NIETZSCHE'S MEDITATIONS AGAINST THE WEAK, SLUGGISH, APATHETIC GERMANY CULTURE !!

Nietzsche wrote "David Strauss, the Confessor and the Writer" in 1873, the first of his Unfashionable Observations, at the behest of Richard Wagner. David Strauss was an eminent theologian, whose The Life of Jesus Critically Examined (1864) had had a tremendous impact due to its demystification of Jesus' life. Strauss had contended that the supernatural claims made about the historical Jesus could be explained in terms of the particular needs of his community. Although Strauss defends Christianity for it's moral ideals, his demythologizing of Jesus appealed to Nietzsche.

Nevertheless, Wagner had been publicly denounced by Strauss in 1865 for having persuaded Ludwig II to fire a musician rival. Not one to forget an assault, Wagner encouraged Nietzsche to read Strauss' recent The Old and the New Faith (1872), which advocated the rejection of the Christian faith in favor of a Darwinian, materialistic and patriotic worldview. Wagner described the book to Nietzsche as extremely superficial, and Nietzsche agreed with Wagner's opinion, despite the similarity of his own views to Strauss' perspective on religion.

This Unfashionable Observation, accordingly, was Nietzsche's attempt to avenge Wagner by attacking Strauss' recent book. In fact, the essay is at least as much an argumentative attack on Strauss as on his book, for Nietzsche identifies Strauss as a cultural "Philistine" and exemplar of pseudoculture. The resulting essay appears extremely intemperate, although erudite, filled with references to many of Nietzsche's scholarly contemporaries. The climax is a literary tour de force, in which Nietzsche cites a litany of malapropisms from Strauss, interspersed with his own barbed comments.

Nietzsche's second Unfashionable Observation, "On the Advantages and Disadvantages of History for Life" (1874) is "unfashionable" because it questions the apparent assumption of nineteenth century German educators that historical knowledge is intrinsically valuable. Nietzsche argues, in contrast, that historical knowledge is valuable only when it has a positive effect on human beings' sense of life. Although he acknowledges that history does provide a number of benefits in this respect, Nietzsche also contends that there are a number of ways in which historical knowledge could prove damaging to those who pursued it and that many of his contemporaries were suffering these ill effects.

Nietzsche contends that history can play three positive roles, which he terms "monumental," "antiquarian," and "critical." Monumental history brings the great achievements of humanity into focus. This genre of history has value for contemporary individuals because it makes them aware of what is possible for human beings to achieve. Antiquarian history, history motivated primarily out of a spirit of reverence for the past, can be valuable to contemporary individuals by helping them appreciate their lives and culture. Critical history, history approached in an effort to pass judgment, provides a counter-balancing effect to that inspired by antiquarian history. By judging the past, those engaged in critical history remain attentive to flaws and failures in the experience of their culture, thereby avoiding slavish blindness in their appreciation of it.

The problem with historical scholarship in his own time, according to Nietzsche, was that historical knowledge was pursued for its own sake. He cited five dangers resulting from such an approach to history: (1) Modern historical knowledge undercuts joy in the present, since it makes the present appear as just another episode. (2) Modern historical knowledge inhibits creative activity by convincing those made aware of the vast sweep of historical currents that their present actions are too feeble to change the past they have inherited. (3) Modern historical knowledge encourages the sense that the inner person is disconnected from the outer world by assaulting the psyche with more information than it can absorb and assimilate. ( 4) Modern historical knowledge encourages a jaded relativism toward reality and present experience, motivated by a sense that because things keep changing present states of affairs do not matter. (5) Modern historical knowledge inspires irony and cynicism about the contemporary individual's role in the world; the historically knowledgeable person comes to feel increasingly like an afterthought in the scheme of things, imbued by a sense of belatedness.

Although Nietzsche was convinced that the current approach to history was psychologically and ethically devastating to his contemporaries, particularly the young, he contends that antidotes could reverse those trends. One antidote is the unhistorical, the ability to forget how overwhelming the deluge of historical information is, and to "enclose oneself within a bounded horizon." A second antidote is the suprahistorical, a shift of focus from the ongoing flux of history to "that which bestows upon existence the character of the eternal and stable, towards art and religion."

Nietzsche's third Unfashionable Observation "Schopenhauer as Educator" (1874), probably provides more information about Nietzsche himself than it does about Schopenhauer or his philosophy.

Schopenhauer, in Nietzsche's idealizing perspective, is exemplary because he was so thoroughly an individual genius. Schopenhauer was one of those rare individuals whose emergence is nature's true goal in producing humanity, Nietzsche suggests. He praises Schopenhauer's indifference to the mediocre academicians of his era, as well as his heroism as a philosophical loner.

Strangely, given Schopenhauer's legendary pessimism, Nietzsche praises his "cheerfulness that really cheers" along with his honesty and steadfastness. But Nietzsche argues that in addition to specific traits that a student might imitate, Schopenhauer offers a more important kind of example. Being himself attuned to the laws of his own character, Schopenhauer directed those students who were incapable of insight to recognize the laws of their own character. By reading and learning from Schopenhauer, one could develop one's own individuality.

"Richard Wagner in Bayreuth" (1876), the fourth and final of Nietzsche's published Unfashionable Observations, was intended as an essay of praise to Wagner, much like "Schopenhauer as Educator." Nietzsche's relationship with Wagner had been strained by the time he wrote the essay, however, and the tension is evident in the text, which emphasizes Wagner's psychology (a theme that would preoccupy Nietzsche in many of his future writings).

 Nietzsche, himself, may have been concerned about the extent to which the essay might be perceived as unflattering, for he considered not publishing it.

Ultimately, Nietzsche published a version of the essay that was considerably less critical of Wagner than were earlier drafts, and Wagner was pleased enough to send a copy of the essay to King Ludwig.