Abstract

The notion of Trieb, constitutive for Blumenbach’s greatest conceptual intervention, the Bildungstrieb, intentionally separated it from the other Bildungskräfte that had been identified in the physical world. This discrimination proved decisive for Kant. Thus we must endeavor to reconstruct the source and the significance of Blumenbach’s conceptual departure. My argument will be that in his turn to Trieb, Blumenbach drew upon the pioneering work of Hermann Reimarus. Thus, my argument will have three components: first, the conceptualization of Trieb in Reimarus; second, the introduction of that term into Blumenbach’s own theorizing, in the notion Bildungstrieb; and, finally, how that figured in the reception of Blumenbach by Kant.