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Friedrich Nietzsche tried in this book and others to undermine the prevailing ethics, namely those of Christianity. Christianity, Nietzsche (and later, Martin Heidegger) believed, stemmed from the moral teachings of Socrates; even modern science is derived from them.
Nietzsche is the great critic of modern times. He worried that communism would lead to a horrible homogenization of culture and an overextension of the bourgeoisie (which he hated). Throughout Zarathustra, he praises war, the warrior's spirit, cruelty, vanity, etc.- all things denounced by Christianity. This is not so much to bring about "new" values but rather a re-evaluation of all values! Both Nietzsche and Heidegger went back obsessively to the pre-Socratic philosophers, searching for alternatives.
But Nietzsche does not scorn Socrates; on the contrary, he praises him as the "pied piper" full of "prankish wisdom," terms Nietzsche also applies to himself. And Nietzsche really is on the level Socrates: both are great, prankish, wise, critics of their times and both are philosophers. Both help us understand how to live (and, more importantly, how to die), though there are disagreements between the two. But Nietzsche brings up the great questions of our times: are OUR values the best? should we find others? should we begin anew? Read Zarathustra if you care to explore these things.
Also, for those interested, I recommend Werner Dannhauser's "Nietzsche's View of Socrates," the section from Allan Bloom's "The Closing of the American Mind" called "From Socrates' Apology to Heidegger's Rektoratsrede," Heidegger's "Being and Time," and of course, the rest of Nietzsche's books.
The key to the book lies in linking it with a much earlier work, On the Uses and Disadvantages of History for Life, and also with the work that came just before Zarathustra, The Gay Science. In the former work, Nietzsche outlines, for the first time, on how history may be employed for the purposes of life - this isn't about nihilism, and one is forced to wonder if many writers understand what "nihilism" means. In The Gay Science, Nietzsche briefly returns to this theme in the encounter with the demon in aphorism 325 )or thereabouts). In other words, Zarathustra's central theme is the teaching of eternal recurrance, and it is in Zarathustra where one can attempt to interpret what Nietzsche meant by eternal recurrance.
Look closely at "The Adder's Bite," "The Vision and the Riddle," "Of Old and New Law Tables," "The Drunken Song," and, most importantly, "Of Redemption." There are treasures in this book that hold the keys to Nietzsche's bounty - read him like Plato.
Enjoy!!!!
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The photos and descriptions of individual exercises were essential in making sure that the exercises were done correctly and to the greatest benefit.
In my opinion the price of the book is a gift compared to the feeling of well being derived from carefully following the given plan, which, by the way, is adaptable to each individual's capabilities and needs.
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I have noticed that a lot of other reviewers here have mixed feelings about this text. It would help if they stated their background which should be taken into account. I am a junior computer science/mathematics double major who does well in both subjects and is not afraid of reading through a long proof or spending time on advanced problems. Thus, my perspective is that of an advanced student. I noticed that the other students in my class were not all mathematics majors and there were a lot of physics/chemistry majors in the group. These people are probably learning from a pragmatic perspective and could probably care less about proofs, so as long as they pass they are happy.
The chapters from the book that I read in detail (12-19) I found to be full of great illustrations and examples and were presented in a clear logical manner without superfluous material/examples. Starting with the basic tools needed for multivariable calculus (multivariable functions, vector algebra), I found myself grasping topics and ideas very quickly (I aced the course). The exercises were not too difficult and could be solved in a few minutes using the information from the section. The problems require more time and sometimes ideas from other sections/subjects, but none are too difficult. Mostly every topic was given a algebraic and geometric explaination. The book provides a great introduction for beginners while the scope of topics covered appeals to advanced students as well.
In comparison to my old calculus text (Stewart) I found this book to have a lot more material in general that wasn't in Stewart, such as trig sub and fourier series. There is also a chapter on differential equations, which I should probably read before my class starts next semester ;D .
In summary, this review is from the perspective of a young mathematician, and I felt that it was perfect for me to learn from. I liked it enough to keep it. If you are in the same category you will find this to be a wonderful text. It is hard to say whether or not it should be recommended for beginners/non-math students, since I am not one, but from the other reviews on here it seems like some people have had trouble. If that's the case you might want to find a supplement (Standard Deviant's or Cliff's Notes). Learning calculus for the non-math student is not easy, so the best way is to just work harder.
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In my opinion, unless theory is ingrained in students' heads from the start, they will never even attempt to understand it. After all, the book gives the theory second priority, so why should students pay any attention to it?
Moreover, in the introduction, the book promises to have problem sets that a student "cannot just look for a similar example to solve... you will have to think." However, after working with this book's homework problems, I've found them to be the exact opposite of this! There are plenty of similar examples for any given problem, and as a result the teacher's role becomes trivial, while at the same time students don't really understand anything they're doing. Not only this, but the problems are overly MUNDANE, and there is too much practice for a single concept. If a student has taken calculus, he can do derivatives, so he should not need 31 exercises to learn how to do partial derivatives.
Capping all this off, there are no truly challenging problems at all in this book. All of them focus on mechanical methods rather than clever application of known theory. The biggest challenge in this book, in fact, is keeping your hand intact as you take 50 partial derivatives, and then hit a problem that says "repeat for the second partial derivatives."
Meanwhile, your fine motor skills deteriorate quickly as you overwork them drawing or re-drawing a graph or table every other problem.
Bravo, Debbie Hughes, you can use Mathematica's graphing capabilities to their fullest. We're all proud of you. Now can you keep them out of your textbook? No one wants to see a billion tables staring them in the face, and then have to copy and change a billion more for homework. That's not a way to learn. This whole textbook is just a way to pretend you're learning.
Waiting to really learn anything from this book is like waiting for Richard Simmons to get married. Trust me, it's not gonna happen, folks.
kubkhan
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