Neuhouser’s book is one of the most important contributions to the revival of Hegelian philosophy that has been taking place in Anglo-American philosophy over the last few years. Much of the debate in moral and political philosophy of the last few years has been set in terms of “the right” versus “the good,” and it is tempting to want to put Hegel in one of those categories and thereby also to classify him as either a “liberal,” a “communitarian,” or perhaps (...) a “romantic.” Neuhouser develops a powerful case for understanding him as none of these things. Instead he wants to understand Hegel as developing a social and political philosophy around the central conception of “self-determi- nation.” At first blush, that makes Hegel sound very much like the post-Kantian many now take him to be, but Neuhouser argues that, however true that might be, Hegel is best understood as continuing and developing certain key Rousseauian insights. In Neuhouser’s treatment, both Hegel and Kant are “post- Rousseauians,” and his understanding of what this means throws new and great light on understanding why Hegel’s social philosophy may still be of importance to us. (shrink)

Michael Uljens; The Idea of a Universal Theory of Education—an Impossible but Necessary Project?, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.

This chapter contains sections titled: “Pedagogy” and “Science” The Educational Reform Movement of the Eighteenth Century Kant, Hegel, and the Reform Movement Kant Hegel Conclusion.

Michael Uljens; The Idea of a Universal Theory of Education—an Impossible but Necessary Project?, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.

Michael Uljens; The Idea of a Universal Theory of Education—an Impossible but Necessary Project?, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.

Michael Uljens; The Idea of a Universal Theory of Education—an Impossible but Necessary Project?, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.