Cisco will argue that we have an opportunity to create “disciplinary bridges,” whereby we can take a student’s reading stance and translate how that stance may or may not relate to one or more disciplinary lenses. Thankfully, English Teachers are the C3POs of disciplinary discourse. The challenge of our students is thus analogous to a traveler lost in a distant land, unfamiliar with the language and customs of an exotic country. For one hour, students may need to speak the language of chemistry, with all its exacting prose and strict structures, but in another hour may need to speak the sometimes indecipherable language of modern poetry. enrolled in a series of courses that span the disciplines. We all have that text that made us question our own intellect. Maybe it was a great work of literature like Joyce’s flowing prose in Ulysses or Dante’s terza rima in The Divine Comedy. Perhaps it was a great work of philosophy like Kant’s critique of all that came before or Nietzsche’s disgust with a single morality. Cambridge: Cambridge University Press, 1997.Every reader can identify works that challenged them. Philosophy in the Tragic Age of the Greeks. Cambridge: Cambridge University Press, 2009. “On Truth and Lie in an Extra-Moral Sense.” Writings from the Early Notebooks. Stanford: Stanford University Press, 2011. Dawn: Thoughts on the Presumptions on Morality. Hampshire and New York: Palgrave Macmillan, 2002.
After Nietzsche: Notes towards a Philosophy of Ecstasy.
“The Will to Power.” The New Nietzsche: Contemporary Styles of Interpretation. Lectures on Will to Know and Oedipal Knowledge. New York: Fordham University Press, 2014. Ambiguity and the Absolute: Nietzsche ve Merleau-Ponty on the Question of Truth. “Antikçağ’da Varlık ve Bilgi Problemleri Üstüne.” FLSF Dergisi 4.1 (2007): 43-58. Cambridge: Harward University Press, 1938. Cambridge: Harward University Press, 1957. Cambridge: Harward University Press, 1934.
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