The article considers the Ukrainian translation of the latest edition of Hegel's work “The Phenomenology of Spirit”. The analysis focuses on the conformity of this translation with the generally accepted world requirements and norms that put forward the translation and publication of classical philosophical texts. The historical circumstances of the appearance of “Phänomenologie des Geistes” are briefly considered, as well as the history of its editing and republishing in the 19-20th cent., and it is shown that without this history any (...) translation cannot be considered as acceptable. Manuscript received 01.03.2020. (shrink)

My aim in this paper is to offer a Hegelian critique of Quine’s predicate nominalism. I argue that at the core of Hegel’s idealism is not a supernaturalist spirit monism, but a realism about universals, and that while this may contrast to the nominalist naturalism of Quine, Hegel’s position can still be defended over that nominalism in naturalistic terms. I focus on the contrast between Hegel’s and Quine’s respective views on universals, which Quine takes to be definitive of philosophical naturalism. (...) I argue that there is no good reason to think Quine is right to make this nominalism definitive of naturalism in this way – where in fact Hegel offers a reasonably compelling case that science itself requires some commitment to realism about universals, kinds, etc. Furthermore, even if Hegel is wrong about that, at least his case for realism is still a naturalistic one, as it is based on his views on concrete universality, which is an innovative form of in rebus realism about unive.. (shrink)

Georg Wilhelm Friedrich Hegel developed the concept of institutionalized education, which reflected public schooling and its legitimacy in the context of rapid transformation of European feudal societies to modern societies. The concept of school reflects the Hegelian theory of Bildung and the concept of modern society. What makes Hegel’s philosophy interesting is his conviction that the processes of Bildung can take place only in the context of social institutions and in the highly organized forms of human interaction regulated by those (...) institutions. Hence the development of an individual, according to Hegel, depends exclusively on institutionalized forms of interaction. In modern society, pedagogical institutions have a specific function: on the one hand, schooling is essentially an institutional form of initiating the process of Bildung in which an individual acquires culture and applies it to life—a life which consequently becomes consciously led by an individual self; on the other, schooling is essentially a way for modern society to ensure its self-preservation by preparing the individual to respond to the demands of civic society so that she or he can take part in the economic production and reproduction of modern society. (shrink)

Pippin, Pinkard and Brandom are rightly seen as representatives of a distinct approach in contemporary Hegel scholarship. Still, their interpretations diverge due to different definitions and uses of conceptions of discursive practice. We focus on three ways in which such definitions and uses bear on their interpretations. First, while Lumsden has recently criticized Pinkard and Brandom for ‘discursive bias’ in their accounts of the contestation and upheaval of normative authority in Hegel’s Phenomenology, we note that Pinkard distinguishes between various modes (...) of reason-giving, and we argue that a further qualification of interdependencies between these modes may support his interpretation against such criticism. Second, Pinkard and Pippin have recently criticized Brandom’s conception of discursive score-keeping practice, and Pippin in particular has argued that the latter rests on an individualistic reductionism about content foreign to Hegel. However, we find that the real issue is that the modes of methodological abstraction and idealization assumed for Brandom’s conception of discursive practice leave out of account the historical alteration as well as the institutional embodiment of normative authority as emphasized by Pippin and Pinkard. Third, while Pippin and Pinkard both make Hegel’s notion of modern ethical life bear on a conception of practical rationality, their uses of a conception of discursive practice in such an undertaking betray divergent conceptions of the sociality of rational agents. (shrink)

This paper covers the theme of the death of God considered from a Hegelian standpoint. For Aristotle, the image of God as ‘thought thinking itself’ was an image of the knowledge aspired to in philosophy. With the notion of God becoming man and his insistence on the icon of the Cross, Hegel challenged the Aristotelian goal of philosophy as immutable knowledge of an ‘ultimate’ reality. Hegel viewed the crisis of normativity as strictly linked to the conception of the self. It (...) is Nietzsche who is best known for alluding to the full significance of this image for modern life, but Hegel’s thought on the complex relations of philosophy and religion in the modern world can be regarded as an attempt to think through this same historical phenomenon. In this paper, I focus on the philosophical relevance of Hegel’s notion of the death of God. I argue that unpacking the significance of the ‘truths’ presented symbolically in modern Christianity is crucial in unders.. (shrink)

