Nietzsche's "madman" and the Madness of the First World War as viewed "In Flanders's Field" and All Quiet on the Western Front
The essence of the philosophy of Friedrich Nietzsche is a stated view of human existence where all individuals possessing attributes of excellence or superiority are at odds with their complacent, or intellectually slumbering society. Nietzsche's supposed madman of his famous "Parable" voiced a critique and a prophesy of the world, a world that had killed God, for better or for worse. Yet the world, said the madman, temporarily remained willfully ignorant of this fact and thus the madman's truth remained unheard and deliberately misunderstood by the masses as merely the voice of madness, so spoke Nietzsche in the "Parable of the Madman." (Nietzsche, 1882).
In his parable as well, Nietzsche suggested that such willed acts of individual knowledge and by extension, excellence, in the form of 'killing God,' were not commensurate with collective human social codes and actions, such as theology, but invariably against them. Hence the madman's proclamation that humanity had killed God was or would be the final moment of the Western tradition. Once individual excellence and the voice of truth could be heard, though it was simply codified in the language of deviancy during the madman's time, humanity would have free reign to recreate a new code and view of ethics and life.
The British poet of the Great War, John McCrae's poem "In Flanders Field," seems, in its beginning stanza, to be quite against the framework of the German's envisioned madman and the philosopher Nietzsche's tone and ethical framework. McCrae paints a picture of sameness and quietude, rather than distinction. He sees the men who died in war in fields covered with the sleeping flowers of poppies, all covered in an anonymous fashion. These men, in their sameness, have lost their distinction and identity. Now they speak as one. Their individual sacrifice in the name of a collective state has erased their identity on earth as human beings in terms of class, political beliefs, families, social standings, and even the honors they earned and endured in military service and tradition. They simply exist under the earth, crying out as one against the foe through their silence.
Like the madman these individual's attitudes towards what they have endured is similarly silenced. The madman states that "we" as a society, as individuals thinking our individual thoughts, have killed God by eschewing our need for religion. The silence of the men buried in Flanders strikes, in the poet's vision, an equally profound death, that of millions of men, for no clearly identifiable cause or objective that is stated in the poem, other than to defend the state. The cry to do so sounds hollow, to the modern ear, in comparison with the mounting death toll, as hollow as the madman's view of religious dogma, of sepulchers and churches.
Despite the horror that God's death inspires, Nietzsche's madman is able to find a kind of delight in the death of God, as the author of the poem finds patriotic inspiration. "Is not the greatness of this deed too great for us?" asks the madman "Must we ourselves not become gods simply to appear worthy of it? There has never been a greater deed; and whoever is born after us-for the sake of this deed he will belong to a higher history than all history hitherto." (Nietzsche, 1882) The death of God is not so much a crime but an acceptance of human intellectual responsibility, according to the madman. Now that God is dead, humanity must assume its own ethical responsibility for its own actions, and set its own code of conduct anew, according to terms that were not set down by previous society and tradition, but are commensurate with the modern, individual will.
The outcome of any decision to make one's own will known and...
Nature of the ProblemPurpose of the ProjectBackground and Significance of the Problem Brain Development Specific Activities to engage students Data-Driven Instruction Community Component of Education Research QuestionsDefinition of TermsMethodology and Procedures Discussion & ImplicationsConclusions & Application ntroduction The goal of present-day educational reformers is to produce students with "higher-order skills" who are able to think independently about the unfamiliar problems they will encounter in the information age, who have become "problem solvers" and have "learned how to learn,
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