The question of meaning goes all the way down: if human life as a whole is meaningless, so is everything that occurs or belongs within it. Since that's not a thought it is easy to live with, there is good reason to search for life's meaning.

The dis-incumbenced stance is the one people should cultivate, we are told, once they recognize that there is no world beyond the human world. They will, indeed must, have their beliefs and values, but they will recognize that these 'lean upon' - and are answerable to - nothing other than human commitments and purposes. The only fidelity, Rorty remarked, can be to our own conventions.

One thing that attracts me in Daoism and Heidegger is a delicate combination of recognizing deep differences between human being and any other kind of being, and a desire, nevertheless, to cultivate an intimacy with animals, trees, mountains and so on.

Certainly each side - the 'absolutists' and the 'constructivists' or 'humanists', as I've labelled them - accuses the other of hubris, and lays claim to humility. I see hubris on both sides: a pretence that we could ascend to an objective account of the world, on the one hand, and a pretence that we have the resources to live and act without a sense of there being something to which we answerable, on the other. So both sides are 'villains'.

The aim of dis-incumbence is a hubristic one, for it requires confidence in the ability of men and women to live in the belief that nothing they do can, in the end, be justified by anything. That's a belief that it is easy to proclaim in seminar rooms or pubs, but not one that people could actually live with.

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'.

There is no reason at all to think that creatures with very different purposes and concerns would arrive at the scientific image, and no reason at all to accuse such creatures of getting the world wrong - a point that both Chuang Tzu and Nietzsche make when comparing human and animal perspectives.