Showing posts with label philosophy. Show all posts
Showing posts with label philosophy. Show all posts

4.2.26

The Fate of the Novel: A Reading of Ian Watt’s Formal Realism

The Fate of the Novel

What follows is a long-form reading of Ian Watt’s idea of “formal realism”: the narrative method by which the modern novel embodies the contingencies of lived experience. Starting with Defoe, Richardson, and Fielding, posts trace how private reading, proper names, and a new sense of time reshape what fiction can claim about reality—and how those claims intersect (and sometimes clash) with philosophy, from Plato’s quarrel with poetry to modern debates about knowledge and selfhood.
How modern is the novel?

Formal Realism

To call the novel “new” is to recognise that the modern sense of novel crystallised in the early eighteenth century, when writers such as Daniel Defoe, Samuel Richardson and Henry Fielding developed long fictional narratives that departed from romance and epic conventions[5]. Ian Watt credits these authors with inaugurating a literary form that we still call the novel, but his interest lies less in their social circumstances than in the philosophical implications of their work. Watt argues that the fate of the novel hinges on its association with formal realism, a term he coins to describe the narrative method by which the novel embodies the circumstantial contingencies of life. The heart of this essay is to examine what novels can say about reality, how they shape our reading experience, and whether they are compatible with philosophical inquiry. Watt’s distinction between literary form and philosophy is often overstated—he never writes, as has been claimed, that “philosophy is one thing and literature is another.” Nevertheless, his analysis invites reflection on Plato’s banishment of poets from the Republic and the struggle to reintegrate imaginative literature into philosophical discourse.

The novel cannot be a direct observation of the world; it cannot mirror Kant’s noumenal thing‑in‑itself. Instead, it constructs a claim on reality through narrative. Like the lyric or the play, it is bound to storytelling, yet it is a modern invention that asserts the autonomy of the subject over the epic’s reliance on divine decree. For Watt, what distinguishes the novel is not its subject matter but the way it presents reality. He notes that the novel raises “the problem of the correspondence between the literary work and the reality which it imitates,” an epistemological question that philosophers are well suited to analyse[2]. By focusing on how novels organise words to evoke a world, Watt shifts attention from mimetic accuracy to the form’s underlying logic. This emphasis aligns the novel with modern thought that emphasises individual access to truth and the correspondence between words and things.

The Experience of Reading Novels

According to Watt, the novel promises the closest correspondence between life and art; its formal realism overwhelms earlier narrative forms. Homer’s epics contain flashes of everyday detail, but such realism is rare, whereas the novel devotes itself to the circumstantial. This shift matters because it signals a new reading experience. The epic was part of an oral tradition: in ancient Greece, bards and rhapsodes performed poems like the Iliad and the Odyssey aloud, sometimes with musical accompaniment[6]. By contrast, the novel is read in solitude. While prose fiction long predates the eighteenth century—Satyricon was written centuries before Moll Flanders—the rise of the novel is tied to the emergence of silent, private reading. Scholars debate which work counts as the first novel—some cite Cervantes’s Don Quixote (1605), others Chaucer’s Canterbury Tales, Richardson’s Pamela (1740) or Defoe’s Robinson Crusoe (1719)—but the crucial shift is from public storytelling to introspective reading.

The Use of the Proper

One of the novel’s most manageable innovations is its use of proper names. Watt observes that eighteenth‑century novelists began naming characters as individuals rather than types. Proper names are paradoxical: they designate a particular person yet remain arbitrary and potentially shared by others. Hobbes explains the distinction succinctly: a proper name “bringeth to mind one thing only,” whereas universal names recall any one of many[7]. Earlier literature used descriptive or symbolic names—Odysseus (“wrathful”) and Oedipus (“swollen foot”)—that situated characters within mythic archetypes. Novels, however, favour combinations of first and last names that sound realistic and subtly suggest character: Pamela Andrews, Clarissa Harlowe, Robert Lovelace, Mrs. Sinclair and Sir Charles Grandison. Even when an alias such as “Moll Flanders” appears, it carries the weight of a full name. By individualising characters, novelists anticipate Lockean and Humean theories of personal identity, which locate identity in consciousness and memory rather than in fixed essences[3].

