Johann Gottfried Herder: Auch eine Philosophie der Geschichte zur Bildung der Menschheit Edition Holzinger. Taschenbuch Berliner Ausgabe, 2013 Vollständiger, durchgesehener Neusatz mit einer Biographie des Autors bearbeitet und eingerichtet von Michael Holzinger Erstdruck: Erstdruck: o.O. 1774 (anonym). Textgrundlage ist die Ausgabe: Sturm und Drang. Weltanschauliche und ästhetische Schriften. Herausgegeben von Peter Müller, Band 1-2, Berlin und Weimar: Aufbau, 1978. Herausgeber der Reihe: Michael Holzinger Reihengestaltung: Viktor Harvion Umschlaggestaltung unter Verwendung des Bildes: Johann Gottfried Herder (Gemälde von Anton Graff, 1785).

InhaltVorwortSiglenverzeichnisEröffnung und GrußwortePlenarvorträgeGünter ZÖLLER: Fichte in Berlin in München Claudio CESA : Urfragen und Gestalten der Menschheitsgeschichte im Hinblick auf den späten FichteBernard BOURGEOIS: Über die Sich-selbst-Gleichheit der Fichteschen Rechts- und StaatslehreReinhard LAUTH: Zur grundsätzlichen Richtung der philosophischen Fichte-Forschung Fichtes letzte Darstellungen der Wissenschaftslehre Urs RICHLI: Die ursprüngliche Konstitution des Wissens in Fichtes später WissenschaftslehreAlexander SCHNELL: Schema – Soll – SeinAndreas SCHMIDT: Jenseits des Selbstbewußtseins. Zur intellektuellen Anschauung in Fichtes Wissenschaftslehre von 1810Daniel DOHRN: Freiheit und Gebundenheit in der Wissenschaftslehre 1811Christian (...) KLOTZ: Fichtes Deduktion der Bewußtseinsform in der Wissenschaftslehre 1811Kunihiko NAGASAWA: Gott und Wissen in der WL von 1810Hans-Peter FALK: Fichtes späte Wissenschaftslehre Hitoshi MINOBE: Die Freiheit der Erscheinung in der Wissenschaftslehre von 1811Anton A. IVANENKO: Der zweideutige Begriff des Seins im Vortrag der Wissenschaftslehre vom Jahre 1812 Michael Bastian WEISS: Das Als und das Nicht-Als, oder: Szenario des Bildens. Zu Fichtes theoretischem Appell zum Praktischen in der Wissenschaftslehre 1812Benedetta BISOL: Die Ich-Lehre in der Wissenschaftslehre 1812M. Jorge de CARVALHO: Reflexion und ReflexibilitätMartin BONDELI: Zum Begriff der Apperzeption in Fichtes Wissenschaftslehre 1813/1814Hartmut TRAUB: Liebe, Sein und Leben. Vom inneren Wesen der Wissenschaftslehre Cristiana SENIGAGLIA: Das Prinzip Individualität und seine praktische Bedeutung.Überlegungen zu Fichtes Diarien. (shrink)

