This chapter is a work in applied metaphysics. Recent discussions of monism and metaphysical dependence are deployed to develop a view—the doctrine of divine priority (DDP)—that is a viable alternative to the doctrine of divine simplicity (DDS). DDS and the traditional motivation for it are discussed, then DDP is introduced by way of an analogy involving Jonathan Schaffer’s distinction between two forms of monism. It is argued that DDP is an alternative to DDS by showing that it is consistent with (...) the traditional motivation for the latter view, and argued that DDP is a viable alternative by showing that objections to its peculiar implications rest on assumptions that can reasonably be rejected. In the concluding section, the findings of the main discussion are summarized and DDP’s potential theological import is illustrated with a brief discussion of a possible solution to the Problem of the Trinity it affords. (shrink)

In “Violence and Metaphysics” Jacques Derrida suggests that “the only effective position to take in order not to be enveloped by Hegel would seem to be…to consider false-infinity…irreducible.” Inversely, refuting the charge of logocentrism associated with Hegelian true infinity ( wahrhafte Unendlichkeit ) would involve showing that Hegel’s speculative logic does not establish the infinity of being exempt from the negativity of the finite. This paper takes up Derrida’s challenge, and argues that true infinity is crucial to Hegel’s understanding of (...) ideality as a question of normative authority, which does not fall prey to logocentrism. Through an exposition of the dialectic of the finite and the infinite in Hegel’s Science of Logic , I argue that true infinity is not an ontological category that eliminates division, but rather refers to the metalogical standpoint involved in a philosophical account of determinacy. Although fully achieved at the end of the Logic , the metalogical standpoint that Hegel elaborates in the Seinslogik under the banner of the true infinite already clarifies that determinacy is a product of normative authority that is itself precarious. (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

This paper reconsiders certain of Kierkegaard's criticisms of Hegel's theoretical philosophy in the light of recent interpretations of the latter. The paper seeks to show how these criticisms, far from being merely parochial or rhetorical, turn on central issues concerning the nature of thought and what it is to think. I begin by introducing Hegel's conception of "pure thought" as this is distinguished by his commitment to certain general requirements on a properly philosophical form of inquiry. I then outline Hegel's (...) strategy for resolving a crucial problem he takes himself to face. For his account of the nature of thought depends upon the idea of a form of inquiry in which nothing whatsoever is presupposed; but this idea appears basically paradoxical inasmuch as the mere act of beginning to inquire in a certain way embodies an assumption about how it is appropriate to begin. Turning to Kierkegaard, I consider a key objection to the effect that Hegel's strategy for resolving this paradox depends on the incoherent idea of a purely reflexive act of thinking. Finally, I draw out some central features of the alternative account of "situated" thought and inquiry which Kierkegaard presents as distinctively Socratic. (shrink)

This paper re-examines Kierkegaard's work with respect to the question whether truth is one or many. I argue that his famous distinction between objective and subjective truth is grounded in a unitary conception of truth as such: truth as self-coincidence. By explaining his use in this context of the term ‘redoubling’ [ Fordoblelse ], I show how Kierkegaard can intelligibly maintain that truth is neither one nor many, neither a simple unity nor a complex multiplicity. I further show how these (...) points shed much-needed light on the relationship between objective and subjective truth, conceived not as different kinds or species of truth but as different ways in which truth manifests itself as a standard of success across different contexts of inquiry. (shrink)

The essay takes its point of departure from Monod's reading of dialectical materialism in Chance and Necessity. A passage of Engels's Dialectics of Nature, which identifies Spinoza's concept of causa sui with the Hegelian concept of interaction [Wechselwirkung], provides the opportunity to examine the consequences of Monod's claims more closely. Using Spinoza's philosophy as a litmus test, the essay attempts to demonstrate the debt of Engels's materialism to Hegel's Science of Logic by tracing the development of the concept of Wechselwirkung (...) in classical German philosophy. A profound difference between the Spinozan and Hegelian concepts becomes apparent: while the concept of Wechselwirkung implies a totality present to itself as simultaneity, permitting the flow of a linear, homogenous and empty time upon which stages of development can be inscribed, the concept of causa sui implies a totality without closure, a totality whose eternity is identified with the necessary and infinite network of modal durations. The essay concludes by suggesting that Spinoza's concept of causa sui allows us to rethink the relation between freedom and necessity in the Marxist tradition in conjunctural and aleatory terms. (shrink)

In this paper I present four interpretations of so-called negative theology and provide a number of attempts to model this theory within a formal system. Unfortunately, all of them fail in some manner. Most of them are simply inconsistent, some contradict the usual religious praxis and discourse, and some do not correspond to the key theses of negative theology. I believe that this paper shows how challenging this theory is from a logical perspective.