Reading and Individuality

Theatre‑goers who attended Sophocles’ Oedipus Rex or Shakespeare’s A Midsummer Night’s Dream already knew the plots; the dramatic form, like the epic, is meant to be performed. The novel, by contrast, invites each reader into a private world. Augustine’s Confessions records his surprise at seeing Ambrose read silently: “when Ambrose read, his eyes ran over the columns of writing and his heart searched out the meaning, but his voice and his tongue were at rest”[1]. Silent reading was not unknown, but it was notable enough for Augustine to comment on it. In medieval and early modern Europe, reading often involved vocalisation; only gradually did silent, introspective reading become common. The novel’s introspection builds on this shift. Novels immerse readers in the particulars of everyday life—bathing, laundry, eating a sour grape, making love on an unmade bed—and linger on the mundane. Charles Dickens’s Great Expectations illustrates this attention to detail when Pip traces his fingers over the raised letters on his parents’ tombstone and imagines their physical presence. Such scenes exemplify the novel’s repudiation of epic universals and its commitment to particularity.

What Realism Is Not

Watt famously contends that the novel’s realism does not reside in the kind of life it presents but in the way it presents it[2]. Historians have sometimes defined realism as fiction depicting the “seamy side” of life—Moll Flanders is a thief, Pamela a hypocrite, Tom Jones a fornicator—but Watt argues that this definition obscures the novel’s originality. Realism, in his sense, is not naturalism, scientific pragmatism or a mere truism that novels are slices of life. Rather, it is a narrative convention that treats the world of the novel as if it were based on evidence given by an eyewitness, emphasising verisimilitude in description, time and space. The novel thus distances itself from both idealised romance and confessional rhetoric; it seeks authenticity through form.

Philosophical Realism, a False Step

Medieval scholastic “realism” held that universals—classes, forms or abstractions—are the true realities, independent of sensory perception. Nominalists challenged this view, arguing that only particulars exist and that universals are names. This scholastic debate seems far removed from the novel’s aesthetic concerns. Watt nevertheless attempts to connect the novel’s rise to modern philosophical realism, suggesting that thinkers such as Locke, Descartes, Aristotle and even Plato share a commitment to truth discovered by the individual through his senses. This grouping is strained. Locke certainly emphasises sensory knowledge and argues that personal identity consists in the continuity of consciousness[3]. Aristotle distinguished between universals and particulars but did not adopt a modern empiricist position. Descartes, however, prioritises rational introspection over sense experience. His famous cogito—“I think, therefore I am”—comes after methodic doubt that suspends reliance on the senses. Aligning Descartes with empiricist realism mischaracterises his dualism and overlooks the idealist elements of his thought. Watt’s invocation of Plato and Aristotle may gesture toward a longer history of debates about universals and particulars, but the connection to the novel remains tenuous.

Why Descartes?

Watt sees in Descartes’ prose style a precursor to the novel’s narrative techniques. The Meditations and Discourse on Method are written in the first person and invite readers to follow an individual’s reasoning. Yet this does not make Descartes a realist in Watt’s sense. Cartesian philosophy predates the novel by a century; its sceptical method locates certainty in the mind rather than in the external world. While Descartes describes his environment—a warm room near a fire, the wax that changes shape—these narrative touches serve philosophical argument rather than imitation of everyday life. Kant’s transcendental philosophy, which mediates between empiricism and rationalism, may align more closely with the novel’s concern for how the mind organises experience. Watt’s attempt to find a direct genealogy from Descartes to Defoe obscures the novel’s more complex intellectual inheritance.

Locke’s theory of personal identity offers a more convincing link between philosophy and the novel. In Book 2, Chapter 27 of An Essay Concerning Human Understanding, Locke defines a person as “a thinking intelligent Being… which can consider itself as the same thinking thing in different times and places” and asserts that “consciousness always accompanies thinking, and ’tis that, that makes everyone to be, what he calls self”[3]. Identity persists as far as consciousness can be extended backwards to past actions and thoughts[3]. Novelists literalise this notion by tracing characters’ memories across time; Hume and later philosophers would complicate this further. Such psychological continuity undergirds the novel’s interest in character development.