InhaltVorwort SiglenverzeichnisWerner Beierwaltes: Zum Tode von Reinhard Lauth am 23. August 2007 Marco Ivaldo: Nachruf auf Reinhard Lauth Wilhelm Lütterfelds: »Ich allein aber verstehe es recht.« Fichtes idealistischer Verstehensbegriff und seine Paradoxie Jean-François Goubet: Über die akademische Freiheit. Analyse eines sittlich, rechtlich und philosophisch grundlegenden Begriffs in Bezug auf Fichtes Antrittsrede zum Rektorenamt im Jahre 1811 Marco Rampazzo Bazzan: Idee und Gesicht in den Fünf Vorlesungen über die Bestimmung des Gelehrten Nina W. Gromyko: Das Transzendieren als grundlegende anthropologische Konstruktion in (...) Fichtes Vorlesungen über die Bestimmung des Gelehrten Valérie Kokoszka: L’Affektenlehre dans la dernière philosophie de Fichte Kaoru Hoshiba: Das Problem der Sprache bei Fichte Martin Siegel: Die Einforderung eines lebendigen Sprachvollzugs als Kennzeichen der späten Wissenschaftslehren FichtesRainer Adolphi: Die Tatsachen der Tathandlung. Über Fichtes implizite Auseinandersetzung mit den Anfängen einer ›anthropologischen‹ Depotenzierung der Vernunft Marina Bykova: Fichte’s Doctrine of the Self-Positing Subject Alexander Kudrjaschew: Die Entfaltung des Fichteschen Erfahrungsgrundes Peter L. Oesterreich: Fichte und die Kunst des PhilosophierensGiorgia Cecchinato: Fichtes Ästhetik. Eigene Reflexionen über Kunst und WissenschaftslehreManuel Jiménez Redondo: Die unzeitgemäße Aktualität Fichtes, aufgezeigt am Beispiel der Beziehung der theoretischen und praktischen Philosophie in seinem SpätwerkFranck Fischbach: De l’acte à l’être: la dernière philosophie de Fichte Marco Ivaldo: Sittlicher »Begriff« als wirklichkeitsbildendes Prinzip in der späten Sittenlehre Katja V. Taver: Interpersonalität. Von den Wolfskindern zu den Thatsachen des Bewusstseyns von 1810/11Ulrich Fritz Wodarzik: Prinzip Liebe – zwischen Natur und Freiheit beim späten FichteAlois K. Soller: Keine moralische Selbstbestimmung im Spätwerk Fichtes. Zur Genese eines VernunftdeterminismusJean-Marie Vaysse: Fichte, penseur de l’actualité. (shrink)

Das Altern ist nicht nur eine biologische, sondern auch eine kulturelle Tatsache. Als Objekt der Verhandlungen zwischen Wissensdiskursen erscheint Alter als ein ebenso heterogenes wie problematisches Phanomen, das von Werturteilen und Weltanschauungen bestimmt wird. Des Weiteren sind Alter und Medizin in der offentlichen Meinung moderner Gesellschaften eng miteinander verbunden. Das interdisziplinare Forschungsprojekt "Kulturelle Variationen und Reprasentationen des Alters" geht von einem erweiterten, die geistes-, sozial- und medizinwissenschaftlichen Diskurse integrierenden Konzept von Alterskulturen und Potentialen des Alters aus. Dies bedeutet, Alter als (...) Gegenstand des Wissens und als Konzept zu begreifen. Alterskonzepte, das heisst Vorstellungen, Wertungen und, Bilder des Alters, sind Deutungsmuster fur elementare Bedurfnisse an der Schnittstelle von individuellem und kollektivem Leben. Mit Beitragen von David Blane und Gopalakrishnan Netuveli, Johannes Siegrist und Morten Wahrendorf, Peter Rusterholz, Anouk Janssen, Hiltrud Westermann-Angerhausen, Stefanie Knoll, Jean-Claude Schmitt, Gerd Gockenjan, Giovanna Pinna, Hans-Georg Pott, Monika Gomille, Miriam Seidler, Pat Thane, Simone Moses, Heiner Fangerau und Jorg Vogele, Anja Schonlau, Thomas Kupper". (shrink)