This article examines four related aspects of Hegel's approach to the teaching of philosophy and to the philosophy of the teacher. Specifically, it highlights some of the views Hegel expressed on education in general whilst Rector of the Nuremberg gymnasium; describes his opinions on the place of philosophy within the school curriculum and the structure of the philosophy course which he designed for his pupils; examines the pedagogy which he employed in teaching his system of philosophy; and offers preliminary comments (...) on his insights into the contradictions which resist the abstract identity of the teacher. (shrink)

This article puts forward a revisionary reading of Hegel's reception in Britain at the turn of the nineteenth century, in suggesting that the stance of the British Hegelians is very close to the sort of non-metaphysical or category theory interpretations that have been in vogue amongst contemporary commentators. It is shown that the British Hegelians arrived at this position as a way of responding to the hostile existentialist reaction to Hegel begun by Schelling in the 1840s, which led them to (...) abandon the standard Neoplatonic reading of his idealism, and arrive at the sort of non- metaphysical account which is most fully developed by J M E McTaggart in his interpretation of Hegel's Logic. (shrink)

Consider a circle and a pair of its semicircles. Which is prior, the whole or its parts? Are the semicircles dependent abstractions from their whole, or is the circle a derivative construction from its parts? Now in place of the circle consider the entire cosmos (the ultimate concrete whole), and in place of the pair of semicircles consider the myriad particles (the ultimate concrete parts). Which if either is ultimately prior, the one ultimate whole or its many ultimate parts?

As McDowell makes clear in ‘On Pippin’s Postscript’ and in many other works, the interpretive question at issue in this exchange—how to understand the relation between Kant and Hegel, especially as that concerns Kant’s central ‘Deduction’ argument in the Critique of Pure Reason1—brings into the foreground an even larger problem on which all the others depend: the right way to understand at the highest level of generality the relation between active or spontaneous thought and our receptive and corporeal sensibility and (...) bodily embodiment. From Mind and World on, McDowell has indicated that this is in fact a problem so inclusive as to be common to theoretical and practical philosophy; that the issue of how thought informs our sensibility is at bottom the same (raises the same logical or conceptual issue) as the issue of how thought could be said to inform, to be active ‘in’, bodily action; that we can be in the grip of the same bad, misleading picture in accounting for executing an intention as in accounting for acquiring perceptual knowledge.2 I agree with, and follow his lead in, setting the basic framework for the particular issues in just this way. With matters so set out, there are two main areas of disagreement: (i) how to state the role of concepts and especially conceptual activity in the sensible uptake of the world and (ii) what to make of Hegel’s claim for a speculative ‘identity’ between inner and outer in action, or how to state the role of intentions ‘in’ bodily activity. In both cases, McDowell thinks I go too far; too far in terms of what is philosophically correct, and too far in attributing those positions to Hegel. It is the former topic that is in play in this exchange, although elements of the latter arise as well. There is first an issue lingering from the first exchange in Reading McDowell. (shrink)

György Márkus’s post-Marxist writings on high culture are evaluated in terms of their possible contribution to a neo-Marxist theory of high culture. Because of the highly essayistic character of Márkus’s presentation, this necessarily involves investigation of their dependence on his previous work. According to Márkus, Marxism can be critically reconstructed and superseded on the basis of an independent theorization of the consequences of Marx’s most basic theoretical move: the identification of production as paradigmatic for social action in general. In section (...) 3 this idea of the production paradigm is criticized. In section 4 I show how in Márkus this idea is made the basis of an ostensibly historicist concept of critical theory, in which not only the theory’s object is historicized, but the theory is itself organized as an articulation of the needs of historically specific constituencies. I argue, however, that in reality the idea of the production paradigm stands in fundamental contradiction to this methodological ideal. Márkus’s theory of high culture likewise combines historicist ambitions and reliance on the dehistoricized ‘production paradigm’. I argue that his ‘systematically dialectical’ deployment of this notion allows a quasi-historicist conceptualization of modern high culture as a whole, but that this method simultaneously renders theorization of high culture’s connection with more ‘infrastructural’ social relations problematic, and tends to exclude reflection on the ‘utopian moment’ in high cultural practice today. Section 5, and some remarks at the end of Section 11 suggest horizons for a genuinely historicist theory of high culture, in relation to the constitutive failure of Marxism to confront its dependency on the institutions of high culture, and also suggest a possible confluence and conflict with Roy Bhaskar’s work. (shrink)