The Novel’s Sense of Time

Watt notes that novels conceive time differently from earlier genres: they use past experiences as causes of present actions and discriminate time more minutely. Letters in Richardson’s Pamela and the date headings in Clarissa locate events precisely. Fielding satirises Richardson yet still constructs a coherent time scheme. Novels such as Joyce’s Ulysses or Woolf’s Mrs Dalloway compress a day into a stream of consciousness that evokes the flux of mental life. This differs from the “unity of time” developed by neoclassical critics from Aristotle’s Poetics; the unity of time holds that the action of a play should take place within a single revolution of the sun, roughly twenty‑four hours[4]. The novel, by contrast, is historical by nature; it spans years, even lifetimes, and dwells on memory. Ortega y Gasset calls the novel “sluggish and long” because it imitates the languorous passage of time. Later works such as Marcel Proust’s In Search of Lost Time and W. G. Sebald’s The Emigrants foreground memory and temporality. Sebald intersperses his narratives with photographs; in The Emigrants a train‑track image appears alongside the account of Paul Bereyter’s suicide. These images are not simply illustrations but evoke the punctum of memory—what Roland Barthes describes as the piercing detail. The novel thus integrates temporal flux into its very form.

Conclusion

Space, time, plot and character in the novel work together to create an authentic account of individual experience. Watt shows that eighteenth‑century novelists abandoned traditional plots, epic characters and rhetorical flourishes in favour of detailed description, psychological development and causal coherence[8]. Philosophers likewise turned to the individual—Locke’s consciousness, Hume’s bundle of perceptions, Kant’s transcendental subject. Yet aligning the novel directly with philosophical realism risks oversimplifying both domains. Nominalist scepticism about universals encouraged attention to particulars, but the novel’s realism also stems from commercial print culture, the rise of a reading public and a secular interest in private life. Before the novel, fiction was often praised for its rhetorical beauty rather than its reference to reality; the novel claims verisimilitude by imitating human experience while acknowledging the mediation of language. Plato’s allegory of the cave reminds us that all knowledge is mediated: the novel sits between idealism and realism, neither claiming direct access to reality nor retreating into pure mind. Its fate lies in continuing to explore this middle ground, giving form to the flux of life.

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24.12.23

To Philosophize is to Learn How to Die: Thoughts I Had While Attempting to Clean My Domicile

Exploring life's depths through philosophy while tidying up. Discovering life's value amid chaos and guessing the philosopher—not Nietzsche!

Embracing life’s chaos, rearranging not just my room but perspectives 🌀. Philosophizing from the floor, amidst a mess, because delay syndrome’s real. 🕰️ Understanding death’s inevitability teaches us to value the in-betweens. 🌌 Room’s a mess, but so is life, right? By the way — let me know in the comments if you can identify the philosopher whom I mention in the video. Hint — it's not Friedrich Nietzsche.

2.12.23

Skeeter Explains Kant's Use of the Word "Apodictic" in the Nickelodeon Animated Series Doug


When filmmakers (or in this case - animated television show creators) want to show that a character is super smart, the go-to prop must be a copy of Kant's Critique of Pure Reason! A few weeks ago I posted a video of Lorelei Ambrosia, a villain from the film Superman III, reading Kant's book. In that scene, Lorelei does not read from the book's text, but she does give a glossy summary of transcendental categories that may or may not make sense depending on how you look at it. In the above scene, Doug's friend Skeeter does a pretty good job of explaining Kant's mission to solve the problem of what constitutes a universal foundation for all knowledge!

Here is the transcript* of Doug and Skeeter's conversation on The Critique of Pure Reason:

Doug: [Reading the book's title] Critique of Pure Reason? What's this?


Skeeter: [Tying his shoes] Oh. Just some book. It's pretty cool. 

Doug: [Trying to pronounce the word] The possibility of apodic-, apodic-?

Skeeter: [stressing the pronunciation] Apodicitic!

Doug: Apodictic principles? What's that?

Skeeter: Well. Kant is using the word oddly here because he wants to prove an apriori body of synthetic knowledge is exhibited in the general doctrine of motion .... [soundtrack goes whacky and spoken voice is difficult to discern] .... apriori knowledge can't be reached by empirical processes but apriori [unintelligible] must use strict universality or apodictic certainty ....

