In his early lectures, published as On the Future of Our Educational Institutions, Nietzsche attempts to expose contemporary education as overly extensive and being weakened, and as such, failing to turn pupils and students into men of culture. The aim of my paper is to present a comprehensive consideration of the present condition of democratic educational institutions through Nietzsche's clairvoyantly pessimistic assessment. I enter the discussion through two Nietzschean concepts, levelling and misarchism, which, although not found in the mentioned text (...) explicitly, resonate throughout Nietzsche's 1872 lectures and were to become increasingly important with each subsequent publication. Regardless of the common trend in the so-called Nietzsche studies to analytically strive for and determine the true or the correct interpretation of his works, ideas and concepts, my paper presupposes the inevitable evasiveness of his philosophy, and focuses rather on the very insight of his that can be of great use in seeking answers to the crucial question of the present democratic society: what can be expected of our educational institutions? (shrink)

Although previous treatments of affective injustice have identified some particular types of affective injustice, the general concept of affective injustice remains unclear. This article proposes a novel articulation of this general concept, according to which affective injustice is defined as a state in which individuals or groups are deprived of “affective goods” which are owed to them. On this basis, I sketch an approach to the philosophical investigation of affective injustice that begins by establishing which affective goods are fundamental, and (...) then considers which subsidiary goods—such as freedoms, resources, opportunities, and forms of recognition—may be necessary for the provision of those fundamental affective goods. Drawing from and developing ideas in the extant literature, I argue that two such fundamental affective goods include subjective well-being and emotional aptness. I then show that by analyzing deprivations of the subsidiary goods that enable a person to pursue and attain subjective well-being and emotional aptness, it is possible to shed new light on the cases of affective injustice that have been described in the extant literature, while also identifying other kinds of cases that have not been theorized to the same extent. (shrink)

The current political climate is awash with groups that we might be tempted to label irrational, extremist, hyper-partisan; it is full of echo-chambers, radicalization, and epistemic bubbles. Philosophers have profitably analyzed some of these phenomena. In this essay, I draw attention to a crucial but neglected aspect of our time: the way in which certain groups are fanatical. I distinguish fanatical groups from other types of problematic groups, such as extremist and cultish groups. I argue that a group qualifies as (...) fanatical only if it has features that promote individual fanaticism. But how might a group promote individual fanaticism? I argue that a typical feature of fanatical groups is their tendency to encourage an emotion that philosophers sometimes call “ressentiment,” which differs from ordinary resentment. I explain what ressentiment is, how it can be fostered, and how it can lead to fanaticism. I contend that this account helps us to identify a disturbing and increasingly widespread feature of contemporary social and political groups. (shrink)

This chapter considers the possibility and ethics of collective forgiveness. I begin by distinguishing between different forms of forgiveness to illustrate what it might look like for a collective to forgive that is distinct from the individual and group-based forgiveness of its members. I then consider how emotional models of forgiveness might capture the phenomenon of collective forgiveness. I argue that shortcomings with emotional models suggest that performative and social practice models of forgiveness more plausibly extend to collective forgiveness. I (...) close by exploring a range of moral questions and objections to practices of collective forgiveness. (shrink)