From the contemplative to the unbalanced intellect: Schopenhauer, Nietzsche and Piaget

Abstract

The discernment between good and evil can be rightfully considered the central concern of Philosophy, but its pursuit requires a complex combination of mature cognitive, linguistic and social skills. In contrast to Religion or Theology, philosophers are expected to overcome confusion by presenting tenable positions in a purely logical form that relinquishes any appeal to authority or emotions. This places high expectations upon the intellect, i.e., our ability to use discursive reason. Schopenhauer argued that Philosophy was primarily theoretical in a contemplative sense, therefore not related to guiding action or building character. While the Will was active, the intellect would be passive and instrumental. Nietzsche subordinated the intellect to the body and proposed a physiological criterion to assess philosophies. Piaget studied the development of intelligence in stages by examining the child’s constructive interaction with things and persons. The intellect is in permanent disequilibrium and must struggle to adapt continually.