Abstract

The subject of the ethical vocation of Nietzsche’s thinking is arousing increasing interest in the history of the ethics of the analytic tradition. Recent studies have sought above all to dissolve the conflicts that arise from the attempt to reconcile his open immoralism with his project of revaluing all values. According to John Rawls, Nietzsche is a moral elitist: the value that he attributes to the lives of great men such as Socrates or Goethe shows that the search for knowledge and the cultivation of the arts by a few capable individuals is important enough to justify the sacrifice of values such as freedom and justice. This reading cannot account for the special educational role that Nietzsche recognizes in the great artists and great philosophers. In order to ground this hypothesis, I shall examine the significance of the subject of self-elevation in Schopenhauer as Educator. Following James Conant’s reading, I want to support the view that Nietzsche can be placed within that register of the moral life that Stanley Cavell called moral perfectionism. My conjecture is that the perfectionist line runs through the entire arc of Nietzsche’s thinking and is the basis of the various lines of criticism in his critique of morality