Neuroenhancement involves the use of neurotechnologies to improve cognitive, affective or behavioural functioning, where these are not judged to be clinically impaired. Questions about enhancement have become one of the key topics of neuroethics over the past decade. The current study draws on in-depth public engagement activities in ten European countries giving a bottom-up perspective on the ethics and desirability of enhancement. This informed the design of an online contrastive vignette experiment that was administered to representative samples of 1000 respondents (...) in the ten countries and the United States. The experiment investigated how the gender of the protagonist, his or her level of performance, the efficacy of the enhancer and the mode of enhancement affected support for neuroenhancement in both educational and employment contexts. Of these, higher efficacy and lower performance were found to increase willingness to support enhancement. A series of commonly articulated claims about the individual and societal dimensions of neuroenhancement were derived from the public engagement activities. Underlying these claims, multivariate analysis identified two social values. The Societal/Protective highlights counter normative consequences and opposes the use enhancers. The Individual/Proactionary highlights opportunities and supports use. For most respondents these values are not mutually exclusive. This suggests that for many neuroenhancement is viewed simultaneously as a source of both promise and concern. (shrink)

Neuroenhancement involves the use of neurotechnologies to improve cognitive, affective or behavioural functioning, where these are not judged to be clinically impaired. Questions about enhancement have become one of the key topics of neuroethics over the past decade. The current study draws on in-depth public engagement activities in ten European countries giving a bottom-up perspective on the ethics and desirability of enhancement. This informed the design of an online contrastive vignette experiment that was administered to representative samples of 1000 respondents (...) in the ten countries and the United States. The experiment investigated how the gender of the protagonist, his or her level of performance, the efficacy of the enhancer and the mode of enhancement affected support for neuroenhancement in both educational and employment contexts. Of these, higher efficacy and lower performance were found to increase willingness to support enhancement. A series of commonly articulated claims about the individual and societal dimensions of neuroenhancement were derived from the public engagement activities. Underlying these claims, multivariate analysis identified two social values. The Societal/protective highlights counter normative consequences and opposes the use enhancers. The Individual/proactionary highlights opportunities and supports use. For most respondents these values are not mutually exclusive. This suggests that for many neuroenhancement is viewed simultaneously as a source of both promise and concern. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

SummaryThough Peter Gordon mentioned philosophical anthropology in his book Continental Divide, he has not yet realized how it works independently from Cassirer's and Heidegger's prejudices. The whole argument between them before, in and after Davos raged around the status of philosophical anthropology: How do the spiritualisation of life and the enlivening of the spirit come about? This was not just the central question for philosophical anthropology founded by Max Scheler, but also in Wilhelm Dilthey's life philosophy, which was systematized by (...) Georg Misch. Cassirer and Heidegger shared three shortcomings with respect to the Life-philosophical Anthropology. Neither had a philosophy of nature or a philosophy of sociaty or a philosophy of history. The insight into the unfathomability of humans is given a political edge in Helmuth Plessner's book Power and Human Nature. Elevating it to the principle of democratic equality with respect to the worth of all cultures one opens up the potential for a form of civil competition that might supersede ethnocentric wars. (shrink)

Though Helmuth Plessner (1892-1985) elaborated his philosophical anthropology independently of the classical pragmatisms, there are many parallels with them. He combined a phenomenology of living beings (a parallel with William James) with a semiotic reconstruction (a parallel with Charles Sanders Peirce) of what we are already using whenever we specify living beings, among them ourselves as human living beings in nature, culture, and society. In Plessner’s distinction between having a body (Körperhaben) and being (or living) a body (Leibsein), there is (...) a parallel with George Herbert Mead’s “Me” (taking over the perspective of others) and “I” (spontaneous actions/reactions of an organism in a situation). Dewey and Plessner elaborated a public procedure for overcoming the old dualism of matter and idea in a process of learning better habits. Their historical conceptions of communication involve the primacy of interactions on three levels (discursive, conscious, pre-conscious living). Facing the plasticity of human conduct, both approaches open the door to a pluralistic self-understanding that includes value-conflicts and that therefore needs civilized forms to solve such conflicts. With regard to the limits of human conduct, Plessner proposed a phenomenology (of laughing and crying) that seems to have no equivalent in pragmatism. (shrink)

Written in the 1960s, TRUTH AND METHOD is Gadamer's magnum opus. Looking behind the self-consciousness of science, he discusses the tense relationship between truth and methodology. In examining the different experiences of truth, he aims to "present the hermeneutic phenomenon in its fullest extent.

