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Neither free will nor not free will: Reading beyond good and evil 6

Nietzsche's Frustration with Free Will Wasn't About Whether It Exists — It Was About How We Ask the Question

Most people treat the free will debate as if it's a fresh discovery. Nietzsche saw through that pretense. In Beyond Good and Evil, he treats the entire argument — both sides of it — as a failure of philosophical imagination.

Neither free will nor not free will: Reading beyond good and evil 6

The German philosopher wasn't interested in whether we have free will or not. He was interested in why people keep pretending the debate is new when it's been thoroughly examined for thousands of years by far more careful thinkers.

The Imperial "I"

Nietzsche points to two phrases that expose how shallow our thinking really is: "I think" and "I will." These sentences sound simple. But they're carrying enormous philosophical weight.

When someone says "I think," they've implicitly assumed several things: that there must be something doing the thinking, that this thing is a cause, that there's an "I" that knows what thinking even means. Nietzsche asks: Where did we get this notion? Why do we believe in cause and effect? What gives us the right to speak of an ego?

The problem is that we've stopped noticing these assumptions. We treat "I think" as obvious — but it's actually a preposterously grandiose claim about consciousness.

Schopenhau's "Will" Wasn't Your Will

Nietzsche targets Schopenhauer specifically because his use of the word "will" was unusual even for German speakers. When Schopenhauer wrote about "will," he wasn't referring to conscious decisions or willpower in the ordinary sense.

Schopenhauer's "will" was something like the entire capacity of the human mind — a much grander, more subtle concept than what people generally think of when they say "will." Nietzsche notes that Schopenhauer claimed we know will "absolutely and completely known without deduction or addition."

This is where Nietzsche gets frustrated. We treat these words as if they're transparent, but they're actually carrying centuries of deeply problematic philosophical baggage.

The Split Person Problem

Here's what makes the concept of will so strange: it assumes we are simultaneously the commanding party and the obeying party. When we say "I will," we're positing two versions of ourselves — one that wills and one that's being pressed upon by the will.

We experience constraint, impulsion, pressure, resistance once the act of will begins. But we've gotten so used to ignoring this duality that we deceive ourselves with the simple term "I."

Nietzsche argues this produces a whole series of false judgments. We believe that willing necessarily produces action — because in most cases, when we will something, we expect obedience and action to follow. This expectation has become translated into an illusion of necessity.

A thought comes when it wishes, not when I wish.

This single sentence captures Nietzsche's core insight about thinking itself. We imagine thoughts are products of our willing — but anyone who's ever had a problem solved while walking or showering knows that's false. Thoughts spring fully formed into your mind without you commanding them.

The Persistence Problem

Nietzsche notices something counter-intuitive: the refutability of an argument is what makes it attractive. We love refuting bad ideas — it makes us feel clever. But this means we keep debating the same shallow questions rather than actually thinking more carefully about what's being assumed.

The free will debate has been refuted a hundred times. It persists not because it's true, but because it's useful for people who want to feel like they're challenging something.

Bottom Line

Nietzsche's strongest point is that both "free will exists" and "free will doesn't exist" are unsatisfactory answers because they reveal a shocking lack of awareness about what's been done before. His vulnerability is less obvious: the man was frustrated with shallow thinking, but his own prose in Beyond Good and Evil is notoriously dense — arguably just as difficult to parse as the philosophical positions he critiques.

What readers should watch for: this critique isn't just about free will. It's about how we treat simple sentences like "I think" as if they don't require the same rigorous examination we'd give to any major philosophical claim.

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Neither free will nor not free will: Reading beyond good and evil 6

by Wes Cecil · Wes Cecil · Watch video

Thanks to our Patreon members for helping to make this episode possible and we're now available on all the major podcasting platforms. You can find more information at the links below. Good evening ladies and gentlemen and welcome to reading niches beyond good and evil. And I thought I should stop for a moment and mention why do this?

I should have probably done this at the beginning but so welcome to part wherever we are. chapter 15 I believe chapter 16. Here we go. But I did want to mention that my motivation here is as I mentioned when I launched my Patreon channel and generally what I've been trying to do is if I if I had to go to college today given my background and whatnot I almost certainly wouldn't have been able to go to college if I were graduating high school today.

It probably I just I wouldn't be able to wouldn't be able to afford to. I didn't have the resource, didn't have the background, didn't have the kinds of family support you would need to make any of that possible. And I know a lot of people are interested in this for various reasons, didn't have the opportunity to go to college or just chose not to or studied a different field, came to it late in life. However that works for people.

What I what I'm trying to do really is make available aspects of the education that I was fortunate enough to receive just because I was born in a particular time in a particular place when college was subsidized and you could you could afford to go sort of vaguely as a as an aimless and poor student. and part of that is not all of this of course I can't reproduce everything but part of that is a slow close reading. One of the things I really learned to do in college was to slow down and look very closely at works. And then we would come to class and we discuss them and ask questions.

And when you had passages you didn't understand, you could go through them. And so, you'd have 16week classes or 15week classes in which we read, three books and the seminar style. And so, you're spending weeks on a book and discussing it, two, three times a week for an hour or two. ...