This paper provides an account of the paradoxes of teaching democracy, the paradoxes of being a citizen in a liberal democracy, and the insights that can be gained from the model of citizenship that T.H. Green promoted. Green thought citizenship was predicated on the twin foundations of the community and the common good. Freedom for Green means individual self-determination coupled with recognition of the dependency relations between individuals and the community. Green is noteworthy not only as a theorist but also (...) as an active contributor to the development of public schools in England. A consideration of his arguments provides a model for educating citizens, addresses the paradoxes of democracy in education, and reveals elements of his philosophy that are relevant to educational issues today. (shrink)

In certain theological circles today, panentheism is all the rage. One of the most notorious difficulties with panentheism lies in figuring out what panentheism actually is. There have been several attempts in recent literature to demarcate panentheism from classical theism, neo-classical theism, open theism, and pantheism. I shall argue that these attempts to demarcate panentheism from these other positions fail. Then I shall offer my own demarcation.

Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent history, Dewey shared broader concerns with Vygotsky (whose work he never read). Both Dewey and Vygotsky emphasized the role of cultural forms and meanings in perpetuating higher forms of human thought, whereas Piaget focused on the role played by logical and mathematical reasoning. On the other hand, with Piaget, Dewey emphasized the nurture of independent reasoning central to the liberal Protestant heritage the two men shared. (...) Indeed, Dewey's broad theorizing of democracy's implications for schooling can be seen to integrate the research emphases of the two psychologists. (shrink)

This paper argues that a strong thesis of divine providence, whereby God is understood as in complete control of all things, entails pantheism, the thesis that the universe is not ontologically distinct from God. In normal discourse, we distinguish a plan from, on the one hand, the state of affairs which realizes that plan—its execution or expression—and, on the other hand, the person or group whose plan it is. However, with respect to an omnipotent God who displays complete providence, neither (...) of these two distinctions holds. We cannot separate person from plan, or plan from world, and in consequence, neither can we separate person from world, ergo pantheism. Accordingly, the argument of this paper comes in two parts maintaining, first, the impossibility of distinguishing between God’s plan and its execution and, second, the impossibility of distinguishing God himself from his plan. (shrink)

This paper argues that insofar as the ‘translation’ of deconstruction in America has become a discourse on the sacred, it mis‐recognizes what Derrida calls the trace, and identifies it as the radical outside to thought, or as ‘God’. The ‘trace’ on Derrida's account is indeed unknowable, but it is not the radical outside of thought. Rather, it is a disruptive force that is internal to thought. Reconstructive analyses investigate the way that thought is breached, and necessarily so, by what thought (...) cannot think. This breach, this unsignifiable opening, is intolerable to philosophical undertakings because philosophy must totalize; this is what philosophy does. Following Walter Benjamin, I argue that translation is possible, precisely because of this breach. Thus, just because this breach or opening is intolerable to thought or to philosophy does not prevent it from happening. On Jacques Derrida's analysis, this opening has a name: it is deconstruction. To this extent, those variants of ‘deconstruction in America’ which misrecognize the trace as God, miss the very political force of deconstruction in the first place, which is to say, a philosophical undertaking which thematizes the intolerability of refusing what philosophy does and must do.The breach in thought is precisely what Walter Benjamin suggests is untranslatable. It cannot be communicated by any sign. Notwithstanding the great difference between Benjamin and Hegel's political commitments, comparing Benjamin's work on the untranslatability of language's ‘languageness’ to Hegel's semiological theory is instructive. It establishes that both thinkers argue that the practice of language should be the practice of learning each word as though it were a proper name. Each argues in their own way that the practice of language should erase the trace. It is precisely this erasure — the identification of the trace as radically exterior to thought ‐ that covers over what is at stake, not simply philosophically, in an investigation into the breach of language, but what is at stake politically. What is at stake politically is what Derrida calls the ‘risk of absolute surprise’ which is nothing less than the risk of a political philosophy with no guarantee. (shrink)

Dewey proposed a new theory of language, in which the form (such as symbols) and content of language are not separated. The content of language includes the physical aspects of the world, which are purely quantitative: the life process, which involves functional responses to qualities, and the human life process, which involves the conscious integration of the potentiality of qualities to form a functional whole. The pinnacle of this process is individuality, or the emergence of a unique function to change (...) social habits through a democratic process. However, there is a real danger that the form and content of language become split. To prevent such a split, Dewey proposed education through the basic occupations of the production of food, clothing and shelter. (shrink)

This paper explores the thought of Hegel, Saussure and Derrida regarding the nature of the linguistic sign. It argues that Derrida is right to maintain that Hegel is an influence on Saussure. However, Derrida misrepresents both Hegel and Saussure by interpreting them as falling within the Platonic rather than the Aristotelian philosophical tradition.