An individual is in the lowest phase of moral development if he thinks only of his own personal interest and has only his own selfish agenda in his mind as he encounters other humans. This lowest phase corresponds well with sixteenth century British moral egoism which reflects the rise of the new economic order. Adam Smith (1723–1790) wanted to defend this new economic order which is based on economic exchange between egoistic individuals. Nevertheless, he surely did not want to support (...) the moral theory of British egoism. His book The Wealth of Nations suits well into the world view of British moral egoism, but in the book The Theory of Moral Sentiments, he presents a moral theory which is the total opposite of moral egoism. Contemporary German intellectuals saw contradiction in Adam Smith’s moral (social) philosophy which they called as Das Adam - Smith - Problem . Smith himself didn’t think that there is any contradiction in a situation where in economic sphere (civil society) individual act egoistically and in ethical sphere (encounter with the imagined Other) he feels humanity and compassion toward his fellow men. Hegel was a passionate reader of Adam Smith and he acknowledged Das Adam - Smith - Problem . He set the task of his social philosophy to overcome this paradox. He wanted to create a theory of a social totality where economic egoism and feelings of humanity are not in contradiction. In the same time Hegel wanted to create a theory on Bildung process where human spirit develops from moral un-freedom (heteronomy) to moral freedom and maturity (autonomy) taking care both aspect of love and reason. In certain Hegel’s texts notion of recognition plays crucial role. That is why modern Hegelians Ludwig Siep, Axel Honneth and Robert Williams consider the notion of recognition to be elementary in Hegel’s threefold theory of developing human spirit from family via civil society to sittliche state . For Hegel family is a sphere where people love their “concrete other” and where feeling surpasses reason. Civil Society is a sphere of private contracts and economic exchanges where cold egoistic and calculative reason surpasses feelings. In the sphere of State the contradiction between family and Civil Society ( Das Adam - Smith - Problem ) is solved by “rational feeling”. According to Hegel State should protect citizens from alienating effect of egoistic reason of Civil Society and cultivate “family-feelings” to rational feelings which integrate citizen into “sittliche community” through reciprocal process of recognition. In this article I want to consider Hegelians Honneth’s and Williams’s relevance to the theory of moral development. (shrink)

Schelling has been exploited for a variety of psychoanalytical projects, from Marquard’s revision of Freud, to various readings of Jung, to Žižek’s interpretation of Lacan. What we have not seen is an elaboration of the psycho-therapeutical implications of Schelling’s metaphysics on its own terms. What we find when we read Schelling as metapsychologist is a nonpathologizing theory of dissociation. Like anything that lives, the psyche dissociates for the sake of growth. The law of productive dissociation is the source of psyche’s (...) adaptive power and an explanation of the structure of its illnesses. (shrink)

While commentators recognize the centrality of the notion of Geist in Hegel’s philosophical project, there is no consensus about what the term exactly designates and what its role is within his system. One interpretation, which has appeared on the scene in recent years, overemphasizes the onto-theological connotations of the Hegelian term and understands it as a kind of supernatural or divine force determining the development of the system and guiding human history. Critically opposing this reading and showing its conceptual shortcomings, (...) the paper clarifies Hegel’s concept of Geist and discusses its real place in the philosopher’s system. (shrink)

This essay re-examines Hegel's account of Greek culture in the section of the _Phenomenology of Spirit_ devoted to “ethical action”. The thrust of this section cannot be adequately grasped, it is argued, by focusing on Hegel's references to either Sophocles' _Antigone_ or Greek tragedy as a whole. Taking into account Hegel's complex use of literary sources, the essay shows in particular that Hegel draws on Aristophanes' comedies to comprehend the collapse of Greek culture, a collapse he considered to result from (...) the tragic conflict constitutive of Greek culture as a whole. The essay thus aims to shed light on Hegel's abstruse remarks on womanhood and, more generally, to demonstrate that Hegel's peculiar employment of literary sources constitutes an essential element of the method he employs throughout the _Phenomenology of Spirit_. (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)

