Friedrich_Nietzsche - Untimely_Meditations_(Cambridge_Texts_in_the_History_of_Philosophy__1997)
Friedrich_Nietzsche - Untimely_Meditations_(Cambridge_Texts_in_the_History_of_Philosophy__1997) Friedrich_Nietzsche - Untimely_Meditations_(Cambridge_Texts_in_the_History_of_Philosophy__1997)
On the uses and disadvantages of history for liferobs man of the foundation of all his rest and security, his belief inthe enduring and eternal. Is life to dominate knowledge and science,or is knowledge to dominate life? Which of these two forces is thehigher and more decisive? There can be no doubt: life is the higher,the dominating fo rce, for knowledge which annihilated life wouldhave annihilated itself with it. Knowledge presupposes life and thushas in the preservation oflife the same interest as any creature has inits own continued existence. Thus science requires superintendenceand supervision; a hygiene of life belongs close beside science and oneof the clauses of this hygiene would read: the unhistorical and thesuprahistorical are the natural antidotes to the stifling of life by thehistorical, by the malady of history. It is probable that we who suffe rfrom the malady of history will also have to suffer from the antidotes.But that we suffer from them is no evidence against the correctnessof the chosen treatment.And here I recognize the mission of that youth I have spoken of,that first generation of fighters and dragon-slayers which will precedea happier and fairer culture and humanity without itself havingmore than a presentiment of this fu ture happiness and beauty. Thisyouth will suffer from both the sickness and the antidotes: and nonethelessit will believe itself entitled to boast of a more robust healthand in general a more natural nature than its predecessors, thecultivated 'man' and 'greybeard' of the present. Its mission,however, is to undermine the concepts this present has of 'health'and 'culture' and to excite mockery and hatred against these hybridmonsters of concepts; and the sign that guarantees the superiorrobustness of its own health shall be that this youth can itself discoverno concept or slogan in the contemporary currency of wordsand concepts to describe its own nature, but is only aware of theexistence within it of an active power that fights, excludes anddivides and of an ever more intense feeling of life. One may assenthat this youth does not yet possess culture but for what youthwould this constitute a reproach? One may point to its coarsenessand immoderation - but it is not yet old or wise enough to moderateits claims; above all, it does not need hypocritically to defend afinished culture and it enjoys all the consolations and privileges thatgo with youth, especially the privilege of courageous, unreflectinghonesty and the inspiring consolation of hope.Of these hopeful young people I know that they understand allthese generalities from close personal experience and will translatethem into a teaching intended for themselves; the others may for the121
Untimely Meditationsmoment perceive only covered dishes that might well be empty:until one day they behold with surprise that the dishes are full andthat attacks, demands, life-drives, passions have lain mingled andpressed together in these generalities and that they could not lie thusconcealed for very long. Leaving these doubters to time, whichbrings all things to light, I turn in conclusion to that company of thehopeful to tell them in a parable of the course and progress of theircure, their delivery from the malady of history, and therewith theirown history, up to the point at which they will be sufficiently healthyagain to study history and, to the ends oflife, to employ the past in itsthree senses, namely monumental or antiquarian or critical. At thatpoint they will be more ignorant than the 'cultivated' people of thispresent, for they will have unlearned many things and even have lostall desire so much as to glance at that which these cultivated peoplewant to know most of all; from the point of view of these cultivatedpeople, their distinguishing marks are precisely their 'un culture' ,their indifference and reserve towards much that is of high repute,even towards much that is good. Hut atihis end-point of their curethey will have become human again and have ceased to be merelyaggregates of humanlike