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Goethe and Ryōkan as Exemplars of How to Live

Goethe and Ryōkan as Exemplars of How to Live

Writing on compassion in early Buddhism, Anālayo notes that the primary form of compassion was teaching the Dharma, i.e., the Buddhist teachings on the cessation of suffering. But as Anālayo also notes, verbal instruction is not the only way to teach: teaching, “…can also take place through teaching by example” (Compassion and Emptiness in Early Buddhist Meditation, 16). Indeed, teaching and learning by example are extremely important, and often unconscious. We don’t always realize that others, especially children, learn by…

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The Nietzschean Bodhisattva: Part I

The Nietzschean Bodhisattva: Part I

One of the tasks that Joan Stambaugh pursues in her chapter on “Creativity and Decadence,” is to explain what it means to say that “Nietzsche sees art as fundamental to life, as the ‘truly metaphysical activity of man’” (The Other Nietzsche, 21). Nietzsche, Stambaugh says, sees art as not, “a sphere of culture, not as a highly specialized, privileged area for the few, but as that activity of man that is most crucial to his life” (ibid.). Stambaugh finds such…

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Suffering and the “Full Human Experience”

Suffering and the “Full Human Experience”

If life does not always tend toward the tragic (and I’m not convinced that it doesn’t), then it does tend toward the “son-of-a-bitch!” in a variety of ways. In this vein, Nietzsche recognized that the problem of suffering is not so much that we suffer, but that we crave an answer to why we suffer. And this in the sense of: to what end? What is the meaning of our suffering? —Not only do we experience suffering, but we suffer…

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