Schopenhauer, Nietzsche, and the Aesthetically Sublime

Autor/in	Vandenabeele, Bart
Titel	Schopenhauer, Nietzsche, and the Aesthetically Sublime
Quelle	In: Journal of Aesthetic Education, 37 (2003) 1, S.90-106 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8510
Schlagwörter	Stellungnahme; Theories; Ethics; Aesthetics; Aesthetic Education; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Theory; Theorie; Ethik; Ästhetik; Ästhetische Bildung; Theorie-Praxis-Beziehung
Abstract	Much has been written on the relationship between Arthur Schopenhauer and Friedrich Nietzsche. Much remains to be said, however, concerning their respective theories of the sublime. In this article, the author first argues against the traditional, dialectical view of Schopenhauer's theory of the sublime that stresses the crucial role the sublime plays in bridging the wide gap between aesthetics and ethics. Although this traditional interpretation is definitely influenced by Nietzsche, the author does not maintain it is exclusively Nietzschean as such. Second, he offers some points of contention concerning their accounts of the feeling of the sublime. He contends that, although Nietzsche's account of the Apollonian and the Dionysian is highly influenced by Schopenhauer's analysis of the sublime feeling, his analysis of Dionysian intoxication cannot be taken to simply develop out of Schopenhauer's philosophy. Moreover, by way of example, it is shown that Nietzsche's philosophy of music--although highly influenced by Schopenhauer's--cannot as easily be reconciled with Schopenhauer's theory as is commonly believed, due to their differing accounts of the nature of the feeling of the sublime. (Contains 40 notes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10