[Doug's eyes go into a psychedelic headspin and mathematical equations circle him in vertigo like fashion. We all see a screenshot of Skeeter's bookshelf which also includes Isaac Newton's book The Principia Mathematica. Skeeter's head balloons to suggest that he has a ton of knowledge]. 

[Back to reality] Doug? Doug? Are you OK, man?

Doug: Uh. Yeah. I think I better go.

Skeeter: OK. See ya!

*I had trouble transcribing Skeeter's analysis of Kant but I think I got most of it. The soundtrack becomes muddled between the 35 and 53 seconds mark.
Doug © 1991 Nickelodeon
Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Adult Education, Homeschooler, Not Grade Specific - TeachersPayTeachers.com

1.12.23

Analysis: Freud, Derrida and the Magic Slate

Do you remember playing with a magic slate as a child? Learn how Sigmund Freud uses this device to talk about the unconscious mind.
Photograph of “Iki-piirto” writing pad, a Finnish variety of Printator, known in German language as “Wunderblock”, as described by Sigmund Freud in his essay “A Note upon the ‘Mystic Writing-Pad’” from 1925. This writing aid has allegedly been used in Finnish schools circa 1950s when teaching mathematics, as there is a multiplication table on the backside (not pictured).
A Finnish Version of Freud's Wunderblock.
Do you remember this toy from your childhood? It’s charmingly called a “Magic Slate” or an “Etch-a-Sketch”. In German, the Wunderblock. I had a version of this toy as a kid. The novelty of the apparatus consists in the ability of the pad to retain impressions, such as drawings, and like a normal slate, the impressions can be erased, not by an eraser but by simply lifting the page. Presto. Freud and Derrida loved this thing. Freud liked it because the Magic Slate is a model for the human mind. Psychoanalysis! Derrida liked it because Freud's reading of it seems to suggest the unconscious is inhabited by writing and is prior to speech acts. Deconstruction!
Deconstruction!
The stylus is used to write, scribble, or draw on the transparent plastic sheaf which creates an impression on the middle thin layer. The magic slate I had as a kid was a simple plastic, red stylus. The slate itself was a flimsy plastic backing with the “magic sheaf” part lightly affixed to the backing.

When the sheaf is lifted, the thin papery layer which exists beneath it is erased of its impression. At the bottom, a resinous wax layer exists which retains etched into the resin the residuals, or traces of all the previous impressions.

Freud on the “Magic Slate”
Freud wrote a short seven-page essay called "A Note Upon The Mystic Writing Pad." He wrote the essay to explain his theory of memory via the working apparatus of the Wunderblock. The outer coating represents the protective layer of the mind. The layer protects the mind from too much excitation. Notice if the thin paper layer is torn or contaminated the Wunderblock ceases to work in the same way that trauma can irreparably damage the psyche. The stylus represents a stimulus from the outside world. The papery layer is the conscious mind and the wax resin is representative of the unconscious.

The memory of the present can be erased, but like the mind, retains the impressions in the unconscious. The Wunderblock can both destroy and create.

Freud thought the Magic Slate was the closest machine-toy resembling the human mind. The only difference between the Wunderblock and the human mind is the mind's waxy resin layer can come back and disrupt the psychic life. Notably in dreams and trauma.

Derrida On Freud
Derrida, in an essay called "Freud and the Scene of Writing" was astounded that Freud, as a metaphysical thinker, could have inadvertently stumbled upon a machine that is a metaphor for the techné (production) of memory.

Derrida wonders how Freud could have imagined the Wunderblock to represent the psychic life while not realizing that the fundamental essence of the toy, like the mind, is its reserve of graphical traces, not phonetic signifiers.

17.8.23

Shaping Tomorrow's Citizens: Education, Religion, and Cultural Norms in the Classroom

In this blog post from Stones of Erasmus, I connect philosophical ideas with practical aspects of teaching and societal values. Let's invite reflection on the role of education, the influence of religion, and the importance of cultural norms in shaping the citizens of tomorrow.

The sun may appear small and lightbulb-like to the viewer,
but it's actually a massive fusion-powered
 fireball that sustains life on Earth.


