ABSTRACTHere, I pursue consequences, for the interpretation of Sellars’ critique of the ‘Myth of the Given’, of separating the modal significance that Kant attributed to empirical intuition from th...

There has been a tendency in some of the most influential recent interpretations of Hegel to downplay the theological characterizations that Hegel gives to the subject-matter of logic, and to emphasize, instead, certain continuities taken to exist between Hegel’s conception of logic and that of Kant. In the work of Robert Pippin and others, this has led to an ‘apperception’-oriented interpretation of Hegel’s logic, according to which Hegel follows Kant in taking logic to be primarily concerned with the nature of (...) human self-conscious subjectivity. Here I put pressure on this interpretation—first, by foregrounding textual and systematic evidence for taking the theological characterizations to accurately convey Hegel’s considered position on logic, as the science of the ‘absolute idea’, and then, secondly, by showing how Hegel’s arguments for the absolute formality and universality of logic point instead to a more fully-fledged rejection of Kant’s conception as too specifically psychological. (shrink)

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)

The financial crisis that currently besets Europe not only disturbs the life of many citizens, but also affects our economic, political and philosophical theories. Clearly, many of the contributing causes, such as the wide availability of cheap credit after the introduction of the euro, are contingent. Analyses that aim to move beyond such contingent factors tend to highlight the disruptive effects of the neoliberal conception of the market that has become increasingly dominant over the last few decades. Yet while the (...) financial sector has received most of the blame, and rightly so, few commentators seem willing to take into account the role played by representative democracy in its current form. Even if it is granted that actual democratic policies fall short of what they ought to achieve, contemporary representative democracy itself is seldom regarded as part of the tangle it was supposed to resolve. David Merill touches upon this issue when he notes, in the preceding issue of thisBulletin, that ‘the economic dilemmas faced today may be ultimately the consequences of state failure’. The state that has failed to regulate the markets is described as ‘weak’ and ‘subject to external blows, blind to its ends, merely one actor among many in the events of the day’ (Merill 2012: 28). Yet Merill does not seem to consider this weakness to be an inherent feature of the constellation of which contemporary democracy is a part.There are, of course, excellent reasons not to take this path. First, representative democracy has in many cases proved to be the best way of preventing small elites from acquiring political power, and many of the impressive social and political achievements of the twentieth century are the result of democratic processes. (shrink)

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)

Throughout his work Hegel distinguishes between the notion of an act from the standpoint of the agent and that of all other standpoints. He terms the formerHandlung and the latterTat. This distinction should not be confused with the contemporary one between action andmerebodily movement. For one, bothHandlungandTatare aspects of conduct that results from the will,viz. Tun. Moreover, Hegel's taxonomy is motivated purely by concerns relating to modes of perception. So whereas theorists such as Donald Davidson assert thatallactions are events that (...) are intentional under some description, Hegel reserves the term ‘action’ for those aspects of behaviour that are highlighted by a specific set of agent-related descriptions. This is not an ontological category, since there are no such objects as actions-under-specific-descriptions.Sophocles'sTheban Trilogyreveals the central role that these notions must play in any Hegelian understanding of tragic drama. Indeed the contrasts that matter most to Hegel's general take on both epic and tragic poetry are more closely related to the study of action than the standard theory attributed to Hegel would seem to allow. It is more fruitful, then, to incorporate Hegel's insights into such tragedies to the model of action employed by him than it is to try to make them fit whatever ‘theory’ of tragedy might appear to be hinted at in hisAesthetics. (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)

La interpretación de la tragedia griega en el pensamiento político de Hegel servirá para pensar las nuevas oposiciones que surgen tras la incorporación de la burguesía como elemento social, la que rompe con el modelo político desarrollado por los teóricos políticos modernos. Asumiendo esta necesidad de la época, lo que se pretende mostrar es, primero, la incorporación de la diferencia política al interior de la polis, realizado por el universo griego ; para luego mostrar la necesidad de esta diferencia para (...) superar las oposiciones que se presentan al interior de la comunidad política, con fin a señalar la importancia que tienen tales elementos en lo que será la exposición de la eticidad en la Filosofía política madura de Hegel. (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)

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)

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.

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)

The image of Georg Wilhelm Friedrich Hegel as ‘the Prussian state philosopher’ has proven extraordinarily tenacious.1 To say that this much-repeated commonplace is hardly sustainable in the face of...