Like Nietzsche's own writings on education, most of mine were relatively youthful ones. Both were inspired by a critical animus against prevailing trends in education: in Nietzsche's case, the production either of 'useless', dry-as-dust scholars or people 'useful' for the needs of an expanding industrial economy; in my case, a similar subjection of education to economic imperatives, but also to ideological obsessions, notably with promoting 'equality'.
David E. CooperThere are really three players: 'absolutists', for whom it is possible to describe reality as it anyway is; 'constructivists' or 'humanists', for whom there is nothing beyond a world that is relative to human interests and conceptual schemes; and 'ineffabilists', like myself, for whom any describable world indeed exists 'only in relation to man', as Heidegger put it, but for whom, as well, there is an ineffable realm 'beyond the human'.
David E. CooperThe garden is as good a symbol as you can find of a dialectic between spheres of experience - of culture and nature - that presuppose one another.
David E. CooperAn abiding and central concern of philosophy and religion alike is the fear that the world is alien to human beings, that nature is, in Hegel's words, 'out and out other' to 'spirit'. It's easy enough to see how 'constructivist' or 'humanist' conceptions are efforts to dispel this fear.
David E. CooperThere is something myopic and stunted in focussing only on the meaning of words and sentences. And this myopia is especially unfortunate when combined with a rather abstract view of a language as a set of elements and rules for combining these. For the result is to divorce enquiry into meaning from attention to the way words - and gestures, facial expressions, rituals and so on - are embedded in practices, in what Wittgenstein called 'the stream of life'.
David E. CooperI don't think we should just 'muddle through' and ignore the question of life's meaning. Or better, perhaps, I don't think it is a question that can be ignored once the business of asking about the worth and significance of what one is doing - one's work, one's pleasures, one's ambitions and so on - has got going. You can't at any point stop the urge to ask Tolstoy's questions, '... and then what?', 'What's the point of that?'.
David E. Cooper