In this article I argue that Hegel has become analytic philosophy’s “pharmakon”—both its “poison” and its “cure.” Traditionally, Hegel’s philosophy has been attacked by Anglo-American analytical philosophers for its alleged charlatanism and irrelevance. Yet starting from the 1970s there has been a revival of interest in Hegel’s philosophical work, which, I suggest, may be explained by three developments: the revival of interest in Aristotelianism following Saul Kripke’s and Hilary Putnam’s work on natural kinds, and Elizabeth Anscombe’s, Philippa Foot’s, and Putnam’s (...) opposition to the fact-value distinction; the rehabilitation of Hegel’s theories by various philosophers, including Robert Pippin, Terry Pinkard, Fred Beiser, Robert Stern, and Stephen Houlgate; and the Sellars-inspired philosophy of mind of John McDowell and of Robert Brandom. The first and third of these reasons, I argue, have led several analytic theorists to cast Hegel in a more positive light as the “cure” for analyti... (shrink)

Este artículo sostiene que Platón constituye un interlocutor fructífero para la Teoría crítica. Desde un diálogo con Axel Honneth, argumentaremos primero que la metodología de crítica social desarrollada en la República posee elementos constructivo-racionales y reconstructivo-hermenéuticos. Luego, enfatizaremos dos conceptos prefigurados en dicha obra que, mediante Hegel, yacen en el trasfondo de la Teoría crítica, a saber: holismo y patología social. Ello nos permitirá articular, como conclusión, una “dialéctica de la justicia” que, en el sentido de Adorno & Horkheimer, recorre (...) la obra de Honneth. (shrink)

Hegel’s theory of freedom is complex and sweeping, and while most interpreters of Hegel will readily agree that it is the centerpiece of his political philosophy, perhaps also of his social philosophy and philosophy of history, they will just as readily disagree about what exactly the theory claims. Such interpretive disagreements have fueled, in large part, the resurgence of interest in Hegelian philosophy over the last few decades.

Rajesh Sampath ABSTRACT: This paper begins with several opening passages from the most esoteric writings in Hinduism’s vast, ancient religious-philosophical heritage, namely the Upanishads. The aim is to reveal certain essential connections between the primordial relation between self and sacrifice while exploring uncanny paradoxes of eternity and time, immortals and mortals and their secret linkages. ….

The significance of German Romantic and Hegelian philosophy for educational practice is not attended to as much as it deserves to be, both as a matter of historical interest and of current importance. In particular, its role in shaping the thought of John Dewey, whose educational philosophy is of seminal importance for discussions on education for citizenship, is of considerable interest, as recent work by Jim Garrison (2006) and James Good (2006; 2007) has shown. This article focuses on the Hegelian (...) concepts of Bildung and Sittlichkeit in order to consider how they may illuminate the purpose and practice of education for citizenship through a conceptualisation of the relationship of individual to society, and, specifically, through the idea of cultural induction. The discussion takes as its principal reference point the Scottish policy context. (shrink)

Most interpretations of Hegel’s Philosophy of Nature emphasize its theoretical aspects, often limiting the debate to whether it should be understood as what I term philosophia contra scientiam or philosophia ancilla scientiae. Challenging this focus, I highlight the equally metatheoretical and metapractical dimensions in Hegel’s comprehending approach to nature, proposing that the Philosophy of Nature seeks to comprehend—and indeed rank—nature’s intrinsic value through the lens of the Concept, ascribing to it truth and freedom. My central thesis is that Hegel’s Philosophy (...) of Nature provides an environmental metaethics that avoids both physiocentric and anthropocentric biases, instead establishing a ‘Concept-centric’ perspective on environmental ethics that proposes respecting natural beings for their own sake and according to their distinct constitutions, for reasons akin to those by which we respect humans. This has far-reaching ethical implications, especially pertinent to today’s systematic debates on environmental ethics, in view of the urgent environmental challenges we are confronted with. (shrink)

