Hegel's Ladder


Book Description

A literal commentary on "Die Phanomenologie des Geistes," this study attempts to overthrow the general consensus of opinion that Hegel's "Phenomenology" is not the logical "science" he believed it be. The author seeks to identify an acceptably-continuous chain of argument in the text.







Hegel's Phenomenology of Spirit


Book Description

Hegel's classic Phenomenology of Spirit is considered by many to be the most difficult text in all of philosophical literature. In interpreting the work, scholars have often used the Phenomenology to justify the ideology that has tempered their approach to it, whether existential, ontological, or, particularly, Marxist. Werner Marx deftly avoids this trap of misinterpretation by rendering lucid the objectives that Hegel delineates in the Preface and Introduction and using these to examine the whole of the Phenomenology. Marx considers selected materials from Hegel's text in order both to clarify Hegel's own view of it and to set the stage for an examination of post-Hegelian philosophy. The primary focus of Marx's book is on the account. Hegel gives of the phenomenological journey from natural consciousness to philosophical wisdom (or absolute knowledge, as Hegel calls it). In showing that Hegel's many statements concerning consciousness 'finding itself' or 'knowing itself' in its world can be understood as discovering the rationality of the conditioning world, Marx offers a solution to several sets of interrelated problems that have troubled students of Hegel. His book contains valuable analyses of the relation between Hegel's thought and that of Descartes and Kant as well as that of Karl Marx, and it also sheds considerable light on the question of the internal unity or coherence of the Phenomenology.




Hegel's Ladder


Book Description

A two-volume set. Print edition available in cloth only. Awarded the Nicholas Hoare/Renaud-Bray Canadian Philosophical Association Book Prize, 2001 From the Preface: Hegel's Ladder aspires to be . . . a ‘literal commentary’ on Die Phänomenologie des Geistes. . . . It was the conscious goal of my thirty-year struggle with Hegel to write an explanatory commentary on this book; and with its completion I regard my own ‘working’ career as concluded. . . . The prevailing habit of commentators . . . is founded on the general consensus of opinion that whatever else it may be, Hegel’s Phenomenology is not the logical ‘Science’ that he believed it was. This is the received view that I want to overthrow. But if I am right, then an acceptably continuous chain of argument, paragraph by paragraph, ought to be discoverable in the text.




The Dash-The Other Side of Absolute Knowing


Book Description

An argument that what is usually dismissed as the “mystical shell” of Hegel's thought—the concept of absolute knowledge—is actually its most “rational kernel.” This book sets out from a counterintuitive premise: the “mystical shell” of Hegel's system proves to be its most “rational kernel.” Hegel's radicalism is located precisely at the point where his thought seems to regress most. Most current readings try to update Hegel's thought by pruning back his grandiose claims to “absolute knowing.” Comay and Ruda invert this deflationary gesture by inflating what seems to be most trivial: the absolute is grasped only in the minutiae of its most mundane appearances. Reading Hegel without presupposition, without eliminating anything in advance or making any decision about what is essential and what is inessential, what is living and what is dead, they explore his presentation of the absolute to the letter. The Dash is organized around a pair of seemingly innocuous details. Hegel punctuates strangely. He ends the Phenomenology of Spirit with a dash, and he begins the Science of Logic with a dash. This distinctive punctuation reveals an ambiguity at the heart of absolute knowing. The dash combines hesitation and acceleration. Its orientation is simultaneously retrospective and prospective. It both holds back and propels. It severs and connects. It demurs and insists. It interrupts and prolongs. It generates nonsequiturs and produces explanations. It leads in all directions: continuation, deviation, meaningless termination. This challenges every cliché about the Hegelian dialectic as a machine of uninterrupted teleological progress. The dialectical movement is, rather, structured by intermittency, interruption, hesitation, blockage, abruption, and random, unpredictable change—a rhythm that displays all the vicissitudes of the Freudian drive.




Historical Dictionary of Hegelian Philosophy


Book Description

George Wilhelm Friedrich Hegel evoked passionate discipleship, as well as equally passionate opposition. He was praised by the likes of Karl Marx and John Dewey but scorned by Karl Popper and Bertrand Russell. He has been charged with being a proponent of an authoritarian state by some, and he has been accused of instigating the dissolution of the state by others. Notoriously difficult to understand, Hegel's keen insights continue his legacy today. The second edition of the Historical Dictionary of Hegelian Philosophy covers all aspects of Hegel's thought. It discusses his students and colleagues, as well as key figures who either adopted (and adapted) his thought or attempted to explicate it for later generations. This is done through a chronology, an introductory essay, a glossary of German terms, a bibliography, and over 500 cross-referenced dictionary entries.







The Oxford Handbook of Hegel


Book Description

The Oxford Handbook of Hegel is a comprehensive guide to Hegel's philosophy, from his first published writings to his final lectures. There are six chapters each on the Phenomenology of Spirit and The Science of Logic, in depth analyses of the Encyclopedia and essays on the major parts of the Philosophy of Right. Several chapters cover the many newly edited lecture series from the 1820s, bringing new clarity to Hegel's conception of aesthetics, the philosophy of religion, and the history of philosophy. The concluding part focuses on Hegel's legacy, from his role in the formation of Marx's philosophy to his importance for contemporary liberal political philosophy. The Handbook includes many essays from younger scholars who have brought new perspectives and rigor to the study of Hegel's thought. The essays are marked by close engagement with Hegel's difficult texts and by a concern to highlight the ongoing systematic importance of Hegel's philosophy.




John Dewey's Earlier Logical Theory


Book Description

Analysis of Dewey’s pre-1916 work on logic and its relationship to his better-known 1938 book on the topic. When John Dewey’s logical theory is discussed, the focus is invariably on his 1938 book Logic: The Theory of Inquiry. His earlier logical works are seldom referenced except in relation to that later work. As a result, Dewey’s earlier logical theory is cut off from his later work, and this later work receives a curiously ahistorical gloss. Examining the earlier works from Studies in Logical Theory to Essays in Experimental Logic, James Scott Johnston provides an unparalleled account of the development of Dewey’s thinking in logic, examining various themes and issues Dewey felt relevant to a systematic logical theory. These include the context in which logical theory operates, the ingredients of logical inquiry, the distinctiveness of an instrumentalist logical theory, and the benefit of logical theory to practical concerns—particularly ethics and education. Along the way, and complicating the standard picture of Dewey’s logic being indebted to Charles S. Peirce, William James, and Charles Darwin, Johnston argues that Hegel is ultimately a more important influence.




What Is Education?


Book Description

One day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.