qualities - that is something! That is somethingto hope for! Do your hearts not laugh when you hope, youhopeful young people?And how can we attain that goal? you will ask. At the beginning ofa journey towards that goal, the god of Delphi cries to you his oracle:'Know yourself.' It is a hard saying: for that god 'conceals nothingand says nothing, but only indicates, as Heraclitus has said. Whatdoes he indicate to you?There were centuries during which the Greeks found themselvesfaced by a danger similar to that which faces us: the danger of beingoverwhelmed by what was past and foreign, of perishing through'history'. They never lived in proud inviolability: their 'culture' was,rather, fo r a long time a chaos of foreign, Semitic, Babylonian,Lydian, Egyptian forms and ideas, and their religion truly a battle ofall the gods of the East: somewhat as 'German culture' and religion isnow a struggling chaos of all the West and of all past ages. And yet,thanks to that Apollonian oracle, Hellenic culture was no mereaggregate. The Greeks gradually learned to organize the chaos byfollowing the Delphic teaching and thinking back to themselves, thatis, to their real needs, and letting their pseudo-needs die out. Thusthey again took possession of themselves; they did not long remainthe overburdened heirs and epigones of the entire Orient; after hard122
- Page 122 and 123: On the uses and disadvantages of hi
- Page 124 and 125: On the uses and disadvantages of hi
- Page 126 and 127: On the uses and disadvantages of hi
- Page 128 and 129: On the uses and disadvantages of hi
- Page 130 and 131: On the uses and disadvantages of hi
- Page 132 and 133: On the uses and disadvantages of hi
- Page 134 and 135: On the uses and disadvantages of hi
- Page 136 and 137: -IOn the uses and disadvantages of
- Page 138 and 139: On the uses and disadvantages oj hi
- Page 140 and 141: On the uses and disadvantages of hi
- Page 142 and 143: On the uses and disadvantages of hi
- Page 144 and 145: On the uses and disadvantages of hi
- Page 146 and 147: On the uses and disadvantages of hi
- Page 148 and 149: On the uses and disadvantages of hi
- Page 150 and 151: On the uses and disadvantages of hi
- Page 152 and 153: On the uses and disadvantages of hi
- Page 154 and 155: On the uses and disadvantages of hi
- Page 156 and 157: On the uses and disadvantages of hi
- Page 158 and 159: On the uses and disadvantages of hi
- Page 160 and 161: On the uses and disadvantages of hi
- Page 162 and 163: On the uses and disadvantages of hi
- Page 164 and 165: On the uses and disadvantages . of
- Page 166 and 167: On the uses and disadvantages of hi
- Page 168 and 169: On the uses and disadvantages of hi
- Page 170 and 171: On the uses and disadvantages of hi
- Page 174: On the uses and disadvantages of hi
- Page 177 and 178: IIIIIiit,., ;
- Page 179 and 180: Untimely Meditationsbe without this
- Page 181 and 182: Untimely MeditationsAnd that is the
- Page 183 and 184: Untimely MeditationsIithat they are
- Page 185 and 186: Untimely Meditationscovered any par
- Page 187 and 188: Untimely Meditationsthe semi-thinke
- Page 189 and 190: Untimely Meditationsperish and at b
- Page 191 and 192: Untimely Meditationsand their perpe
- Page 193 and 194: Untimely Meditationsthe hieroglyphi
- Page 195 and 196: Untimely Meditationsthat he does no
- Page 197 and 198: Untimely Meditationsible, against t
- Page 199 and 200: Untimely Meditationsevent is a joke
- Page 201 and 202: Untimely Meditationshas to be caugh
- Page 203 and 204: Untimely Meditationsanything of tha
- Page 205 and 206: Untimely Meditationsof all and in t
- Page 207 and 208: Untimely Meditations5But I have und
- Page 209 and 210: Untimely Meditationswhat we all do
- Page 211 and 212: 1'[...Untimely Meditationsrigid but
- Page 214 and 215: Schopenhauer as educatorception and
- Page 216 and 217: Schopenhauer as educatorthe more of
- Page 218 and 219: ---, ISclwpenhauer as educatorappea
- Page 220 and 221: Schopenhauer as educatorthose named
