attempts to find a coherent narrative structure and clear authorial voice behind this text's apparent disorder. Having isolated the intoxicated characteristics of Thus Spoke Zarathustra - its hyperbolic rhetoric and emotions, its lack of (...) balance, its injustice, its shifting and conflicting moods, and its self-contradictions - I then offer an interpretation of the work, and by extension of intoxication itself, in terms of Nietzsche's model of the self as a dynamic multiplicity of forces. At the same time, I argue for a multiple and dynamic conception of personality in general. (shrink)

Richard Rorty's irony is an extended form of Leo Strauss's esotericism, which can harm democracy. Esotericism and irony both grow from a confrontation with nihilism. Strauss's vision seeks to guard the democratic community from the necessity of esotericism, but stops short of installing esotericism and its deception as a public virtue. Rorty, however, replaces belief in sincere speech with inauthentic and insincere rhetoric by presenting the Ironist as a model for public imitation. The social reproduction of dissimulation through irony among (...) deliberative agents undercuts the moral resources that make democracy possible. (shrink)

Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says, ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular, it is hard to conceive of him making his significant contributions without considerable support from his academic (...) colleagues, his research fellowship and later teaching career at Cambridge. It is this conflicted relationship we explore, between the revolutionary thinker and his base within an educational institution. Starting from a brief biographical sketch of Wittgenstein’s academic life at Cambridge, including his involvement as a student and faculty member in the Moral Sciences Club, we look at how he reconceived the role of philosophy throughout this... (shrink)

ABSTRACTAccording to Nietzsche, both modern individuals and societies are pathologically fragmented. In this paper, I examine how he proposes we combat this affliction in his Untimely Meditations. I argue that he advocates a dual struggle involving both instrumental domination and eradication. On these grounds, I claim the following: 1. pace a growing number of commentators, we cannot categorise the species of conflict he endorses in the Untimely Meditations as agonistic; and 2. this conflict is better understood as analogous to the (...) species of struggle that Schopenhauer describes in his account of purposive organisation. (shrink)

(2013). Nietzsche on Rock and Stone: The Dead World, Dance and Flight. International Journal of Philosophical Studies: Vol. 21, No. 1, pp. 20-40. doi: 10.1080/09672559.2012.746273.

In this paper I track the deployment of Friedrich Nietzsche’s concept of ressentiment by three major thinkers in postcolonial theory, namely Frantz Fanon, Edward Said and Achille Mbembe. My argument is that while postcolonial theory has used ressentiment in a captivating way, which may have the potential for accounting for how contemporary moral culture conditions racism, nativism and xenophobia, the deployment remains incoherent. The postcolonial deployment of ressentiment begins with an incoherent reading of Nietzsche by Fanon, a mistake which is (...) creatively appropriated by Said and Mbembe. As ressentiment travels into the postcolony Nietzsche’s insights are discarded and the term is transformed through Hegelian and psychoanalytic schematics that take morality to be a universal and prescriptive code, the very problem that Nietzsche was attempting to overcome. For Fanon, ressentiment explains how colonial projection or the racial gaze is internalized by the colonized subject to produce a relation... (shrink)

This paper develops an analysis of the relationship between politics and suffering in the writings of Friedrich Hölderlin (1770-1843) and Friedrich Nietzsche (1844-1900). Both thinkers uphold the tragic idea of suffering as a crucible in which the uniquely human powers of self-creation - having reached, apparently, their lowest point - are revealed in all of their grand majesty. Yet they diverge dramatically when it comes to working out the political implications of this idea. Whereas Hölderlin deploys the tragic revaluation of (...) suffering on behalf of democracy, Nietzsche deploys this same revaluation against democracy. My argument suggests that the differences between Hölderlin and Nietzsche refer more to their different points in the development of the modern age than to any substantive difference in the structure of their thinking, and that unearthing Nietzsche's origins in Hölderlin enables us to retrieve the wider compass of the idea of suffering on which Nietzsche relies in developing his critique of modern democratic politics, and so also a wider compass for settling some of the debates that have arisen around his political thought. Key Words: democracy • Hölderlin • Nietzsche • suffering • tragedy. (shrink)

