The paper argues against the growing tendency to interpret Brentano’s conception of inner consciousness in self-representational terms. This trend has received support from the tendency to see Brentano as a forerunner of contemporary same-order theories of consciousness and from the view that Brentano models intransitive consciousness on transitive consciousness, such that a mental state is conscious insofar as it is aware of itself as an object. However, this reading fails to take into account the Brentanian concept of object, which is (...) ultimately derived from ancient and medieval philosophy, as well as the secondary, elusive character that Brentano attributes to inner perception. According to Brentano, we have an aspectual but transparent consciousness of transcendent objects, whereas our awareness of our own mental acts is always complete but incidental, and ultimately opaque. Reversing the relationship between intentionality and consciousness faces difficulties at the textual interpretative level, but also raises theoretical problems, for it risks treating Brentano’s theory of mind as a form of subjectivism and idealism. (shrink)

In the well-known intentionality quote of his Psychology from an Empirical Standpoint, Brentano characterises the mental phenomena through the following features: (i) the intentional inexistence of an object, (ii) the relation to a content, and (iii) the direction toward an object. The text argues that this characterisation is not general because the direction toward an object does not apply to the mental phenomena of sensation. The second part of the paper analyses the consequences that ensue from here for the Brentanian (...) classification of mental phenomena: in Brentano’s psychology one can distinguish two concepts of mental phenomena − the mental phenomenon in a broad sense and the mental phenomenon in a narrow sense; the former concept allows the separation of the mental from the physical, while the narrow concept allows the distinguishing of the main classes of mental phenomena. The third part of the paper shows that, with respect to sensation, the absence of a direction toward an object is compatible with both Brentano’s early taxonomies of philosophical sciences, and his early program for the establishment of a new, empirical and non-speculative philosophy. For this reason, I hold that intentionality is important for the foundation of both psychology, and empirical philosophy. (shrink)

This paper examines the account of ordinary language semantics developed by Franz Brentano and his pupil Anton Marty. Long before the interest in ordinary language in the analytic tradition, Brentanian philosophers were exploring our everyday use of words, as opposed to the scientific use of language. Brentano and Marty were especially interested in the semantics of (common) names in ordinary language. They claimed that these names are vague, and that this is due to the structure of the concepts that constitute (...) their meaning: concepts expressed by such names are themselves vague, based on typicality, and have more or less similar items within their extension. After presenting the views of Brentano and Marty, this paper compares them to later accounts of meaning and concepts, notably Wittgenstein’s theory of family resemblances and the prototype theory of concepts, and emphasizes the originality of the Brentanian position. (shrink)

Brentano distinguishes between intentionality and reference. According to Brentano, all mental acts are intentionally directed toward something. Some mental acts also refer to something, which is the case when their object exists in reality. For Brentano, such acts, besides their intentionality, have a peculiar relation of similarity to their object. However, there is no mention of Brentano’s distinction between intentionality and reference in the literature. Drawing on some lesser known texts, this paper aims both at showing that Brentano makes such (...) a distinction and at underscoring the philosophical significance of his position. (shrink)

Brentano’s account of intentionality has often been traced back to its scholastic sources. This is justified by his claim that objects of thought have a specific mode of being—namely, “intentional inexistence” —and that mental acts have an “intentional relation” to these objects. These technical terms in Brentano do indeed recall the medieval notions of esse intentionale, which is a mode of being, and of intentio, which is a “tending towards” of mental acts. However, within the lexical family of intentio there (...) is another distinction that plays an important role in medieval philosophy—namely, the distinction between first and second intentions, which are, roughly speaking, concepts of things and concepts of concepts respectively. What is less well-known is that Brentano explicitly borrowed this distinction as well, and used it in his account of intentionality. This paper explores this little-known chapter in the scholastic-Austrian history of intentionality by evaluating both the historical accuracy and the philosophical significance of Brentano’s borrowing of the scholastic distinction between first and second intentions. (shrink)

Husserl has undoubtedly considered himself being influenced by Brentano, but his conflicts with the orthodox core of the School of Brentano raise the question whether his adherence to Brentano suffices to adequately grasp the context of his early philosophy. I investigate the biographical details of Husserl’s studies in Vienna to uncover hitherto unknown ties between Husserl and Austrian philosophers outside the School of Brentano. Already during his secondary school studies in the Austro-Hungarian Monarchy Husserl was exposed to the philosophy textbooks (...) of Gustav Adolf Lindner; and archival records of the University of Vienna show that he had extensively attended philosophy courses held by other philosophers, especially by Robert Zimmermann. Both Lindner and Zimmermann proposed Herbartian philosophies, and what makes Zimmermann especially interesting is that he had once been a close personal disciple of Bernard Bolzano. I use an unpublished lecture transcript, written by a fellow student of Husserl, to investigate the controversial issue of Zimmermann’s possible transmission of Bolzano’s ideas. While a direct transmission seems improbable, my investigation uncovers a plethora of Herbartian influences, which are interesting on their own terms and have not only furnished Husserl with important parts of his descriptive psychological toolbox but have also helped him navigate the Brentano-School’s debate on intentionality. (shrink)

This volume presents thirteen essays on intentionality, with a strong focus on historical issues—nine articles deal with the concepts of intentionality in Spinoza, Leibniz, Bolzano, Brentano, Marty, Husserl, and Pfänder—but also taking into consideration some contemporary issues about intentionality, especially from the perspective of externalism and on the question of collective intentionality. The wide variety of topics, historical periods, and perspectives presented in this volume bears witness to the fact that intentionality is widely acknowledged as a central phenomenon in philosophy (...) of mind, despite the fact that there has thus far been no consensus on the methodology of investigation of this phenomenon—neither in the historical development of the concept, nor in its contemporary use. This may be one reason why the editor refuses to take a stand on how the concept historically developed and on the role played by this concept in contemporary issues. As the editor contends, the his .. (shrink)

During the nineteenth century, German philosophy developed from a type of general knowledge to an academic discipline at the university. Changes across disciplines to the philosophy of science and psychological surveys created new challenges for the place and purpose of philosophy in the educational system. The content of logic courses for secondary schools (Gymnasiums) was centred on the dissociation of nature and the scale of logic. In this paper, I will examine a number of projects for teaching philosophy at the (...) secondary school level from new humanism to reduce philosophical to philological concerns about different projects offered by Niethammer, Hegel and Herbart. Then, I will focus on the most successful – Adolf Trendelenburg’s Elements of Aristotle’s Logic (1st edition of 1836). This work is a compilation of the logical texts of Aristotle, and for as long as sixty years, it was an official textbook in Prussian secondary schools. The aim of the paper is to show how the rethinking of Aristotle’s heritage affected the theoretical and ideological expectations of propaedeutic courses and transformed the image of logic as a philosophical discipline. (shrink)