Written in the 1960s, TRUTH AND METHOD is Gadamer's magnum opus.

The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology as (...) a cost-effective ‘solution’ to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895–1975) and Hans-Georg Gadamer (1900–2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer’s notions of dialogue and horizon, and Bakhtin’s notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin’s and Gadamer’s ideas, for a dialogic approach to online teaching and learning in higher education. (shrink)

Recent history makes clear that the quantum leaps being made in technology are the leading edge of a groundswell of paradigm shifts taking place in science, politics, economics, social institutions, and the expression of cultural values. Indeed it is the simultaneity and interdependence of these changes occurring in every dimension of human experience and endeavor that makes the present so historically distinctive. The essays gathered here give voice to perspectives on the always improvised relationship between technology and cultural values from (...) Africa, the Americas, Asia, Australia, Europe, and the Pacific. Contributors: Syed Muhammad Naquib Al-Attas, Roger T. Ames,Yoko Arisaka, Carl Becker, Francesca Bray, James Buchanan, Arindam Chakrabarti, Frank W. Derringh, Rolf Elberfeld, Charles Ess, Andrew Feenberg, Susantha Goonatilake, H. Jiuan Heng, Peter Hershock, Thomas P. Kasulis, George Khushf, David Farrell Krell, Joel J. Kupperman, William R. LaFleur, Lois Ann Lorentzen, David Loy, Joseph Margolis, Hans-Georg Möller, Robert Cummings Neville, Peimin Ni, Monica Atieno Opole, Kuruvilla Pandikattu SJ, Helen Petrovsky, Ramon Sentmartí, Kristin Shrader-Frechette, Vasanthi Srinivasan, Marietta Stepaniants, Vyacheslav S. Stiopin, Henk ten Have, Paul B.Thompson, Mary Tiles, David B.Wong. (shrink)

Key Gadamerian concepts that speak to the humanities classroom -- What is reading in the humanities classroom? : Gadamer responds -- Aristotle and Gadamer on imitation : reading and writing as transformative -- Tradition as a hermeneutic challenge, not a rigid standard -- Authority as liberating : Gadamer and the I-thou encounter in the humanities classroom -- A humanities pedagogy : a schema for investigating the humanities classroom -- A humanities pedagogy responds to the neoliberal educational program.

For centuries, the ancient Chinese philosophical text the _Daodejing (Tao Te Ching)_ has fascinated and frustrated its readers. While it offers a wealth of rich philosophical insights concerning the cultivation of one's body and attaining one's proper place within nature and the cosmos, its teachings and structure can be enigmatic and obscure. Hans-Georg Moeller presents a clear and coherent description and analysis of this vaguely understood Chinese classic. He explores the recurring images and ideas that shape the work (...) and offers a variety of useful approaches to understanding and appreciating this canonical text. Moeller expounds on the core philosophical issues addressed in the _Daodejing_, clarifying such crucial concepts as Yin and Yang and Dao and De. He explains its teachings on a variety of subjects, including sexuality, ethics, desire, cosmology, human nature, the emotions, time, death, and the death penalty. The _Daodejing_ also offers a distinctive ideal of social order and political leadership and presents a philosophy of war and peace. An illuminating exploration, The _Daodejing_ is an interesting foil to the philosophical outlook of Western humanism and contains surprising parallels between its teachings and nontraditional contemporary philosophies. (shrink)