The objective of this article is to conceptualize and evaluate the transhumanist movement by applying a Nietzschean critique to its techno-progressive agenda of human enhancement. The investigation itself is divided into three distinctive, yet methodologically intertwined steps: first, I will present an exegetical approach by circumscribing the discussion concerning the alleged similarities and disparities between the transhumanist notion of transforming the human into a posthuman being and Nietzsche’s concept of education, understood as self-overcoming; secondly, in a more practical and future-oriented (...) manner, I will consider some of the major aporias for conceptualizing a ‘Nietzschean transhumanism’ by confronting the techno-progressive idea of morphological freedom with Nietzsche’s critical approach to the commerce- and consumer-oriented mentality of the non-creative modern individual; finally, I will employ Nietzsche’s complex treatment of nihilism in order to formulate a critical evaluation of transhumanism’s cultural implications. My fundamental conclusion will be that the techno-progressive agenda does not strive to overcome human limitations by coping with the tragic nature of life in a Nietzschean sense, but merely promotes the nihilistic dream of Zarathustra’s ‘last human’ to establish a common happiness by eradicating the Dionysian reality of all existence. (shrink)

In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...) provides a more nuanced understanding of Nietzsche’s “anti-democratic” pedagogy. Ultimately, I argue that while Nietzsche’s educational philosophy is not egalitarian, it can be effectively utilized in “democratic” classrooms, assuming his concept of self-overcoming is properly construed. (shrink)

Name der Zeitschrift: Kierkegaard Studies Yearbook Jahrgang: 2013 Heft: 1 Seiten: 217-242.

Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of economic subjectivity, philosophy might be welcome as an ancillary technique for enhancing problem-solving skills or helping students to think more logically. If, on the other hand, teachers (...) are concerned to promote education as the development of independent thought beyond the realm of instrumental utility, then philosophy is a vital, and potentially critical, engagement with power, with the way schools function, and more generally with society and its government. With reference to some recent policy moves in education, this article argues that the focus on the economic productivity of education is intensifying, and that as educational institutions become more heavily regulated and monitored, there is little provision for, or toleration of, any form of structural criticism, philosophical or otherwise. The conclusion is that philosophy may have an explicit place within the existing school programmes, but that any philosophy which provides a basis for fundamental change in our patterns and expectations of schooling is likely to be undermined. Commitment to critical philosophy becomes, then, a surreptitious activity on the part of individual teachers, operating outside the official curriculum and frustrated by increasing surveillance and demands for accountability. (shrink)

Not only do the writings of Nietzsche – early and late – fail to support the pedagogy of self-reformulation, this doctrine embodies what for him is worst in man and would destroy that which is higher. The pedagogy of self-reformulation is also incoherent. In contrast, Nietzsche offers a fruitful and comprehensive theory of education that, while non-democratic and contemptuous of egalitarian aspirations, emerges consistently from his metaphysics and philosophical anthropology. Whatever, then, we might think of his premises, Nietzsche’s philosophy of (...) education represents an attractive model for those who would develop a meaningful, distinctive, and persuasive educational theory. It defines a domain of the possible and then straightforwardly states what is and is not to be done within it – and why. (shrink)

As we have seen, the crucial step in Nietzsche’s argument for his early doctrine is summed by in the following remark: ‘If we are forced to comprehend all things only under these forms, then it ceases to be amazing that in all things we actually comprehend nothing but these forms’ (1979, pp. 87–8). Before eventually learning to be suspicious of it, Nietzsche spends a good deal of time wondering instead what it would mean to live with the conclusion that (what (...) he calls) “the Kantian philosophy” apparently thus forces upon one, if one allows oneself to take this step. The different ways of living with its implications that Nietzsche goes on to distinguish in his early writings play an important role in his own subsequent retrospective understanding of the stations of the dialectic through which his thought had to traverse in its movement towards his mature perspectivism. Nietzsche contrasts these, in turn, with different possible versions of stage-two perspectivism. It is these finer discriminations that Nietzsche makes among the possible ways of occupying the second and third stages of the dialectic that will briefly concern us in this part of the paper. (shrink)

