Throughout his career, Schelling assigns knowledge of the absolute first principle of philosophy to intellectual intuition. Schelling's doctrine of intellectual intuition raises two important questions for interpreters. First, given that his doctrine undergoes several changes before and after his identity philosophy, to what extent can he be said to “hold onto” the same “sense” of it by the 1830s, as he claims? Second, given that his doctrine of intellectual intuition restricts absolute idealism to what he calls a “science of reason”, (...) which he says cannot prove the absolute’s existence, what other doctrine does he require in order to prove this? I will answer these questions by tracing the shifts in Schelling’s doctrine of intellectual intuition from the 1790s to the 1830s and drawing out its evolving methodological role within his science of intelligibility. (shrink)

Fichte argues that the conclusion of Kant’s transcendental deduction of the categories is correct yet lacks a crucial premise, given Kant’s admission that the metaphysical deduction locates an arbitrary origin for the categories. Fichte provides the missing premise by employing a new method: a genetic deduction of the categories from a first principle. Since Fichte claims to articulate the same view as Kant in a different, it is crucial to grasp genetic deduction in relation to the sorts of deduction that (...) Kant offers. I propose to interpret genetic deduction as the simultaneous fulfillment of two tasks: answering the question quid facti by deriving the categories from the I and answering the question quid juris by establishing our entitlement to the categories as conditions of experience. While the second task represents Fichte’s agreement with Kant’s transcendental deduction, the first reflects his correction of Kant’s metaphysical deduction. (shrink)

In the 1960s, a school formed in Heidelberg around Dieter Henrich that criticized—with reference to J. G. Fichte—the ‘reflection model’ of self-consciousness according to which self-consciousness consists in a representational relation between two mental states or the self-representation of a mental state. I present a new “Heidelberg perspective” of pre-reflective self-consciousness. According to this new approach, self-consciousness occurs in two varieties which regularly are not sufficiently distinguished: The first variety is egological self-consciousness that exists in connection with the use of (...) concepts. It consists in the consciousness of having an awareness of oneself as the Ego of a conscious state. The second variety is anonymous pre-reflective self-consciousness, which is awareness of consciousness but does not contain egological information. The pre-reflective self-consciousness does not exhibit a subject-object structure and thus cannot be appropriately determined as a representation, self-representation, or even acquaintance relation. Rather, anonymous self-consciousness is characterized by an indistinction of subject and object. However, pre-reflective self-consciousness is the basis of egological self-consciousness. (shrink)

In Religion Within the Boundaries of Mere Reason, Kant claims that all human beings are originally and radically evil: they choose to adopt a ‘supreme maxim’ that gives preference to sensibility over the moral law. Because Kant thinks that all agents have a duty to develop good character, part of his task in the Religion is to explain how moral conversion is possible. Four years after Kant publishes the Religion, J. G. Fichte takes up the issue of conversion in slightly (...) different terms: he is interested in how people he characterizes as ‘dogmatists’ become ‘idealist’. Against recent interpreters, I argue that Fichte characterizes the choice to convert from dogmatism to idealism as one that is grounded in a non-rational choice. Along the way, I consider Daniel Breazeale and Allen Wood’s recent arguments to the contrary, alternative accounts of what it might mean for a conversion to count as ‘rational’, and how well my conclusion harmonizes with Fichte’s views on education. (shrink)