In seinem 1960 erschienenen Hauptwerk "Wahrheit und Methode" nimmt Gadamer die bis in die Antike zuruckreichende hermeneutische Tradition auf, um vor allem im Anschluss an Hegel und Heidegger eine philosophische Hermeneutik zu begrunden. Das Buch brachte seinem Autor internationalen Ruhm, und die philosophische Hermeneutik ist eine der massgeblichen Konzeptionen der neueren Philosophie geworden. Nach wie vor bildet "Wahrheit und Methode" den Ausgangspunkt fur eine philosophische Klarung des Verstehens und seiner von Gadamer behandelten Auspragungen in Kunst, Geschichte und Sprache. Der vorliegende (...) Band rekonstruiert und diskutiert in Form eines kooperativen Kommentars, der Gliederung des Werkes folgend, Gadamers Gedankengang, zeigt aber auch die Perspektiven einer Philosophie auf, die sich gegenuber ihrem eigenen hermeneutischen Charakter nicht verschliesst.". (shrink)

Niklas Luhmann (1927-1998) was a German sociologist and system theorist who wrote on law, economics, politics, art, religion, ecology, mass media, and love. Luhmann advocated a radical constructivism and antihumanism, or "grand theory," to explain society within a universal theoretical framework. Nevertheless, despite being an iconoclast, Luhmann is viewed as a political conservative. Hans-Georg Moeller challenges this legacy, repositioning Luhmann as an explosive thinker critical of Western humanism. Moeller focuses on Luhmann's shift from philosophy to theory, which introduced (...) new perspectives on the contemporary world. For centuries, the task of philosophy meant transforming contingency into necessity, in the sense that philosophy enabled an understanding of the necessity of everything that appeared contingent. Luhmann pursued the opposite--the transformation of necessity into contingency. Boldly breaking with the heritage of Western thought, Luhmann denied the central role of humans in social theory, particularly the possibility of autonomous agency. In this way, after Copernicus's cosmological, Darwin's biological, and Freud's psychological deconstructions of anthropocentrism, he added a sociological "fourth insult" to human vanity. A theoretical shift toward complex system-environment relations helped Luhmann "accidentally" solve one of Western philosophy's primary problems: mind-body dualism. By pulling communication into the mix, Luhmann rendered the Platonic dualist heritage obsolete. Moeller's clarity opens such formulations to general understanding and directly relates Luhmannian theory to contemporary social issues. He also captures for the first time a Luhmannian attitude toward society and life, defined through the cultivation of modesty, irony, and equanimity. (shrink)

Die hier versammelten Arbeiten wollen zur Erforschung der Bedeutung und Wirkung von Schillers Briefen über die ästhetische Erziehung des Menschen, diesem für die deutsche Kulturgeschichte vielleicht einflußreichsten Werk des ausgehenden 18. Jahrhunderts, beitragen. Sie beinhalten ästhetische, poetologische, anthropologische und politische Fragestellungen, deren Relevanz bis in unsere Gegenwart reicht.

Justice, equality, and righteousness—these are some of our greatest moral convictions. Yet in times of social conflict, morals can become rigid, making religious war, ethnic cleansing, and political purges possible. Morality, therefore, can be viewed as pathology-a rhetorical, psychological, and social tool that is used and abused as a weapon. An expert on Eastern philosophies and social systems theory, Hans-Georg Moeller questions the perceived goodness of morality and those who claim morality is inherently positive. Critiquing the ethical "fanaticism" (...) of Western moralists, such as Immanuel Kant, Lawrence Kohlberg, John Rawls, and the utilitarians, Moeller points to the absurd fundamentalisms and impracticable prescriptions arising from definitions of good. Instead he advances a theory of "moral foolishness," or moral asceticism, extracted from the "amoral" philosophers of East Asia and such thinkers as Ludwig Wittgenstein and Niklas Luhmann. The moral fool doesn't understand why ethics are necessarily good, and he isn't convinced that the moral perspective is always positive. In this way he is like most people, and Moeller defends this foolishness against ethical pathologies that support the death penalty, just wars, and even Jerry Springer's crude moral theater. Comparing and contrasting the religious philosophies of Christianity, Daoism, and Zen Buddhism, Moeller presents a persuasive argument in favor of amorality. (shrink)