Velleman, MacIntyre, and others have argued for the compositional view that lives can be other than equally good for the person who lives them even though they contain all and only the same moments, and that this is explained by their narrative structure. I argue instead for explanation by self-realization, partly by interpreting Siegfried Sassoon’s exemplary life-narrative. I decide between the two explanations by distinguishing the various features of the radial concept of narrative, and showing, for each, either that self-realization (...) is just as good an account, or that we should prefer the self-realization account, of the composition it is supposed to explain. I conclude that, if the shape of a life matters, it matters because some shapes are self-realizations, not because they are narratives. (shrink)

There is a pressing need to think the Heidegger affair. There are several states of urgency, and thus the affair is not the exclusive province of the political or politics. There is an urgency of thought.1A union of state and philosophy can make sense only if philosophy promises to be unconditionally useful to the state, that is to say, to set usefulness to the state higher than the truth. It would be splendid of course for the state if it also (...) had truth in its pay and service; but the state itself well knows that it is part of the essence of truth that it never accepts pay or stands in anyone's service. 2. (shrink)

Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self‐affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...) to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. (shrink)

Friedrich Nietzsche’s contribution to philosophy is mostly recognized in relation to moral philosophy. His distinction of master and slave morality, critique of the Judeo-Christian morality is what is commonly considered as the main contribution of his philosophy. How-ever, on the other hand, his examination of metaphysics and epistemology comprises fun-damental constituents to apprehend his philosophy. Accordingly, it can be said, Nietzsche’s approach towards morality and politics is a demonstration of his analysis of metaphysics and epistemology. Since the construction of metaphysical (...) and epistemological grounds precedes the construction of ethical systems, the critique of morality is presupposed by the critique of its metaphysical and epistemological foundations. Therefore, the focus of this paper will not be Nietzsche’s critique of morality and politics. Rather, it will critically examine his criticism of the metaphysical and epistemological ba-sis that by virtue of their structural fundamentality acquired the generative potential of values (moral, political, economic, etc.). In view of that, by exposing the vitality of Nie-tzsche’s critique in his discourse on nihilism, the analysis will try to claim the conceptual centrality of nihilism in his philosophy. Furthermore, assert the possible understandability of his critique and discourse, which is mostly concentrated on the advent of European ni-hilism and its countermovement. (shrink)

The inflammatory and elitist language Nietzsche uses in Beyond Good and Evil to describe the relationship between the ruling class and the underclass is often read as hyperbolic, and attempts are often made in the secondary literature to spare him the appearance of advocating gratuitous exploitation. This thesis challenges the assumption that Nietzsche is speaking hyperbolically in the passages in question. It argues in fact that the descriptive project Nietzsche undertakes in Beyond Good and Evil requires the prima facie radical (...) exploitation it puts forward. The central aim of the thesis is to situate his description of human exploitation within the broader framework of a perfectionistic account the conditions of human advancement. (shrink)

Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or (...) change an expression that is unacceptable or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different. The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting. The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction. The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy. (shrink)

A small subsection of the literature on Nietzsche’s political philosophy focuses on a key passage that appears in the sixth section of “Schopenhauer as Educator.” In this passage, Nietzsche claims that the individual’s life attains its highest value by living for the benefit of humanity’s rarest and most valuable specimens. Some philosophers, like John Rawls and Thomas Hurka, take this passage to be sufficient evidence of a larger commitment on Nietzsche’s part to aristocracy. Others oppose Rawls’ and Hurka’s interpretations, claiming (...) that this key passage is evidence of a commitment to democracy. However, both sides are incorrect. This particular section of “Schopenhauer as Educator” is actually evidence of Nietzsche’s commitment to divorcing cultural institutions from the influence of states in toto. I explain why Nietzsche is committed neither to aristocracy nor to democracy, and how the passage from “Schopenhauer as Educator” commits Nietzsche to a post-political position. (shrink)

