This book investigates the role Nietzsche's dance images play in his project of "revaluing all values" alongside the religious rhetoric and subject matter evident in the work of Isadora Duncan and Martha Graham, who found justification and guidance in Nietzsche's texts for developing dance as a medium of religious expression.

A step by step illumination of the intricacy, 'logic', and importance of one of Nietzsche's richest and most complex works. In a clear and accessible manner the author explains the interconnectedness of The Gay Science's seemingly unrelated sections. Throughout she provides critical commentary, background information, and translation corrections.

Within intellectual paradigms that privilege mind over matter, dance has long appeared as a marginal, derivative, or primitive art. Drawing support from theorists and artists who embrace matter as dynamic and agential, this book offers a visionary definition of dance that illuminates its constitutive work in the ongoing evolution of human persons. Why We Dance introduces a philosophy of bodily becoming that posits bodily movement as the source and telos of human life. Within this philosophy, dance appears as an activity that humans evolved to do as the enabling condition of their best bodily becoming. Weaving theoretical reflection with accounts of lived experience, this book positions dance as a catalyst in the development of human consciousness, compassion, ritual proclivity, and ecological adaptability. Aligning with trends in new materialism, affect theory, and feminist philosophy, as well as advances in dance and religious studies, this work reveals the vital role dance can play in reversing the trajectory of ecological self-destruction along which human civilization is racing.

What are the blissful islands? And where are they? This book takes as its starting-point the chapter called ‘On the Blissful Islands’ in Part Two of Nietzsche’s Thus Spoke Zarathustra, and its enigmatic conclusion: ‘The beauty of the Superman came to me as a shadow’. From this remarkable and powerful passage, it disengages the Nietzschean idea of the Superman and the Jungian notion of the shadow, moving these concepts into a new, interdisciplinary direction. In particular, On the Blissful Islands seeks to develop the kind of interpretative approach that Jung himself employed. Its chief topics are classical (the motif of the blissful islands), psychological (the shadow), and philosophical (the Übermensch or superman), blended together to produce a rich, intellectual-historical discussion. By bringing context and depth to a nexus of highly problematic concepts, it offers something new to the specialist and the general reader alike. So this book considers the significance of the statue in the culture of antiquity (and in alchemy), and investigates the associated notion of self-sculpting as a form of existential exercise. This Neoplatonic theme is pursued in relation to a poem by Schiller, at the centre of which lies the notion of self-sculpting, thus highlighting Nietzsche’s (and Jung’s) relationship to Idealism. Its conclusion directly addresses the vexed (and controversial) question of Nietzsche’s relation to Plato. This book’s main ambition is to provide a cross-cultural, interdisciplinary reading of key themes and motifs, using Jungian ideas in general (and Jung’s vast seminar on Zarathustra in particular) to uncover a dimension of deep meaning in key passages in Nietzsche. Engaging the reader directly on major existential questions, it aims to be an original, thought-provoking contribution to the history of ideas, and to show that Zarathustra was right: There still are blissful islands! This book will be stimulating reading for analytical psychologists, including those in training, and academics and scholars of Jungian studies, Nietzsche, and the history of ideas.

Nietzsche’s Philosophy of Education makes the case that Nietzsche’s ​philosophy has ​significant import for the theory and contemporary practice of education, arguing that ​some of ​Nietzsche​'s most important ​ideas ​have been misunderstood by ​previous ​interpreters. ​In ​providing novel reinterpretations of ​Nietzsche's ​ethical theory, political​ philosophy​ and philosophical anthropology ​and outlining concrete ways in which ​these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart​ from previous works on Nietzsche​. This is one of the first ​extended engagements with Nietzsche’s philosophy ​which attempts to determine his true legacy for democratic education. ​In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its ​development of four concrete pedagogi​cal approaches from Nietzsche's educational ideas ​makes the book a potentially helpful guide to meeting the practical challenges of ​contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and ​​students studying educational foundations.

In Nietzsche on the Decadence and Flourishing of Culture, Andrew Huddleston offers a new interpretation of the views of the influential German philosopher Friedrich Nietzsche (1844-1900) on cultural decadence and flourishing. Whereas Nietzsche is often thought to be the champion of the isolated great individual, Huddleston argues that there is a deeply collectivist (though radically inegalitarian) strand to his thinking. He challenges the prevalentreading of Nietzsche as an individualist, identifying him instead as a more social thinker who appreciated collective cultural achievements. Using Nietzsche's ideal of a flourishing culture, and his diagnostics ofcultural malaise, as a point of departure for reconsidering many of the central themes in his ethics and social philosophy, Huddleston strikes a balance between situating Nietzsche in his nineteenth century context while also considering the ongoing relevance of his ideas.