This study rethinks the critical reception of Hegelianism in nineteenth-century France, arguing that this reception orbits around "pantheism" as the central political-theological threat. It is Hegel’s alleged pantheism that French authors often take to be the root cause of the other dangers that become associated with Hegelianism over the course of the century, ranging from the defence of the status quo to radical socialism to pangermanism. Moreover, the widespread fixation on the term "pantheism" as the enemy of all that is (...) true, and as the term that defines the age, is symptomatic of the perception of the nineteenth century by its contemporaries as a period of crisis and turmoil, in which heretical energies are let loose that threaten to unground all authority and all transcendence. More speculatively, I suggest in the conclusion that it is the same energies that the term "communism" comes to capture, too. (shrink)

In this study, the aim is to view on the ‘Being, Nothing and Becoming’ that takes place at the beginning of ‘The Doctrine of Being’ which is the first book of Hegel’s Science of Logic. Even if the main issue is the ‘Being, Nothing and Becoming’, it is considered within a holistic view. İt is the important to carry out the aim of this study that some questions are need to be asked and answered in order to make real having (...) a holistic view considered. These questions: (1) Why does The Science of Logic start with ‘Being’?, (2) What is ‘being’?, (3) What does to happen the ‘nothing’ from ‘being’ mean? How does it happen?, (4) What is ‘nothing’?, (5) What does to happen the ‘becoming’ from ‘being’ and ‘nothing’ mean? How does it happen?, (6) What is becoming? In the study, it is aimed that to proceed with the answers of these questions. The other part of the study is to view on a deep comprehension which provides to answer the questions mentioned above. At this point, it benefits from explanations on understanding, dialectic and speculation taken place at 79.-82. paragraphs of Logic which is the first book of Hegel’s Encyclopedia. At this context, an aim occurs to ask and answer some questions like: (a) What is ‘understanding’?, (b) What is ‘dialectic’?, (c) What is ‘speculation’? In conclusion, the final aim is to explain why Hegel’s proceeds with these like this way –not like another way– and how is to proceed with these like this way. (shrink)

Inventing Knowledge: A Global & Historical Introduction to Philosophy is an open educational resource (OER) textbook designed for a cross-cultural historical-survey style Introduction to Philosophy course. While it was written with an undergraduate academic audience in mind, it should also be suitable for self-guided readers interested in philosophy. It covers ‘western' philosophy from the Presocratics of Ancient Greece through to the present day (and including the Islamic world). It also contains additional chapters on philosophy in India, China, Mesoamerica, and Africa. (...) The text touches on issues concerning, but not limited to, metaphysics, epistemology, ethics, political philosophy, philosophy of religion, and aesthetics. Upon working through the material covered here, students should be able to identify and discuss many of the central figures, concepts, problems, theories, and schools of philosophy across history and across the world. (shrink)

Are we really sure to correctly know what do we feel in front ofan artwork and to correctly verbalize it? How do we know what weappreciate and why we appreciate it? This paper deals with the problem ofintrospective opacity in aesthetics (that is, the unreliability of self-knowledge) in the light of traditional philosophical issues, but also of recentpsychological insights, according to which there are many instances ofmisleading intuition about one’s own mental processes, affective states orpreferences. Usually, it is assumed that (...) aesthetic statements are intuitivelyclear and self-evident. However, a long tradition in psychological researchhas called the idea of introspective transparency and the infallibility of self-knowledge into question (Wilson 2002). This topic has only recently beenrecognized as an interesting problem in aesthetics (Melchionne 2011, Irvin2014). In this paper I will discuss the main shortcomings in introspective self-knowledge, mostly referring to psychological findings. As a consequence, thedevelopment of a folk psychological account of aesthetic experience could beneeded, investigating how people develop intuitive and naïve theories abouttheir aesthetic reactions, taste, and feelings, distinct from a more objectiveand empirically grounded account of how judgment and preferences areactually formed in ourselves, even on a neurobiological level. However, itwill also be argued that bypassing the individual judgment and his expressedchoices in favor of allegedly more objective levels of description would notbe an innocent step to take. (shrink)

