This essay traces Hegel's conceptualisation of “the spirit and the letter”, from the period of his early theological writings to that of the Science of Logic, with particular reference to his correspondence. This dialectic, for Hegel, concerns the realisation of the truth or “spirit” of something from the specificity and fixity of its particular details – its “letter”. It also concerns, then, the freedom to interpret the spirit of something in spite of the apparent authority of any supposed original meanings (...) or authorial intentions. We find him using the phrase in a variety of contexts, with reference to politics, Biblical hermeneutics, textual criticism, the history of philosophy and education. While originally derived from St Paul's dictum – “the letter kills, but the Spirit gives life” (2 Cor 3:6) – Hegel's early invocations of “the spirit and the letter” are inspired by Fichte, who sought to distinguish the spirit from the letter of Kant's philosophy. However, while Fichte conceives of the “spirit” as an “aesthetic sense” with which to take creative liberties with the letter, the later Hegel finds that it is only by tarrying with the contradictions of the dead letter that the spirit might be brought to life. (shrink)

Dying is easy; comedy is hard. Comedy is sovereign. I begin with an excerpt from Bertolt Brecht’s Fugitive Conversations. Ziffel, a physicist, is chatting with the worker Kalle: For humor, I always think of the philosopher Hegel.... He had the makings of one of the greatest humorists among the philosophers.... I read his book The Great Logic once, when I had rheumatism and couldn’t move. It’s one of the greatest humorous works of world literature. It treats of the way of (...) life of concepts, those slippery, unstable, irresponsible existences; how they abuse one another and fight with knives and then sit down together to supper as though nothing had happened.... They can live... (shrink)

While it has long been commonplace to advert to thePhenomenology of Spirit's peculiar prosaic form, there has been no sustained, thematic attempt to understand the relationship between that form—as a continuous, quasi-fictional narrative—and the work's philosophical content. I argue that some of what has been felt to be outlandish about the form may be better accounted for by reading it as connected to purposeful literary decisions, decisions in turn exhibiting philosophical claims about the new mode of modern self-understanding that the (...) argument is concerned with advancing. Extending Allen Speight's suggestions that Hegel sees literature as closely connected to his theory of agency, I argue that thePhenomenology's narrative should be understood as itself specifically and deliberately novelesque. I focus on three points that help clarify the book's form as not simply in keeping with, but as expressing aspects of its content: (1) the narrative structure of consciousness (as a unified, unfolding activity through which Hegel explores the notion of actuality), (2) the theatricalizing counterpoint between the ‘in itself’ and ‘for itself’ (as a dramatic device that Hegel connects to the social underpinnings of consciousness), and (3) the role of confession and forgiveness in the argument (as a theme that Schlegel had singled out as essential to the novel, and that Hegel repurposes both to criticize and to overcome Romanticism). I do not say that thePhenomenologyis itself a novel, but that construing some of its formal features and gestures as evoking the genre of the novel can help us to see more of what is philosophically at stake in them, and therefore in the work as a whole. (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)