Learn to See, to Think, and to Speak and Write

The vita contemplativa presupposes instruction in a particular way of seeing. In Twilight of the Idols, Nietzsche formulates three tasks for which pedagogues are necessary. One needs to learn to see, to think, and to speak and write. The goal of education, according to Nietzsche, is “noble culture.” Learning to see means “getting your eyes used to calm, to patience, to letting things come to you”— that is, making yourself capable of deep and contemplative attention, casting a long and slow gaze. Such learning-to-see represents the “first preliminary schooling for spirituality [Geistigkeit].” One must learn “not to react immediately to a stimulus, but instead to take control of the inhibiting, excluding instincts.” By the same token, “every characteristic absence of spirituality [Ungeistigkeit], every piece of common vulgarity, is due to an inability to resist a stimulus”1—the inability to set a no in opposition. Reacting immediately, yielding to every impulse, already amounts to illness and represents a symptom of exhaustion. Here Nietzsche is simply speaking of the need to revitalize the vita contemplativa. The vita contemplativa is not a matter of passive affirmation and being open to whatever happens. Instead, it offers resistance to crowding, intrusive stimuli. Instead of surrendering the gaze to external impulses, it steers them in sovereign fashion. As a mode of saying no, sovereign action [Tun] proves more active than any and all hyperactivity, which represents a symptom of mental exhaustion. What eludes Arendt in the dialectic of being-active [Aktivsein] is that hyperactive intensification leads to an abrupt switch into hyperpassivity; now one obeys every impulse or stimulus without resistance. Instead of freedom, it produces new constraints. It is an illusion to believe that being more active means being freer.