In the past years, there has been an intensive discussion on the topic of academic freedom in the university. More precisely, it has been criticized that the university is confronted with a growing intolerance and the request to limit free speech. This contribution takes a case at a German university as point of departure. It shows how the current discussions draw on central figures of the philosophy of Enlightenment. In the first part of the paper, the ideas of free speech (...) following Kant, Mill, and Popper are presented. The second part of the article shows how these positions can also lead to an inversion or instrumentalization of Enlightenment thought. This is illustrated using exemplary statements from the case presented in the beginning of the article. In the third part of the article, the concept of higher education or Bildung will be discussed in relation to academic freedom. The guiding principle is an openness toward a pluralistic discourse that is to be framed by societal analysis, civility, and critique. (shrink)

The current discussion on the role of the universities often starts off with a perspective on the university as a scientific and/or pedagogical institution and consequently runs into a conflict between both logics in which each element is somehow devalued from the other perspective. Therefore, it may be productive to analyse the university from a standpoint in between, a perspective of knowledge as such. In order to conceptualise such a third perspective of knowledge, the history of the European university is (...) reconstructed and interpreted as a process of reflection on the ‘spiral of knowledge’. Before this background the idea of the university is renewed in terms of knowledge and summarised in the idea of a ‘deliberate university’. (shrink)

This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...) camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. (shrink)

Neste artigo apresenta-se o significado do conceito de sociabilidade insociável e de sua importância para a filosofia histórico-política de Kant. Defendem-se aqui duas teses importantes: primeira, que esse conceito se insere essencialmente num paradigma biológicoteleológico em vez de físico-mecânico; segunda, que a insociabilidade deve ser compreendida como se referindo a inclinações e não a paixões, o que, por sua vez, permite pensá-la em concordância com um progresso moral também dos indivíduo.

Recent advances in genomic research have led to the development of new diagnostic tools, including tests which make it possible to predict the future occurrence of monogenetic diseases (e.g. Chorea Huntington) or to determine increased susceptibilities to the future development of more complex diseases (e.g. breast cancer). The use of such tests raises a number of ethical, legal and social issues which are usually discussed in terms of rights. However, in the context of predictive genetic tests a key question arises (...) which lies beyond the concept of rights, namely, What should we want to know about our future? In the following I shall discuss this question against the background of Kant’s Doctrine of Virtue. It will be demonstrated that the system of duties of virtue that Kant elaborates in the second part of his Metaphysics of Morals offers a theoretical framework for addressing the question of a proper scope of future knowledge as provided by genetic tests. This approach can serve as a source of moral guidance complementary to a justice perspective. It does, however, not rest on the – rather problematic – claim to be able to define what the “good life” is. (shrink)

The paper presents a series of German-Jewish readings of Lessing's "Nathan the Wise" stretching from the Enlightenment to the early post-1945 period. Already the first Jewish reader, Moses Mendelssohn, did not focus his interpretation of this drama on the so-called "parabel of the rings," where Nathan is commonly said to preach religious tolerance. Rather, Mendelssohn concentrates on act IV, scene 7, which expounds Lessing's concept of the relationship between Judaism and Christianity and Nathan's experience of Christian persecution. With the upsurge (...) of German anti-Semitism in the late 19th and 20th century, this scene served first as a sign of German-Christian empathy for Jewish suffering, and thus of hope, then as a reminder of recent prosecutions. It seemed to foreshadow, and eventually became overshadowed by, the Shoah. (shrink)

Rawls says that public reason is the reason of the citizens of a democratic state and takes the Supreme Court in the USA as the exemplar of public reason. It differs from non public reason, which is used e.g., in universities and academic institutions. Rawls contrasts with Kant, which opposes the public reason of the scholar—or the philosopher—, who speaks before the world, to the private reason of state or church officials. The later, once they accept an authority, cannot think (...) by themselves (selbst denken). A closer examination shows that Rawls is not so far from Kant as it seems, because he takes the constitutional judges not as they are, but as they should be. However Rawls still apparently refuses Kant’s unity of reason. Further investigation of the relations between ethical reason, democratic reason and legal reason is needed. Democratic reason is tantamount both to public reason and to legal reason in a modern constitutional state. It is a requirement of ethics but still not identical with ethical reason, since it is possible to accept democratic reason and to argue against it from an ethical point of view. There is just one good way of reasoning, in spite of the constraints that the sources of law and the rules of procedure impose on legal reasoning, compared with ethics. Such constraints are based on the democratic principle, which is again based on ethical reason, which at last both grounds and limits the constraints that law imposes on reason. (shrink)

This paper discusses Immanuel Kant’s views on the role of experiments in natural science, focusing on their relationship with hypotheses, laws of nature, and the heuristic principles of scientific enquiry. Kant’s views are contrasted with the philosophy of experiment that was first sketched by Francis Bacon and later developed by Robert Boyle and Robert Hooke. Kant holds that experiments are always designed and carried out in the light of hypotheses. Hypotheses are derived from experience on the basis of a set (...) of heuristic principles. The function of experiments is testing hypotheses in order to either reject them as false, or else to transform them into empirical laws of nature. To this end, we must integrate the hypotheses that are confirmed by experiments with the a priori principles which are the foundations of natural science. Compared with Bacon, Boyle, and Hooke, Kant has elaborate views on the one hand, on how our theoretical and pre-theoretical assumptions bear on experimental practice, and on the other hand, on how the results of experimental activity can be integrated with theories to advance our knowledge of nature. However, Kant overstates the dependence of experiments on theories. (shrink)