This classic is the benchmark against which all modern books about Nietzsche are measured. When Walter Kaufmann wrote it in the immediate aftermath of World War II, most scholars outside Germany viewed Nietzsche as part madman, part proto-Nazi, and almost wholly unphilosophical. Kaufmann rehabilitated Nietzsche nearly single-handedly, presenting his works as one of the great achievements of Western philosophy. Responding to the powerful myths and countermyths that had sprung up around Nietzsche, Kaufmann offered a patient, evenhanded account of his (...) life and works, and of the uses and abuses to which subsequent generations had put his ideas. Without ignoring or downplaying the ugliness of many of Nietzsche's proclamations, he set them in the context of his work as a whole and of the counterexamples yielded by a responsible reading of his books. More positively, he presented Nietzsche's ideas about power as one of the great accomplishments of modern philosophy, arguing that his conception of the "will to power" was not a crude apology for ruthless self-assertion but must be linked to Nietzsche's equally profound ideas about sublimation. He also presented Nietzsche as a pioneer of modern psychology and argued that a key to understanding his overall philosophy is to see it as a reaction against Christianity. Many scholars in the past half century have taken issue with some of Kaufmann's interpretations, but the book ranks as one of the most influential accounts ever written of any major Western thinker. Featuring a new foreword by Alexander Nehamas, this Princeton Classics edition of Nietzsche introduces a new generation of readers to one the most influential accounts ever written of any major Western thinker. (shrink)

This volume provides basic writings of Dostoevsky, Kierkegaard, Nietzsche, Rilke, Kafka, Ortega, Jaspers, Heidegger, Sartre, and Camus, including some not previously translated, along with an invaluable introductory essay by Walter Kaufmann.

A most sensible exposition of Nietzsche's philosophy.

Originally published in 1959, The Faith of a Heretic is the most personal statement of the beliefs of Nietzsche biographer and translator Walter Kaufmann. A first-rate philosopher in his own right, Kaufmann here provides the fullest account of his views on religion. Although he considered himself a heretic, he was not immune to the wellsprings and impulses from which religion originates, declaring it among the most vital and radical expressions of the human mind. Beginning with an autobiographical prologue that (...) traces his evolution from religious believer to "heretic," the book touches on theology, organized religion, morality, suffering, and death—all examined from the perspective of a "quest for honesty." Kaufmann also subjects philosophy's faith in truth, reason, and absolute morality to the same heretical treatment. The resulting exploration of the faiths of a nonbeliever in a secular age is as fresh and challenging as when it was first published. In a new foreword, Stanley Corngold vividly describes the intellectual and biographical milieu of Kaufmann’s provocative book. (shrink)

Many scholars in the past half century have taken issue with some of Kaufmann's interpretations, but the book ranks as one of the most influential accounts ever ...

In a quest for honesty, Kaufmann argues against organized religion and presents his own views on the meaning of faith, morality, theology, suffering, and death.

Some biographical remarks and philosophical questions within philosophy for children -- Celebrating thirty years of philosophy for children -- Good-bye to Matthew Lipman (and Ann Margaret Sharp) -- The politics of formation : a critique of philosophy for children -- Philosophy at public schools of Brasilia, DF -- (Some) reasons for doing philosophy with children -- Philosophizing with children at a philosophy camp -- Does philosophy fit in Caxias? A Latin American project -- Philosophy as spiritual and political exercise in (...) an adult literacy course. (shrink)

In these studies of the relationships between poetry, religion, and philosophy, and of the background and development of existentialism, Walter Kaufmann has produced a book which is challenging and important on many different levels. --.

In Latent Semantic Analysis (LSA) the meaning of a word is represented as a vector in a high‐dimensional semantic space. Different meanings of a word or different senses of a word are not distinguished. Instead, word senses are appropriately modified as the word is used in different contexts. In N‐VP sentences, the precise meaning of the verb phrase depends on the noun it is combined with. An algorithm is described to adjust the meaning of a predicate as it is applied (...) to different arguments. In forming a sentence meaning, not all features of a predicate are combined with the features of the argument, but only those that are appropriate to the argument. Hence, a different “sense” of a predicate emerges every time it is used in a different context. This predication algorithm is explored in the context of four different semantic problems: metaphor interpretation, causal inferences, similarity judgments, and homonym disambiguation. (shrink)