The thesis adapts Bourdieu’s theory of hexis as a method for approaching the Baillie (Hegel/Baillie, 1910/1931) and Pinkard (Hegel/Pinkard, 2008) translations of Hegel’s Die Phänomenologie des Geistes (Hegel, 1807/1970) as embodiments of a translatorial practice informed by social and philosophical contextual factors. The theoretical concept of a translatorial hexis is analogous to Bourdieu’s habitus but differs in that the translatorial hexis embodies a specifically dominant, honour-seeking stance of the translator with regard to the micro-dynamics of the surrounding sub-fields; the translatorial (...) hexis is also embodied primarily in the detail of the text and in the peritexts to the translations. Chapters 3 and 4, which focus on the Baillie and Pinkard translations, are each divided into three sections: an analysis of the historical background to the translation in terms of interrelated Bourdieusian fields defined by rival positions vying for academic reputation; an analysis of lexical patterning identified in TT corpora with reference to the translations of two ‘dialectically ambiguous’ terms Geist [mind/spirit] and aufheben [cancel/preserve/sublate]; an analysis of peritexts to the two translations. Starting with a discussion of Hegel’s ‘dialectical ambiguity’ in chapter 1 and an elaboration of the Bourdieusian theoretical framework in chapter 2, the thesis attempts to explain the lexical findings with reference to the concept of translatorial hexis in a manner which takes philosophical and sociological factors into consideration as determinants of the translators’ strategies. The analysis focuses on the positioning of Sir James Black Baillie with regard to Absolutist and Personalist versions of British Idealism and Terry Pinkard with regard to the non-metaphysical readings of Hegel and the development of communitarian ideologies.The publication of new translations of Hegel’s works and new critical works on German Idealism suggest that a Hegel revival is in full progress. Given the centrality of translation to this phenomenon, it is appropriate that translation studies should contribute to the discussion, especially to demonstrate the value of a self-reflexive, multi-disciplinary approach which brings linguistic analysis and sociological contextualisation to bear on some of the philosophical issues at stake. (shrink)

Hegel and Heidegger are leading figures of modern philosophy, but their interpretation of being, metaphysics, truth, ontology, epistemology, dialectic, alienation and art, among other central questions of philosophy, are radically different. Taking these aspects into account, my paper tries to dismiss Heidegger’s critiques towards Hegel arguing that, from the point of view of 20th century phenomenology, and although using a dissimilar philosophical vocabulary, Hegel was rather a phenomenologist than a metaphysician. Not only that: in many respects, Heidegger’s Dasein toys with (...) metaphysic to an extent that Hegel’s spirit never did. (shrink)

After a long period of neglect that began in his lifetime, why has Schelling reemerged as an important philosopher, germane to contemporary concerns? In the first part of this essay I offer a brief history of Schelling’s early descent into obscurity and gradual ascent back into the light of philosophical relevance. In the second and final part of the essay, I offer a brief survey of the current Schelling resurgence in the English speaking reception of Continental philosophy.

This paper considers the relation between mytho-poetic narrative and practical philosophy in an Idealist/Romantic fragment, usually attributed to Hegel, known as the ‘System-programme’. Like many works of the young Hegel, the text seeks political reform through a reform of religion and suggests that for politics to be truly motivating reason must be embedded in mytho-poetic discourse. This Hegelian ‘reform’ is in the service of a new, sensuous, practical rationality and a motivating political praxis. The paper places these issues in the (...) context of the religious thought of J.J. Rousseau, particularly his religious themes, as presented in The Social Contract . The paper also connects these issues to a political problem identified in recent work by Simon Critchley, the problem of practical or moral motivation. Critchley claims that while citizens of secular, liberal, democratic societies experience the political norms that shape their lives as externally binding, these norms are not internally compelling. Against this he claims that what are motivating are frameworks of belief that call the secular project into question. At least one of Critchley’s solutions to this problem is connected to the sphere of the religious. While accepting the idea that connecting social and political problems to religion can render them motivating, this paper will withhold from endorsing either the solution offered by the young Hegel in the ‘System-programme’ or Critchley’s, and raises doubts also about the Rousseauian response . It argues that these solutions fail to adequately address the problem they face: how to render contemporary political life internally compelling for modern political subjects? (shrink)