When I was first studying Hegel I encountered quite divergent readings of his views on religion. The teacher who first presented Hegel to me was a Jesuit, Quentin Lauer at Fordham University, who read Hegel as a Christian theologian providing a better metaphysical system for understanding the doctrines of the Trinity and Incarnation. When I studied at Yale, Kenley Dove read Hegel as the first thoroughly atheistic philosopher, who presented the conditions of thought without reference to any foundational absolute being. (...) Meanwhile, also at Yale, John Findlay read us a deeply Neo-Platonic Hegel who taught about absolute forms held in a cosmic mind. In giving my own reading I want to talk about the ways Hegel redefines both metaphysics and religion. I would like to approach these issues by way of the medieval controversy over double truth, which was a previous conflict between religion and science. (shrink)

This essay discusses the situation of philosophy today in an era of mixed modern, postmodern, and traditional values and social patterns. It argues, with reference to postmodern architecture and to the German philosophers Hegel and Heidegger, that we should reject polarizing conceptual dualities, and that we need to seek out new kinds of less centered and less hierarchical unities that take advantage of the internal tensions and spacings within intellectual and cultural formations. It concludes with a discussion of the promises (...) and problems of dialogue between Eastern and Western philosophies in today’s world. (shrink)

Kolb discusses postmodern architectural styles and theories within the context of philosophical ideas about modernism and postmodernism. He focuses on what it means to dwell in a world and within a history and to act from or against a tradition.

A cross-cultural work which reinvigorates the consideration of enlightenment.

The new scientific cosmology which has emerged over the past forty years seems to be forcing philosophers and theologians alike to rethink the traditional theistic conception of God in which God is pictured as a First Cause designer of the universe in favor of what Joseph Campbell more mystically calls an immanent ground of being, transcendent of conceptualization. The central thrust of these reflections is that we encounter that immanent ground of being through the experience of wonder and awe. Since (...) actual experience is involved, then a phenomenological description of exactly what it is in the new cosmology (and the universe) which induces such wonder is possible. The basic thesis is that we experience wonder in the face of the remarkable and transcendent (beyond finite predicates and understanding) coming-into-being of nature over twelve to fifteen billion years. Wonder is the human reaction to and appreciation for the astounding fact that nature and all of its parts actually are. It is; we are; such is the ineffable beyond in our midst. (shrink)

The philosophy of Immanuel Kant has been important in education theory, especially in the historical context of the Enlightenment and its legacies on contemporary understandings of global education. Particular reference is given to Kant’s writing on Enlightenment thinking and especially to his 1803 Über Pädagogik/Lectures on pedagogy whose groundwork tends to be thought from an empirical anthropology. This paper aims to question education, though from the perspective of a Kantian understanding of aesthetic experience, a perspective developed initially from my reading (...) of Denis J. Schmidt’s Lyrical and Ethical Subjects. In the Critique of Judgement, Kant develops an ‘Analytic of the Beautiful’ that offers transcendental grounds for the possibility of aesthetic experience. In doing so, he discusses, somewhat briefly, training in the fine arts and even more briefly offers, somewhat indirectly, a far-reaching transcendental ground for pedagogy. It is these two brief accounts that form the substance of this paper, requiring a somewhat extended introduction to Kant’s Critique of Aesthetic Judgement in order to develop its analysis. From this analysis, two key questions arise: if fine art cannot be learned, and if imitation would ultimately aim at producing an objectively determinable rule—via a determinable concept—for the production of art works, how does one proceed with education in the fine arts? And, secondly, as a corollary, if genius is reserved for precisely what cannot be learned but yet can be conceived and communicated, what possible purpose is served by aesthetic ideas with respect to cognition itself? (shrink)

This essay seeks to develop and illustrate an approach to comparison based on "ad hoc" frames. A frame is defined by a question, to which dif- ferent thinkers can be seen as offering complementary and/or competing responses. Pursuing a middle ground between universalist conceptions of comparison and particularist rejections of comparison, this approach brings various positions into dialogue in a manner that is not inherently totalizing. The article draws extensively on Hegel's philosophy of religion to articulate this approach to comparison (...) and its presuppositions. The sec- ond section of the essay seeks to illustrate the value of this approach by using the question of how traditional practices are inherited to frame a comparison of Hegel on habit and the Confucian thinker Xunzi on ritual. This comparison functions principally to indicate the process of comparison and suggest the value of pursuing this comparison in greater depth. (shrink)

Since the Enlightenment, critique has played an overarching role in how Western society understands itself and its basic institutions. However, opinions differ widely concerning the understanding and evaluation of critique. To understand such differences and clarify a viable understanding of critique, the article turns to Kant’s critical philosophy, inaugurating the “age of criticism”. While generalizing and making critique unavoidable, Kant coins an unambiguously positive understanding of critique as an affirmative, immanent activity. Not only does this positive conception prevail in the (...) critique of pure and practical reason and the critique of judgment; these modalities of critique set the agenda for three major strands of critique in contemporary thought, culminating in among others Husserl, Popper, Habermas, Honneth, and Foucault. Critique affirms and challenges cognition and its rationality, formulates ethical ideals that regulate social interaction, and further articulates normative guidelines underway in the ongoing experimentations of a post-natural history of human nature. In contradistinction to esoteric Platonic theory, philosophy at the threshold of modernity becomes closely linked to an outward-looking critique that examines and pictures what human forms of life are in the process of making of themselves and challenges them, by reflecting upon what they can and what they should make of themselves. As a very widely diffused practice, however, critique may also become a self-affirming overarching end in itself. (shrink)

I survey some important semantical and axiomatic theories of self-referential truth. Kripke's fixed-point theory, the revision theory of truth and appraoches involving fuzzy logic are the main examples of semantical theories. I look at axiomatic theories devised by Cantini, Feferman, Freidman and Sheard. Finally some applications of the theory of self-referential truth are considered.