Drawing on Nietzsche's prolific early notebooks and correspondence, this book challenges the polarized picture of Nietzsche as a philosopher who abandoned classical philology. By showing how frequently the "later" Nietzsche appears in the early writings, the author hopes to provoke reflection on the adequacy of the developmental logic that has been a controlling factor in Nietzsche's reception.

Drawing on Nietzsche’s prolific early notebooks and correspondence, this book challenges the polarized picture of Nietzsche as a philosopher who abandoned classical philology. By showing how frequently the “later” Nietzsche appears in the early writings, the author hopes to provoke reflection on the adequacy of the developmental logic that has been a controlling factor in Nietzsche’s reception.

An important collection of essays examining Nietzsche's response to contemporary nihilism.

AN NYRB Classics Original In 1869, at the age of twenty-four, the precociously brilliant Friedrich Nietzsche was appointed to a professorship of classical philology at the University of Basel. He seemed marked for a successful and conventional academic career. Then the philosophy of Schopenhauer and the music of Wagner transformed his ambitions. The genius of such thinkers and makers—the kind of genius that had emerged in ancient Greece—this alone was the touchstone for true understanding. But how was education to serve genius, especially in a modern society marked more and more by an unholy alliance between academic specialization, mass-market journalism, and the militarized state? Something more than sturdy scholarship was called for. A new way of teaching and questioning, a new philosophy . . . What that new way might be was the question Nietzsche broached in five vivid, popular public lectures in Basel in 1872. Anti-Education presents a provocative and timely reckoning with what remains one of the central challenges of the modern world.

Philology, master science of the nineteenth century, has changed so radically over the course of the twentieth century that it is hardly recognizable in the twenty-first. Its scope has been transformed, its methodology contested, and its legitimacy called into doubt. Does it still make sense to speak institutionally and epistemologically of ‘philology’? Does this venerable title continue to signify a truly coherent field, and not a multitude of scattered currents and competing genealogies, differing national characteristics, and inconsistent methodologies? This volume collects answers by a range of young philologists, given at the 11th Annual Columbia University German Graduate Student Conference. They show that philology, in its practices and theories, continues to be the fundament of the ever-expanding field of literature and language studies – and that a discipline whose very core is the care for the text wields competencies that are indispensable for neighboring fields. In conversation with Brecht and George, Hamann and Rilke, Nietzsche and Heidegger, these essays confront questions of materiality, epistemology, and ontology that define, as Sheldon Pollock put it, the “fate of a soft science in a hard world.”

This book argues that The Birth of Tragedy, Nietzsche's first book, does not mark a rupture with his prior philosophical undertakings but is, in fact, continuous with them and with his later writings as well. It shows that many of the book's elements are reminiscent of Nietzsche's earlier revisions of philology and anticipate the later writings.