This book explores the idea of a childlike education and offers critical tools to question traditional forms of education, and alternative ways to understand and practice the relationship between education and childhood. Engaging with the work of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the development of a philosophical framework for the pedagogical idea at the core of the book, that of a childlike education.Divided into two parts, the book introduces innovative ideas through philosophical argument (...) and discussion, challenging existing understandings of what it means to teach or to form a child, and putting into question the idea of education as a process of formation. The first part of the book consists of a dialogue with a number of interlocutors in order to develop an original conception of education. The second part presents the idea of a childlike education, beginning with a discussion of the relationships between childhood and philosophy, and followed by a critique of the place of philosophical experience in a childhood of education. Instead of asking how philosophy might educate childhood, this book raises the question of how childhood might educate philosophy. It will be of key value to researchers, educators and postgraduate students in the fields of education and the human sciences. (shrink)

Modern philosophy, unlike medieval philosophy, begins with man. Bacon and Descartes repeated the feat of Socrates and brought philosophy down to earth again ...

The continuing discovery of important Hegel manuscripts and advances in the criticism of Hegel's works have set the stage for a major reevaluation of one of the greatest philosophers of all time. This volume constitutes the comprehensive reinterpretation of Hegel that has long been needed.The first chapters are devoted to the influences of other German philosophers on Hegel, his early publication as they are relevant to his later writings, and his Phenomenology--in itself and as a key to understanding his terminology (...) and dialectic. Examined next are the further elaboration of his thought in Logic; his famous system, as presented in various editions of the Encyclopedia; and his little-known views on history. A final chapter details in letters and contemporary reports Hegel's intellectual development. (shrink)

This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education. Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state that constitutes a significant part of being human as well as the (forgotten) dimension of the world itself.

We argue that word meanings are not stored in a mental lexicon but are generated in the context of working memory from long-term memory traces that record our experience with words. Current statistical models of semantics, such as latent semantic analysis and the Topic model, describe what is stored in long-term memory. The CI-2 model describes how this information is used to construct sentence meanings. This model is a dual-memory model, in that it distinguishes between a gist level and an (...) explicit level. It also incorporates syntactic information about how words are used, derived from dependency grammar. The construction of meaning is conceptualized as feature sampling from the explicit memory traces, with the constraint that the sampling must be contextually relevant both semantically and syntactically. Semantic relevance is achieved by sampling topically relevant features; local syntactic constraints as expressed by dependency relations ensure syntactic relevance. (shrink)

The continuing discovery of important Hegel manuscripts and advances in the criticism of Hegel's works have set the stage for a major reevaluation of one of the greatest philosophers of all time. This volume constitutes the comprehensive reinterpretation of Hegel that has long been needed.The first chapters are devoted to the influences of other German philosophers on Hegel, his early publication as they are relevant to his later writings, and his Phenomenology--in itself and as a key to understanding his terminology (...) and dialectic. Examined next are the further elaboration of his thought in Logic; his famous system, as presented in various editions of the Encyclopedia; and his little-known views on history. A final chapter details in letters and contemporary reports Hegel's intellectual development. (shrink)

Walter applies the methodology of neurophilosophy to one of philosophy's centralchallenges, the notion of free will. Neurophilosophical conclusions are based on, and consistentwith, scientific knowledge about the brain and its functioning.

The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual experiences of (...) philosophy in classrooms with children and students in an adult literacy class. This narrative is concerned with the latter aspect of the project, more specifically experiences working with adult students practicing philosophy. The thirty students and three teachers involved in the course do not study the history of philosophy, nor do they create philosophical systems or theories. Rather they participate in a philosophical experience that might best be able to understand by examining Pierre Hadot’s concept of philosophy “as a way of living”. (shrink)

The description for this book, Critique of Religion and Philosophy, will be forthcoming.

This book develops a bold poetics based on the author's critical reexamination of the views of Plato.