Parity in the Classroom: The Common Gifts of Our Students In every classroom, there lies a hidden world of potential. That gossipy student in the back row? Perhaps a budding playwright, weaving tales for the stage. Our students are not just learners; they are creators, thinkers, and future citizens. The Personal Stance vs. The Professional Stance Education is not just about imparting knowledge; it's a national effort to produce productive citizens. But what does that mean? Producing productive citizens is about nurturing individuals who contribute positively to society and the economy. It's about fostering responsibility, hard work, and a commitment to the common good. It's about developing skills like problem-solving, communication, and teamwork that are vital in today's workforce. The Image of Citizenship: A Reflection of Values What should citizens of a country look like? The nineteenth-century image of the American family was a myth, yet it shaped perceptions. Today, we recognize that there is no one specific way citizens should look. Every individual is unique, bringing their own strengths and perspectives. The goal is to cultivate responsible, engaged members of society who contribute to the common good. Religion and Education: A Complex Relationship "Orderliness is godliness." This saying reflects how we often infuse public education with ideology, including the notion to "pull yourself up by your bootstrap." But do religious influences benefit the school system? The Puritans were able to impose their ideology, but the relationship between religion and education is complex. Some believe that religious values can create moral grounding and community. Others see challenges in separating church and state, ensuring inclusivity for all students. Folkways and Mores: The Fabric of Society Folkways and mores are the threads that weave the social fabric. Folkways are the everyday customs and traditions, while mores are the deeper, moral values that guide a culture. Together, they shape our collective identity. Opinions: The Personal Take on Knowledge An opinion is more than a fleeting thought; it's your unique perspective on what you know. It's a reflection of your understanding, your beliefs, and your individuality.

                                  

4.8.23

A Multiverse of Possibilities: A Review of Matt Haig's 'The Midnight Library'

Dive into our review of 'The Midnight Library' by Matt Haig, a philosophical journey through alternate lives and existential questions.

Haig, Matt. The Midnight Library: A Novel. United States, HarperCollins, 2020.

Matt Haig’s “The Midnight Library” thoughtfully explores life’s choices and regrets. The story centers on Nora Seed, a former philosophy graduate student who now works as a music tutor and store clerk. Nora lives in Bedford, a small town north of London, and is navigating a series of personal tragedies. After contemplating suicide, Nora discovers the Midnight Library, a multiverse realm where she explores the numerous lives she could’ve lived.
How Giphy Imagines the Midnight Library

Haig deftly weaves in meticulous details that grow increasingly significant throughout the narrative. He introduces an array of alternate lives for Nora – a rock star, an Olympic swimmer, a glaciologist, and more, imbuing each with unique existential questions. The novel employs elements of fantasy to pose a provocative question to readers: What if we could live out all our 'what ifs?'

Haig peppers the story with philosophical musings, Nora’s favorite being Henry David Thoreau, inspiring readers to contemplate their own life choices and regrets. The novel offers up copious philosophical tidbits, as this one from Thoreau, “It's not what you look at that matters, it's what you see. You don't have to understand life. You just have to live it.” And this pithy, funny, but pointed quote from David Hume, “But the life of a man is of no greater importance to the universe than that of an oyster.”

24.6.19

Philosophy in the Classroom: Sample Student Work on Plato's Allegory of the Cave (With Thirteen and Fourteen-Year-Old Kids)


Student sample work of an annotated representation of Plato's cave
Sample Work from Mr. Roselli's 8th Grade Ethics Class
Planning an Eighth Grade Ethics Curriculum at a Private School in Queens
I taught the 8th Graders every Tuesday as part of my teaching load this past school year. I teach at a private, independent school in the Jackson Heights neighborhood of Queens. The kids are receptive to learning - albeit a rowdy bunch. The class was split into two. So basically I saw each group every other week. The class was PASS/FAIL and I put a lot of emphasis on student participation, talking, and group work. I uploaded content for them to read and view on Google Classroom so I did not have to spend a lot of time going over the material in class. Here is a short overview of one particular lesson I did (with some student work).

Reading Plato's Allegory of the Cave in a Middle School Ethics Class
We read Plato's cave in class - using a lesson I had created (and which you can access here). The kids were in eighth grade - so they would be thirteen or fourteen years old.

