Nineteenth-century German classical philology underpins many structures of the modern humanities. In this book, Constanze Güthenke shows how a language of love and a longing for closeness with a personified antiquity have lastingly shaped modern professional reading habits, notions of biography, and the self-image of scholars and teachers. She argues that a discourse of love was instrumental in expressing the challenges of specialisation and individual formation (Bildung), and in particular for the key importance of a Platonic scene of (...) learning and instruction for imagining the modern scholar. The book is based on detailed readings of programmatic texts from, among others, Wolf, Schleiermacher, Boeckh, Thiersch, Dilthey, Wilamowitz and Nietzsche. It makes a case for revising established narratives, but also for finding new value in imagining distance and an absence of nostalgic longing for antiquity. (shrink)

Several recent studies have returned to the famous controversy over the reception of Nietzsche’s Birth of Tragedy from the Spirit of Music. By reinterpreting it within the immediate context of Germany in the early 1870s, James Whitman understands this controversy as a Methodenstreit within Classical Philology and James I. Porter claims that, through this controversy, Nietzsche developed an extensive critique of modern culture. I contend that Nietzsche’s reaction to the scholarly rejection of his first publication resulted in no (...) immediate response on his behalf; rather, it led to three years of intense rethinking and strengthening of the position he took in The Birth of Tragedy. This is evidenced in his early published essays and notebooks of 1872–1875. From the first readers of these early notebooks, Karl Schlechta and Anni Anders, to its most recent interpreters, Richard T. Grey and Alexander Nehamas, these scholars are unanimous in understanding them as Nietzsche’s attempt to work through.. (shrink)

. Bildung and the historical and genealogical critique of contemporary culture: Wilhelm von Humboldt’s neo-humanistic theory of Bildung and Nietzsche’s critique of neo-humanistic ideas in classical philology and education. Educational Philosophy and Theory: Vol. 50, Bildung and paideia. Philosophical models of education, pp. 662-671.

Werner Jaeger's seventieth birthday is marked by this well-deserved Festschrift containing some thirty articles by colleagues and students as well as a list of Jaeger's publications. Of special interest are Leonard Woodbury's "Parmenides on Names," Friedrich Solmsen's "Aristotle and preSocratic Cosmogony," and Joshua Whatmough's reading of νόησις νοήσεως as a superlative.--R. P.