O presente texto narra uma experiência de formação de alfabetizadores de jovens e adultos: uma alfabetização filosófica de 40 horas com 300 alfabetizadores em julho de 2022, como primeira etapa do Programa “Supera RN” em Pau dos Ferros, dentro da Política de Superação do Analfabetismo do Estado do Rio Grande do Norte (RN). O texto tematiza em que sentido a experiência de Alfabetização filosófica se inspira e ao mesmo tempo se diferencia do curso de Alfabetização oferecido por Paulo Freire em (...) Angicos em 1963. Inspirado na curiosidade e no compromisso de Paulo Freire com os esfarrapados do mundo, o conceito “alfabetização filosófica” propõe uma formação experiencial sustentada nas seguintes disposições: escutar atentamente o mundo humano e não humano que nos rodeia; pensar juntos com cuidado e calma; relacionarmo-nos cooperativa e não competitivamente com as ideias das outras pessoas; perguntarmo-nos, colocando em questão, nossa vida e a maneira como nos relacionamos com ela, num tempo especial, singular, suspendido; conversar como iguais na busca de enfrentar as exigências de nossa comunidade; inventar novas formas de estar com outras e outros. O texto apresenta como essas disposições foram pensadas e praticadas durante a alfabetização filosófica em Pau dos Ferros, RN, através de cinco princípios (perguntar; escutar; tempo de infância; igualdade; pensar juntos) e lança algumas perguntas sobre possíveis desdobramentos da alfabetização filosófica no campo de formação de professores. (shrink)

In these studies of the relationships between poetry, religion, and philosophy, and of the background and development of existentialism, Walter Kaufmann has produced a book which is challenging and important on many different levels. --.

In lieu of an abstract, here is a brief excerpt of the content:Nietzsche in the Light of his Suppressed Manuscripts WALTER KAUFMANN SINCE THE EIGHTEEN-NINETIES there has been considerable discussion about the adequacy of the editing of Nietzsche's late works, and occasionally bitter polemics about suppressed material have appeared in German newspapers and periodicals as well as in a few books. In the mid-fifties the controversy was revived in the wake of a new three-volume edition of Nietzsche's works, edited (...) by Karl Schlechta, ~ but the acrimonious debate was not very illuminating, and the sensational claims that traveled across the ocean were largely misleading. More and more often it was asked how reliable our printed texts are; also, what new revelations may be expected from unpublished manuscripts. I shall try to answer both questions. The discussion will revolve largely around a recent German work by Erich F. Podach 2 who makes sensational claims about The Antichrist and, above all, Ecce Homo, and who wants to supersede all previous editions of these works, including Schlechta's. 3 II Erich Podach holds a unique place in the Nietzsche literature: nobody else has contributed five genuinely important books. Yet Podach is not a philosopher, and he has never shown any profound understanding of Nietzsche 's thought. The point is that all of his books make use of unpublished documents. His study of Nietzsches Zusammenbruch (1930) was translated i Werke in drei Biinden (Munich: Carl Hanser Verlag, 1954-1956), 1282, 1276, and 1476 pp..2Friedrich Nietzsches Werke des Zusammenbruehs (Heidelberg: Wolfgang Rothe Verlag, 1961), 432 pp. and 24 plates with 29 facsimiles of MS pages. 3My article was completed before two reviews of Podach's book appeared in The Philosophical Review, April 1964, pp. 282-285, and in The Journal ot Philosophy, April 23, 1964, pp. 286-288. Both reviews are by Henry Walter Brann; both accept uncritically Podach's editing and Podach's claims; and both add original errors. Brann says that Podach tells "the amazing story of the most brazen literary fraud committed in recent times," and he quotes Podach as saying that "Nietzsche is the most brazenly falsified figure of recent literary and cultural history with regard both to his life and to his works." (The last sentence is rendered into smoother English in The Philosophical Review, and the two reviews arc altogether slightly different.) I shall try to show how Podach and Brann themselves have contributed to this "amazing story" by trying to convince us that one of Nietzsche's best hooks was not written by him. [2051 206 HISTORY OF PHILOSOPHY into English in 1931. Gestalten um Nietzsche (1932) 4 is his most interesting book and deserves to be translated: it offers chapters on Nietzsche's mother, Rohde, Gast, Bernhard and Elisabeth F6rster (Nietzsche's sister and her husband), and Julius Langbehn. In 1937 Podach published Der kranke Nietzsche : Briefe seiner Mutter an Franz Overbeck, and after that Friedrich Nietzsche und Lou Salom& All of these volumes are important for the biography of Nietzsche. The fifth book aims to offer philologically reliable texts of Nietzsches Werke des Zusammenbruchs, i.e., Nietzsche contra Wagner, Der Antichrist, Ecce Homo, and Dionysos-Dithyramben. All of these were first published after Nietzsche had become insane (in January, 1889), and while no philosophically important changes were made, the early editors were not greatly concerned about philological exactitude. Nietzsche contra Wagner, for example, as published first in 1895 and reprinted many times since, differs quite strikingly from the final version of which Nietzsche himself was reading proofs in January, 1889, when he collapsed. Yet a very few copies of the original version were actually printed in 1889. This version contained a third chapter, "Intermezzo," deleted in 1895 and ever since, and this, a page and a half long, ended with the poem variously called, in later collections of Nietzsche's verse, "Venice" or "Gondola Song." The reason for this omission was not at all sinister. Nietzsche was working on several books late in 1888. Initially, this section formed part of Ecce Homo; then he inserted it in Nietzsche contra Wagner; then he wrote his publisher that after all he preferred to move it back into Ecce Homo; but when soon thereafter he received proofs of... (shrink)