Kids' Understanding of Plato's Ideas
A sample students' work representing Plato's Cave
Students jot down their summary ideas to get the gist.
The one takeaway I noticed with this age group is that they totally "got" the idea of most people's inability to change a mindset and think through a different perspective. I feel like that is indicative of the age group - most kids that age have difficulty understanding and processing different points of view. They recognize others' points of view, but since they are often self-focused and not other-focused, they spend a lot of energy and anxiety over whether or not people "get" their point of view. They desperately want to be understood (which is human). In this example, from student work, I had the kids present their own visual representation of Plato's cave. These three students, Isabel, Ryan, and Hayden, were very much fixated on the idea that enlightenment is pretty much impossible. Notice how they put an exit sign in the cave with the label "unachievable".

Getting Students to Jot Down Their Ideas

The lingo teachers use is "getting the gist". You are not looking for kids to pen a dissertation. But you want students to produce something written in the course of the lesson. The comments they made were original, and I liked how they understood Plato's dual reality theory. It is not an easy concept to get, but they really appreciated it. From a writing perspective, it is vital to get students to jot down their ideas - even if it is a few sentences or even a list of words. It helps the kids solidify their thoughts. And also it helps me, the teacher, to scan for student understanding.

Using Visual Imagery to Make Connections with Students
A teen boy wears a virtual reality headset seated in a dingy room.
After exploring the ideas of the lesson, students can talk about the above image. What do they notice? What do they wonder? Collect the students' responses.

Class: Eighth Grade Ethics / 90 Minute Lesson (you can break it down into two separate 45-minute lessons)
Materials: paper, pencils, pen, handouts of the Allegory of the Cave, Comprehension Questions, Discussion Questions, Entrance, and Exit Tickets
Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Higher Education, Adult Education, Homeschooler, Not Grade Specific - TeachersPayTeachers.com
My TpT store has resources for
middle and high school English teachers


14.8.18

Why I like Fifth Century Thinkers like Socrates and Confucius

Confucius and Socrates Represent a Renaissance of Thought
I was trained to begin with Socrates. But what about Confucius standing next to Socrates? Confucius was Socrates’s contemporary. "They probably never met," you say. A Queens taxi cab driver told me their meeting was possible – how could there have been such a confluence of ideas in both East and West without either Socrates or Confucius never having met? The fifth century before the birth of Jesus of Nazareth was a renaissance of thought. It was a time of emerging thought, of dynamic ideas that would forever change the course of human history.

28.3.18

Lorelei from Superman III (1983) Reads Kant's Critque of Pure Reason

Superman III (1983)
You can read the above clip from Superman III as a dumb blonde joke writ large or as an insightful riff on philosophy. I am guessing it is the former rather than the latter. 

Playing the supposed ditzy lover of the film's villain, Lorelei reveals she is a fan of Immanuel Kant's transcendental philosophy - the eighteenth-century European thinker's idea that he could bring together two schools of thought - empiricism and rationalism. At least that's the general idea of the book Lorelei's caught reading — The Critique of Pure Reason.
Lorelei: How can he say that pure categories have no objective meaning in transcendental logic? What about synthetic unity? 
It looks like Lorelei has stumbled upon the truth of transcendental idealism — that things in themselves cannot really be known in of themselves. Or did she?

1.8.17

"On Evil" - A Brief Reflection on Theodicy

I am not sure how I first became interested in evil. Maybe it was the repetition of the line in grade school from the Lord's Prayer, "deliver us from evil," that first alerted me to the concept. Evil - at least how I conceived the concept then - was something akin to supernatural power. Like a demon with wings. Or a nebulous force á la Freddy Krueger tearing away carpet and bedding (cum bodies) in horror movies. Certainly evil is akin to horror. However, I probably was propping up evil with dramatic flair by honing my focus on demons —  and by contrast, the good on angels. If there are demons, or so my logic foretold - there must be angels.

31.5.15

On Not Being Right in the World

One of the Damned from Michelangelo's fresco "The Last Judgment."
Advice for When You Do Not Feel on Par with Existence:
While we value people who have come through significant challenges, the prevailing opinion among many is that those who are struggling just have not tried hard enough.

However, there is value in not being right in the world.

It does not mean you are not trying to succeed.

Who is Measuring and Why Does it Matter?
Often we are measured by criteria that even those who are setting the criteria don't fully understand.
Image Source: Michelangelo Buonarotti, "The Last Judgment" 1537-1541, The Sistine Chapel, Vatican City

7.2.14

Little Girl Talks about Philosophy


I am not sure if this girl is being coached by an adult, but I thought this was a pretty cool video of a young person attempting philosophical questions.

