My aim in this paper is to make use of Edith Stein’s phenomenological analyses of empathy, emotion, and personhood to clarify and critically assess the recent suggestion by Axel Honneth that a basic form of recognition is affective in nature. I will begin by considering Honneth’s own presentation of this claim in his discussion of the role of affect in recognitive gestures, as well as in his notion of ‘elementary recognition,’ arguing that while his account contains much of value it (...) also generates problems. On the basis of this analysis, I will try to show that Stein’s account of empathy demarcates an elementary form of recognition in a less problematic fashion than does Honneth’s own treatment of this issue. I will then spell out the consequences of this move for the emotional recognition thesis, arguing that Stein’s treatment lends it further credence, before ending with some remarks on the connection between recognition and emotional personality. (shrink)

In this essay I offer a qualified defence of Axel Honneth's recognition-theoretical critique of reification. This defence begins by engaging with a cross-section of the recent critical responses to Honneth's theory. In response to these criticisms I develop a reading of the recognition-theoretical critique of reification which illuminates both the intentional structure and pre-ethical nature of affective recognition whilst also reconstructing the existential contours of reification, understood as the “forgetfulness of recognition.” The paper concludes by taking the problem of “forgetfulness” (...) in a novel direction by drawing on the theory of double reflection expounded by Kierkegaard's pseudonymous author Johannes Climacus in the Concluding Unscientific Postscript. In this final discussion I argue that the recognition-theoretical application of the theory of double reflection provides a conceptual model which allows one to think through the social, cultural and political mediations which inhibit, or wholly.. (shrink)

Contemporary recognition theory based on Axel Honneth's foundational work is a well-established research programme that is highly relevant also for philosophy of education. However, some of Honneth's own relatively recent writings on pathologies of recognition, and especially on the notion of antecedent recognition threaten to undermine the carefully built systematic foundations of the theory. These developments also problematise the educational significance that recognition theory in its previously established form arguably has. In this paper, I will analyse and critically evaluate some (...) of the educational implications of the very notion of antecedent recognition as discussed by Honneth. As my overall conclusion, I will argue that because of its unclear nature, the notion of antecedent recognition is highly problematic, and therefore, has questionable value for the philosophy of education. Although the discussion here focuses on Honneth, what is fundamentally at stake is a more general issue regarding capabilities and their preconditions. Honneth's conceptualisations and arguments represent particular types of moves in this educationally relevant discussion. Therefore, the conclusions drawn also have wider systematic significance beyond Honneth scholarship. (shrink)