History and Philosophy of Logic 40 (4):374-388 (2019)

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Maxim Demin
National Research University Higher School of Economics
Abstract
During the nineteenth century, German philosophy developed from a type of general knowledge to an academic discipline at the university. Changes across disciplines to the philosophy of science and psychological surveys created new challenges for the place and purpose of philosophy in the educational system. The content of logic courses for secondary schools (Gymnasiums) was centred on the dissociation of nature and the scale of logic. In this paper, I will examine a number of projects for teaching philosophy at the secondary school level from new humanism to reduce philosophical to philological concerns about different projects offered by Niethammer, Hegel and Herbart. Then, I will focus on the most successful – Adolf Trendelenburg’s Elements of Aristotle’s Logic (1st edition of 1836). This work is a compilation of the logical texts of Aristotle, and for as long as sixty years, it was an official textbook in Prussian secondary schools. The aim of the paper is to show how the rethinking of Aristotle’s heritage affected the theoretical and ideological expectations of propaedeutic courses and transformed the image of logic as a philosophical discipline.
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DOI 10.1080/01445340.2019.1647019
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References found in this work BETA

Hegel: A Biography.Terry Pinkard - 2000 - Cambridge University press.
Hegel: A Biography.Terry Pinkard - 2000 - Tijdschrift Voor Filosofie 63 (2):414-416.
Hegel: A Biography.Paul Redding - 2002 - Mind 111 (442):470-473.

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