15.9.13

19 Sayings: From Nietzsche Thinking Intensely (Quotable Nietzsche)

In this post, I select 19 quotable sayings from Friedrich Nietzsche.
Nietzsche Thinking Intensely (image: Flickr/SPDP)

I read "23 Signs You're Secretly an Introvert" in the Huffington Post, and #5 on the list "You've been called 'too intense'" caught my attention. It was accompanied by a nifty drawing of Nietzsche surrounded by a spray of his most quotable quotes in hard-to-read scribble-scratch. I like Nietzsche, so I copied out the quotes, which took some time because the handwriting is atrocious, with the appropriate citations. Nietzsche is very quotable, which is why in Germany, they revere him like the English revere Shakespeare. If anyone knows who created the Nietzsche graphic, let me know.

"It is my ambition to say in ten sentences what others say in a whole book."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Skirmishes of an Untimely Man," Aphorism 51, (1888)

"Is life not a thousand times too short to bore ourselves?"
Beyond Good and Evil, Aphorism 227, (1886)

"Faith: not wanting to know what is true."
The Antichrist, Aphorism 52, (1895)

"In every real man a child is hidden that wants to play.”
Thus Spoke Zarathustra, "On Little Old and Young Women," (1883)

"In music the passions enjoy themselves."
Beyond Good and Evil, Aphorism 106, (1886)

"Idleness is the parent of psychology."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Apothegms and Darts," Aphorism 1, (1888)

"All credibility, all good conscience, all evidence of truth, come only from the senses."
Beyond Good and Evil, Aphorism 134, (1886)

"It is always consoling to think of suicide: in that way one gets through many a bad night."
Beyond Good and Evil. ch. 4, Aphorism 157, (1886)

"Madness is rare in individuals, but in groups, parties, nations and ages it is the rule."

Beyond Good and Evil, "Apothegms and Interludes," Aphorism 156, (1886)

"One should die proudly when it is no longer possible to live proudly."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Skirmishes in War with the Age," Aphorism 36, (1888)

"Plato was a bore."*
*I am unable to find the exact source for this quote. Plenty of sources cite Nietzsche, but none refer to a text.*

"I love those who don't know how to live for today."*

*Again, plenty of sources cite Nietzsche but without giving credit to a text. I did find in Thus Spoke Zarathustra (1883) a slightly similar quote: "I love those that know not how to live except as downgoers, for they are the overgoers."

"For art to exist, for any sort of aesthetic activity to exist, a certain physiological precondition is indispensable: intoxication."
Twilight of the Idols, Or, How to Philosophize with a Hammer, "Roving Expeditions of an Inopportune Philosopher," Aphorism 8, (1888)

"Art is the proper task of life."
The Will to Power, "The Will to Power as Art," Section IV, (1901)

"I cannot believe in a God who wants to be praised at all times."
This quote seems to be a paraphrase of an idea from Thus Spoke Zarathustra (1883)

"Fear is the mother of  all morality." 
Beyond Good and Evil, Aphorism 201, (1886)

"Before the effect believes in different causes than one does after the effect."
The Gay Science, "Cause and Effect," Aphorism 217, (1882)

"If you gaze long into the abyss, the abyss will gaze back into you."

Beyond Good and Evil, Aphorism 146 (1886).

"Is man one of God's blunders? Is God one of man's blunders?"
Twilight of the Idols Or, How to Philosophize with a Hammer, "Maxims and Arrows," Aphorism 7, (1888)

30.1.13

Found Objects: Jean-Paul Sartre Found On Construction Signage

In this post, I look at a sign that is supposed to be one thing, but looked at through the lens of existentialism means something else entirely.

This sign is on a fence meant to direct visitors to the 9/11 Memorial in Lower Manhattan away from construction on the new transportation hub for the PATH train at the World Trade Center Site.

17.9.12

Quotation: Lucretius On Childish Fear


"Our life is one long struggle in the darkness; and as children in a dark room are terrified of everything, so we in broad daylight are sometimes afraid of things that are no more to be feared than the imaginary horrors that scare children in the dark."
Lucretius, De Rerum Natura, Liber Secondus
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