<strong>Untimely</strong> <strong>Meditations</strong>moment perceive only covered dishes that might well be empty:until one day <strong>the</strong>y behold with surprise that <strong>the</strong> dishes are full andthat attacks, demands, life-drives, passions have la<strong>in</strong> m<strong>in</strong>gled andpressed toge<strong>the</strong>r <strong>in</strong> <strong>the</strong>se generalities and that <strong>the</strong>y could not lie thusconcealed for very long. Leav<strong>in</strong>g <strong>the</strong>se doubters to time, whichbr<strong>in</strong>gs all th<strong>in</strong>gs to light, I turn <strong>in</strong> conclusion to that company <strong>of</strong> <strong>the</strong>hopeful to tell <strong>the</strong>m <strong>in</strong> a parable <strong>of</strong> <strong>the</strong> course and progress <strong>of</strong> <strong>the</strong>ircure, <strong>the</strong>ir delivery from <strong>the</strong> malady <strong>of</strong> history, and <strong>the</strong>rewith <strong>the</strong>irown history, up to <strong>the</strong> po<strong>in</strong>t at which <strong>the</strong>y will be sufficiently healthyaga<strong>in</strong> to study history and, to <strong>the</strong> ends <strong>of</strong>life, to employ <strong>the</strong> past <strong>in</strong> itsthree senses, namely monumental or antiquarian or critical. At thatpo<strong>in</strong>t <strong>the</strong>y will be more ignorant than <strong>the</strong> 'cultivated' people <strong>of</strong> thispresent, for <strong>the</strong>y will have unlearned many th<strong>in</strong>gs and even have lostall desire so much as to glance at that which <strong>the</strong>se cultivated peoplewant to know most <strong>of</strong> all; from <strong>the</strong> po<strong>in</strong>t <strong>of</strong> view <strong>of</strong> <strong>the</strong>se cultivatedpeople, <strong>the</strong>ir dist<strong>in</strong>guish<strong>in</strong>g marks are precisely <strong>the</strong>ir 'un culture' ,<strong>the</strong>ir <strong>in</strong>difference and reserve towards much that is <strong>of</strong> high repute,even towards much that is good. Hut atihis end-po<strong>in</strong>t <strong>of</strong> <strong>the</strong>ir cure<strong>the</strong>y will have become human aga<strong>in</strong> and have ceased to be merelyaggregates <strong>of</strong> humanlike qualities - that is someth<strong>in</strong>g! That is someth<strong>in</strong>gto hope for! Do your hearts not laugh when you hope, youhopeful young people?And how can we atta<strong>in</strong> that goal? you will ask. At <strong>the</strong> beg<strong>in</strong>n<strong>in</strong>g <strong>of</strong>a journey towards that goal, <strong>the</strong> god <strong>of</strong> Delphi cries to you his oracle:'Know yourself.' It is a hard say<strong>in</strong>g: for that god 'conceals noth<strong>in</strong>gand says noth<strong>in</strong>g, but only <strong>in</strong>dicates, as Heraclitus has said. Whatdoes he <strong>in</strong>dicate to you?There were centuries dur<strong>in</strong>g which <strong>the</strong> Greeks found <strong>the</strong>mselvesfaced by a danger similar to that which faces us: <strong>the</strong> danger <strong>of</strong> be<strong>in</strong>goverwhelmed by what was past and foreign, <strong>of</strong> perish<strong>in</strong>g through'history'. They never lived <strong>in</strong> proud <strong>in</strong>violability: <strong>the</strong>ir 'culture' was,ra<strong>the</strong>r, fo r a long time a chaos <strong>of</strong> foreign, Semitic, Babylonian,Lydian, Egyptian forms and ideas, and <strong>the</strong>ir religion truly a battle <strong>of</strong>all <strong>the</strong> gods <strong>of</strong> <strong>the</strong> East: somewhat as 'German culture' and religion isnow a struggl<strong>in</strong>g chaos <strong>of</strong> all <strong>the</strong> West and <strong>of</strong> all past ages. And yet,thanks to that Apollonian oracle, Hellenic culture was no mereaggregate. The Greeks gradually learned to organize <strong>the</strong> chaos byfollow<strong>in</strong>g <strong>the</strong> Delphic teach<strong>in</strong>g and th<strong>in</strong>k<strong>in</strong>g back to <strong>the</strong>mselves, thatis, to <strong>the</strong>ir real needs, and lett<strong>in</strong>g <strong>the</strong>ir pseudo-needs die out. Thus<strong>the</strong>y aga<strong>in</strong> took possession <strong>of</strong> <strong>the</strong>mselves; <strong>the</strong>y did not long rema<strong>in</strong><strong>the</strong> overburdened heirs and epigones <strong>of</strong> <strong>the</strong> entire Orient; after hard122