​Gibt es eine Wahrheit, die es verdient, als objektive Wahrheit bezeichnet zu werden? Heute wird das oft bestritten. Müssen wir uns also mit einem grenzenlosen Zweifel abfinden – ohne Hoffnung, unser Leben an der Wahrheit ausrichten zu können? Andererseits erscheint es uns oft so, dass wir die ganze Wahrheit zu besitzen glauben, und dann mit restloser Gewissheit und uneingeschränktem Anspruch meinen, über sie verfügen zu können. Wir sind im Alltag also entweder Skeptiker – oder Dogmatiker. Dieses Buch versucht, vor dem (...) Hintergrund der Wahrheitsfrage die Lage des Menschen zu schildern: Er strebt nach Wahrheit, berührt sie bisweilen auch, kann sich ihrer aber doch nie endgültig bemächtigen. Wahrheit hat eine objektive und eine subjektive Seite. Sie gewinnt Gestalt im Menschen – als Person. Was bedeutet das für unser Leben, unsere Überzeugungen, unseren Glauben? Und was heißt das für die Politik: Fordert Demokratie die Ausklammerung der Wahrheitsfrage? Der Herausgeber Christoph Böhr ist Professor für Philosophie an der Hochschule Heiligenkreuz/Wien. (shrink)

The idea of translating Gerdil into English is brilliant, the translation is very good and the introduction of William Frank precise and inspiring.... Rousseau proposes a complete break with tradition. A new man will arise who is severed from the whole heritage of the past. With him the history of mankind begins anew. In one sense we have here a transposition in the field of philosophy of education of the Cartesian cogito. The subject begins with himself. To this philosophical project (...) Gerdil opposes the idea of tradition. We have not made ourselves. Our parents have procreated us. The parents do not only procreate their offspring, they also introduce them into the natural and social reality, that is they educate. No education is possible without a lively dialogue with history and society. Since the beginning man stands in a close relationship to others, is made for the human society.... In these our times one form of modernity is collapsing and the mood of the day is an unclear postmodernity that in some of its versions could well be a return to barbarianism. All the more important is then that another form of modernity be rediscovered and brought to the attention of the American public. - Rocco Buttiglione, University of St. Pius V, Rome A timely translation of a compelling 18th century critique of Rousseau by the neglected Italian author, Hyacinth S. Gerdil. Gerdil's Anti-Emile may have been written as a critique of Rousseau's Emile, but it can equally be read as a critique of the philosophy embraced by the American educational establishment. Through the influence of John Dewey, Rousseau came to inform much of the educational theory regnant in the United States, with disastrous consequences, now acknowledge by nearly all. In a valuable preface to his translation, Professor Frank, drawing upon his experience both here and abroad, not only places Emile in context, but defends Gerdil's time-transcending, classical view of education against its modern detractors. "Gerdil," Frank tells us, "addressed his Anti-Emile to elders responsible for education, be they parents, teachers, or political authorities, who might find themselves swayed by the powerful rhetoric of Rousseau's Emile." The same may be said of this translation and its informative prefatory material, for it is clearly a study that will be valued by anyone interested in principled education. - Jude P. Dougherty, Catholic University of America Cover image: "Adam and Eve" by Tintoretto. St. Augustine's Press acknowledges the kind permission granted by la Scuola Grande di San Rocco, Venice, for the use of the image. All rights reserved by la Scuola Grande di San Rocco. (shrink)