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Switch to: References
Citations of:
System of ethical life (1802/3) and first Philosophy of spirit (part III of the System of speculative philosophy 1803/4) [Book Review]
Albany: State University of New York Press (1979)
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In Marx’s posthumously published manuscripts from 1857–1863, we find a systematic exposition of his concept of subsumption. Though much has been written about it, significant interpretative gaps persist. In this article, I begin filling these gaps by examining the emergence of Marx’s concept of subsumption. I will argue that in the Grundrisse Marx brings together distinct but complementary elements from Hegel’s theories of judgment and teleology to coin two new and well delineated concepts of subsumption that prefigure his later concepts (...) |
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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”, (...) |
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The thinking of those with the power to formulate and implement public policy is now almost totally dominated by the so-called science of economics. While efforts have been made to supplement or modify economics to make it less brutal or less environmentally blind, here it is suggested that economics is so fundamentally flawed and that it so completely dominates the culture of late modern capitalism (or postmodernity) that a new master human science is required to displace it and provide an (...) |
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This paper argues that human ecology, based on process philosophy and challenging scientific materialism, is required to effectively confront the global ecological crisis now facing us. |
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Nothing survives deconstruction unless we accept that survival in some sense attaches to the ghostly or etiolated figures (the marks and traces) of things, by which deconstruction proceeds. If the ghostly figure survives then it may be because it is undeconstructible. Yet the spectral figure would no doubt remain insignificant if it was not for the force it brings to bear on more central and familiar categories of philosophical and literary discourse. These categories, like style, friendship, justice and hospitality, tend (...) |
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Hegel had taken the Kantian categories of thought to be merely formal, without content, since, he argued, Kant abstracted the conditions of thought from the world. The Kantian categories can, as such, only be understood subjectively and so are unable to secure a content for themselves. Hegel, following Fichte, tried to provide a content for the logical categories. In order to reinstate an objective status for logic and conceptuality he tries to affirm the unity of thought and being. The idea (...) |
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Some feminist commentators ignore Luce Irigaray’s contributions to rethinking classical and neoclassical theories of the market when their aims and hers are often largely of a piece. Other feminist commentators celebrate Irigaray’s writings by privileging a certain conception of the gift her philosophy is said to evoke because it challenges the logic of the market economy and its masculinist biases. Instead of viewing the market and the gift in a binary way, I argue that Irigaray examines the conditions of possibility (...) |
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The idea of radical pedagogy is connected to the ideals of social justice and democracy and also to the ethical demands of love, care and human flourishing, an emotional context that is sometimes forgotten in discussions of power and inequality. Both this emotional context and also the emphasis on politics can be found in the writings of Paolo Freire, someone who has provided much inspiration for radical pedagogy over the years. However, Freire did not create any explicit ethical foundation for (...) |
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Whether second language teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it from a Hegelian framework of language. Among Hegel’s theories of language, two notions, namely, mutual recognition and universalisation of culture are selected for discussions. The conclusion (...) |
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