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14. On Nietzsche's genealogical mode of inquiry

Author

Merrick, Allison M. and Ridley, Aaron

Subjects
193, B Philosophy (General)
Abstract

The subject of this thesis is Friedrich Nietzsche’s methodology, the genealogical mode of inquiry, which came to fruition in On the Genealogy of Morals. The precise nature of the genealogy, as a mode of inquiry, is a site of contest amongst scholars, with the central debates pivoting around four questions which arise upon considering the methodology: (1) what is the critical import of Nietzsche’s genealogical mode of inquiry? (2) What form of critique does it take? (3) To whom does Nietzsche address his reflections? And (4) what role, if any, does history play in Nietzsche’s genealogical narratives? Accordingly, this thesis seeks to offer and to defend answers to the central questions that are generated by the consideration of Nietzsche’s methodology. In order to get a foothold into these debates and to provide the boundary within which these disagreements occur the first chapter has as its object of inquiry an examination and evaluation of Nietzsche scholars’ responses to these issues. In chapter two I defend my interpretation against these rival views, and contend that the genealogy takes the form of an immanent critique, and that it is intended, at least, to reach all of Nietzsche’s contemporaries. The adage “genealogy is history correctly practiced” is treated in the remaining three chapters, in which I attempt to morph what appears to be at present an uninformative formulation into an informative one by arguing that for Nietzsche historiography is best seen as a form of artistry. And, this I submit, serves to shed light upon the genealogical mode of inquiry, and to shape the boundary by which the equation of genealogy as methodology with history becomes instructive. 3.

Published
2009

18. Concerning the psychological type of the redeemer: Nietzsche on the methods of philosophy.

Author

Merrick, Allison

Subjects
*ANTICHRIST, *CHRISTIANITY, *ETHICS, *SOCIAL theory
Abstract

In section 24 of The Antichrist, Nietzsche notes a problem namely "the origin of Christianity." He offers two propositions toward its solution: the first is that "Christianity can only be understood on the soil where it grew:" and the second is that "the psychological type of the Galilean is still recognizable, but it had to assume a completely degenerate form (simultaneously mutilated and full of alien features) before it came to be used as a redeemer of humanity" (A 24). Significantly this passage suggests that the origins of Christianity rest on a reinterpretation of the type of the redeemer. This paper seeks to clarify the nature of such a modification and to identify some of its key ramifications. After clarifying the type, the paper argues that the type, thus understood, serves as a link between the texts On the Genealogy of Morality and The Antichrist and, as such, reveals the connection between Nietzsche's genealogical methods and the wider project of reevaluation. Though this reading is not the standard interpretive strategy, the paper argues that it is the strategy that Nietzsche himself recommends. [ABSTRACT FROM AUTHOR]

Published
2023
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27. The Curricular Ethics Bowl: Answering Pedagogical Challenges.

Author

Merrick, Allison, Green, Rochelle, Cunningham, Thomas, Eisenberg, Leah, and Hester, D. Micah

Subjects
CURRICULUM, PROFESSIONAL education, PROFESSIONAL ethics, PEDAGOGICAL content knowledge, TEACHING methods
Abstract

Responding to research indicating unsettling results with regard to the ability of University students to recognize and reflect on questions of morality, this paper aims to discuss these issues and to introduce a promising mode of ethics instruction for overcoming such challenges. The Curricular Ethics Bowl (CEB) is a method of ethics education and assessment for a wide range of students and is a descendent of the Medical Ethics Bowl (MEB) (Merrick et al., "Introducing the Medical Ethics Bowl"). We seek in this article to show the similarities of CEB to MEB and to distinguish this model from the Intercollegiate Ethics Bowl (ICEB) sponsored by the Association for Professional and Practical Ethics (Landenson 2001). The CEB institutionalizes this mode of ethics education at the program, rather than at the individual course level, and shows advantages over other ethics curricula. [ABSTRACT FROM AUTHOR]

Published
2017
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28. On Nietzsche’s genealogical mode of inquiry

Author

Merrick, Allison M.. and Merrick, Allison M..

Abstract

The subject of this thesis is Friedrich Nietzsche’s methodology, the genealogical mode of inquiry, which came to fruition in On the Genealogy of Morals. The precise nature of the genealogy, as a mode of inquiry, is a site of contest amongst scholars, with the central debates pivoting around four questions which arise upon considering the methodology: (1) what is the critical import of Nietzsche’s genealogical mode of inquiry? (2) What form of critique does it take? (3) To whom does Nietzsche address his reflections? And (4) what role, if any, does history play in Nietzsche’s genealogical narratives? Accordingly, this thesis seeks to offer and to defend answers to the central questions that are generated by the consideration of Nietzsche’s methodology. In order to get a foothold into these debates and to provide the boundary within which these disagreements occur the first chapter has as its object of inquiry an examination and evaluation of Nietzsche scholars’ responses to these issues. In chapter two I defend my interpretation against these rival views, and contend that the genealogy takes the form of an immanent critique, and that it is intended, at least, to reach all of Nietzsche’s contemporaries. The adage “genealogy is history correctly practiced” is treated in the remaining three chapters, in which I attempt to morph what appears to be at present an uninformative formulation into an informative one by arguing that for Nietzsche historiography is best seen as a form of artistry. And, this I submit, serves to shed light upon the genealogical mode of inquiry, and to shape the boundary by which the equation of genealogy as methodology with history becomes instructive.

Published
2009

30. On making stones speak: Concerning empathy and historical knowledge.

Author

Merrick, Allison

Subjects
*HISTORICAL literacy, *EMPATHY, *HUMAN behavior, *PSYCHOANALYSTS, *NAZI Germany, 1933-1945, *PERSPECTIVE taking
Abstract

Within such a framework, empathy functions as a mode of perspective-taking whereby the historian seeks understanding rather than merging, identifying, or simply sympathizing with those whom they study. i To hear those messages and to draw those lessons, historians, amongst others, have often relied on empathy, as a mode of observation, though the extent to which they have relied on empathy has been often overlooked. Kohut writes: "I relied on two aspects of universal human nature to help me understand the behavior of young middle-class Germans during the Third Reich... a need to belong to a group" and the "capacity for empathy" (p. 91). [Extracted from the article]

Published
2022
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