This paper explains the nature and origin of what I am calling Transgressive Realism, a middle path between realism and anti-realism which tries to combine their strengths while avoiding their weaknesses. Kierkegaard created the position by merging Hegel’s insistence that we must have some kind of contact with anything we can call real (thus rejecting noumena), with Kant’s belief that reality fundamentally exceeds our understanding; human reason should not be the criterion of the real. The result is the idea that (...) our most vivid encounters with reality come in experiences that shatter our categories, the way God’s commandment to kill Isaac irreconcilably clashes with the best understanding of ethics we are capable of. I explain the genesis of this idea, and then show it at work in Heidegger and Levinas’ thought. Understanding this position illuminates important aspects of the history of continental philosophy and offers a new perspective on realism. (shrink)

This thesis aims to throw an illuminating light on the as yet neglected concept of nothing in Kant’s system, a concept which is taken into consideration, by Kant, in accordance with the guiding thread of the categories of the understanding. My main argument is that Kant has a fourfold division of nothing and each has a transcendental function in his system. This function is basically a limiting one; setting up negative determinations without which Kant’s system would have never been constituted (...) as it is now. It is shown in the thesis that the concept of nothing is divided basically into four: first, nothing as ens rationis that limits and thereby protects knowledge, secondly nothing as nihil privativum that defines the boundaries of phenomenal reality, thirdly nothing as ens imaginarium that makes possible the unity of experience and finally, nothing as nihil negativum that draws the lines of logical thinking. All make, in the last resort and by being the concepts of the opposite, experience possible. The thesis consists of four chapters. The first chapter is an exposition of all four divisions of nothing, the second is the display specifically of the concepts of ens rationis and nihil negativum, and the third is of the concepts of ens imaginarium and nihil privativum. The auxiliary argument of the thesis is that while Hegel makes a strong charge of externality against and thereby severely criticizes the Kantian concept of the thing-in-itself, - the concept of which I propose to be contained under the concept of ens rationis- Kant has equally convincing arguments against such a charge. This is the topic of the fourth and final chapter which has an implicit aim of creating the image of a powerful critical Hegel but on the other hand an equally enduring and war-like Kant. Kant is presented as a philosopher who has powerful responses to institute a balance between himself and his opponent. When Kant’s differing concepts of nothing are taken into account, Hegel’s attack of externality, it is maintained, appears not to have taken into account the full measure of the resources of the Kantian position. Even when it is said that the attack is against one specific concept of the thing-in-itself alone, Kant still seems to have enough resources for toleration and defence indeed. (shrink)

This thesis develops an Hegelian philosophy of education by presenting the concept as the comprehension of the dialectic of enlightenment. It begins by examining recent critical theory of education which has employed Habermas's idea of communicative action in order to reassess the relationship between education and political critique. It goes on to expose the flaws in this approach by uncovering its uncritical use of critique as the method of enlightenment. Enlightenment as overcoming presupposes enlightenment as absolute education. The philosophical issues (...) raised here are then substantially examined by returning to Habermas in order to trace the presupposition of critique as method in his theorizing. It is argued that Habermas also presupposes critique as absolute enlightenment, or overcoming, in both the emancipatory knowledge-constitutive interest and in The Theory of Communicative Action, and further, that it is this presupposition which returns as the contradiction of the dialectic of enlightenment in his work. Horkheimer and Adorno's Dialectic of Enlightenment is then itself examined along with Adorno's Negative Dialectics. Here it is argued that although this work marks an educational and philosophical development over Habermas, nevertheless its authors also presuppose the identity of enlightenment, this time in the claim that the dialectic of enlightenment, and negative dialectics, are not a determinate negation. The thesis shows how Habermas and Adorno, in their respective views of the dialectic of enlightenment, repeat but do not comprehend the selfdetermination which is the actual in Hegelian philosophy. The final chapter of the thesis employs Hegelian philosophy to re-examine the aporia of education as method. It argues that the dialectic of enlightenment is actual when it is recognized as the self-education of philosophical consciousness, and is the identity and non-identity which is the concept. The implications of Hegelian philosophy of education as the recognition of misrecognition are then explored, first with regard to rethinking the identity of the teacher in civil society and developing the concept as ethical pedagogy; and then to recognizing critique as comprehensive education with regard to the state in civil society. (shrink)