This thesis examines Nietzsche's philosophy as a response to Kant. I show that Kant, as interpreted by Nietzsche, dissociates epistemology and metaphysics. According to Nietzsche, the consequence of this dissociation is the collapse of Kant's transcendental epistemology into a sceptical idealism, which disables the making of positive metaphysical claims about the nature of reality. I argue that Nietzsche overcomes the dissociation of epistemology and metaphysics by rejecting Kant's distinction between constitutive, empirical knowledge and regulative, metaphysical belief. Furthermore, I show that (...) Nietzsche rejects, what he considers to be, Kant's formalistic constitutive epistemology in favour of a regulative and interest-directed account of knowledge. I argue that Nietzsche adopts an internal realist epistemology that stipulates that our epistemic claims must be justified from within our perspectival practices of justification but that such claims must be subject to a realist constraint. Moreover, I propose that Nietzsche is justified, from within these epistemic parameters, in putting forward metaphysical claims about the nature of reality. The thesis is structured in four chapters. Chapter one examines Nietzsche's appropriation of Kant. Chapter two takes up the issue of Nietzsche's perspectivism in the context of his concerns with the issues of justification and truth. The penultimate chapter examines the emergence of Nietzsche's internal realism in his early writings. Finally, chapter four examines Nietzsche's will to power thesis where I contend that the metaphysics of the will to power is both facilitated by and compatible with his perspectivism. (shrink)

The consumerist lifestyle of modernity has had a detrimental impact on the environment. In part, this is supposed by the traditional philosophical conceptualisation of subjectivity, which privileges human subjects from surrounding objects. Concern over our attitude to the environment has been present from the beginning of civilisation and particularly since the emergence of the industrial revolution. This thesis traces a genealogy of these concerns, from the Romantics, to 20th century philosophers such as Heidegger, through the political movements of the 1960-1980s (...) and the recognition of pollution, resource depletion and climate change by pan global organisation from the 1980s to the present day. The changes in epistemology in the wide context of society have influenced the way environmental education has emerged. Philosophy informs the way we understand subjectivity, language, pedagogy, curriculum, and our understanding of the environment. Education also operates in a political context, and the concepts that inform policies permeate educational institutions. Heidegger’s philosophy engages with the scope of the environmental problem, offers a critique of modernity, develops a new conceptualisation of subjectivity and the relationship between humanity and Being, and an analysis of the impact modern technology has mediating that relationship. Heidegger began to develop his ideas on technology during the period between World Wars, in Germany in the 1920s and 1930s. His philosophy was influenced by the Romantic Volk movement, and the ideas of Nietzsche, Spengler and Jünger. The tense political surroundings have influenced his thinking, in both constructive and detrimental ways. Heidegger remains one of the most influential philosophers to engage with the framework of technological modernity and its constraints on human subjectivity, and our way of relating to the earth. He challenges traditional ontology and epistemology. He raises the status of poetry from mere lyrical wordplay to means of developing a more authentic relationship between beings and Beings. I make a critical analysis of his philosophy, to distinguish the elements that remain inherently conservative and nationalistic from those that are immanently helpful in throwing light on the dilemma of modern life, and the escalating problem of environmental devastation. (shrink)

Despite their differences, Ludwig Wittgenstein, Ralph Waldo Emerson, and Leo Strauss share two key philosophical commitments. They recognize that philosophy cannot establish or discover a conceptual structure to which one might appeal to justify what one says. And they agree that the task of philosophical writing is to convey a way of thinking set apart from that which seeks to establish or discover conceptual structures. Yet each knows that his writing, in the absence of a universal ground of appeal, will (...) mostly fail to convey that way of thinking, and so will be, to that extent, esoteric. What differentiates them is their rendering of philosophy's inherent esotericism. -/- Wittgenstein's late interest in aspect-seeing and aspect-blindness grows out of his well-documented despair that his writing would fall before uncomprehending eyes. The correlation here rests on noticing, contra Stephen Mulhall, that Wittgenstein's aspect-seeing remarks are inspired by aesthetic matters, not least by the 'subjective universality' of aesthetic judgments. Indeed, Wittgenstein's appeals to grammatical criteria are rightly understood, not as appeals to rules in a game, but as cousin to the form of justification in aesthetics. But then, as in aesthetic justification, there may be no reason for a speaker's inability to convey to another the connections he or she may see. Emerson, whose approach to writing comes into view alongside parallel strategies in jazz and film, begins with the fact that he can write the way he does---relying on the transformative possibilities of words whose multiple meanings he acquired the way anyone does---and concludes that no one is precluded from finding in his writing a model for transforming thinking. Strauss begins with the fact that esoteric writing works the way it does---conveying the writer's true thoughts to some while withholding them from the majority---and concludes that such writing reveals a natural order of rank among readers. Yet nothing in the nature of writing philosophy as Strauss understands it compels one, in the end, to accept Strauss's conclusion. (shrink)