The School-Philosophy and Life. Kant and German School-Philosophy in the 18th Century

Synthesis Philosophica 21 (1):43-50 (2006)
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Whilst considering the problems of the relationship between philosophy and pedagogy, Kant’s philosophy offers one especially rich and layered example for consideration. Kant’s philosophy stands in a triple relationship towards school-philosophy, understood in its real and original context. First, the complete corpus of Kant’s philosophy is valid as a conscious and critical prevalence of Leibniz-Wolff metaphysics . Secondly, Kant’s philosophy – even if one cannot in its real meaning consider it as school-philosophy – in its specific made source, as well as the prevalence of the Leibniz-Wolff system, counts as school-philosophy as well. And thirdly, Kant’s philosophy, in its own way, can understand itself as a new positive school-philosophy alternative, for which it is predestined with its systematically complete execution of problem circles, consequently significant hermeneutic and didactic aspects or its complete linguistic coherence. Thus Kant’s relationship towards the Leibniz-Wolff system differs from Schelling’s or even Hegel’s relationship. Hegel also enters correctly into the manifold historical significance of this strong school-philosophy, while Schelling underlines that the mistakes of this school were of incomparable value to philosophy, because without it there wouldn’t have been an efflorescence of philosophy. For Kant, this scholastic philosophy does not mean history or a contrary pole, nor does it mean a lower degree of higher philosophy – for him, it means a contemplative framework which on the one hand must be transformed in each of its particularities, while on the other hand the new higher philosophy must in its constitution take into consideration its school-philosophical framework. This is possible only because the need for philosophy, if it is not already identical to the need for school-philosophy, unveils school-philosophy in its width



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