In this compilation the editor presents a revision of Walter Kaufmann's Philosophic classics, originally published in 1961 in 2 volumes, with added separate volumes on medieval philosophy and on nineteenth- and early twentieth-century philosophy.

Assertion plays a crucial dual role in Frege's conception of logic, a formal and a transcendental one. A recurrent complaint is that Frege's inclusion of the judgement-stroke in the Begriffsschrift is either in tension with his anti-psychologism or wholly superfluous. Assertion, the objection goes, is at best of merely psychological significance. In this paper, I defend Frege against the objection by giving reasons for recognising the central logical significance of assertion in both its formal and its transcendental role.

This conversation offers a discussion of the meaning, sense and social function of school, both as an institution and as a time-space for the practice of schole . It also discusses the different types of Greek time : Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of collectivity. Schole is, as aion or childhood, a further emergence, a radicalization of school as an experimental zone of subjectivity and of (...) collectivity. The source of this radicalization is philosophy, to the extent that the philosophical impulse turns us inward upon ourselves in the interest, not of techniques for the enhancement of productive time, but of an emergent new brain: in the interest of new values, new sensibilities, new capacities, new connections, new centers of meaning, new bodies. Today we are in a global situation—the situation of late capitalism and late empire—in which school turns upon and ruthlessly suppresses schole, which distorts their relation almost beyond recognition. There is a struggle between school as a more efficient, far-reaching vehicle for the technical transformation of the chore curriculum, and schole as utopia. The paper also examines the place of childhood in educational discourse, and some critiques of the practice of community of philosophical inquiry in schools are considered as well as the role of questions and questioning in both philosophy and schooling. Finally, it problematizes the role of philosophy in school and in scholé: if the role of philosophy in schole is an active one, even an activist one, then the role of the child in producing dikaiosyne in school as scholé should be no less active. The conversation ends with some questions: in what way is the philosophical life preferable to the political life? Why are the politics of philosophy worth any more than the politics of the political order? (shrink)

O presente texto narra uma experiência de formação de alfabetizadores de jovens e adultos: uma alfabetização filosófica de 40 horas com 300 alfabetizadores em julho de 2022, como primeira etapa do Programa “Supera RN” em Pau dos Ferros, dentro da Política de Superação do Analfabetismo do Estado do Rio Grande do Norte (RN). O texto tematiza em que sentido a experiência de Alfabetização filosófica se inspira e ao mesmo tempo se diferencia do curso de Alfabetização oferecido por Paulo Freire em (...) Angicos em 1963. Inspirado na curiosidade e no compromisso de Paulo Freire com os esfarrapados do mundo, o conceito “alfabetização filosófica” propõe uma formação experiencial sustentada nas seguintes disposições: escutar atentamente o mundo humano e não humano que nos rodeia; pensar juntos com cuidado e calma; relacionarmo-nos cooperativa e não competitivamente com as ideias das outras pessoas; perguntarmo-nos, colocando em questão, nossa vida e a maneira como nos relacionamos com ela, num tempo especial, singular, suspendido; conversar como iguais na busca de enfrentar as exigências de nossa comunidade; inventar novas formas de estar com outras e outros. O texto apresenta como essas disposições foram pensadas e praticadas durante a alfabetização filosófica em Pau dos Ferros, RN, através de cinco princípios (perguntar; escutar; tempo de infância; igualdade; pensar juntos) e lança algumas perguntas sobre possíveis desdobramentos da alfabetização filosófica no campo de formação de professores. (shrink)