Abstract I examine Wiredu's views that (1) ethnophilosophy cannot be considered a legitimate philosophy because it has the feature of authoritarianism, and that (2) this feature of African tradition will not allow modern philosophy to flourish because it prevents individuals from rationally and critically examining beliefs. The ability to rationally acquire and examine beliefs, he insists, is critical for modernization in Africa. I argue that authoritarianism per se in Africa is not necessarily bad because its rational variant, (...) which is justifiable, does not prevent philosophical practice and the critical examination of beliefs, and that ethnophilosophy can provide a foundation for modern African philosophy and modernization. (shrink)

Previous title: "The unfolding tradition: Jewish law after Sinai.".

"Co-publication agreement between China Social Sciences Press (China) and Paths International Ltd (UK)"--Colophon.

At the current stage, the cultural and creative industry, as an emerging economic form, is increasingly becoming an important engine driving socio-economic development. Cultural and creative products are not only the material embodiments of cultural resources but also innovative expressions of cultural values. This paper explores innovative pathways for the design of cultural and creative products from the perspective of sustainable development based on traditional philosophy. By combining elements of traditional philosophy with modern design concepts, the design of (...) cultural and creative products can achieve an organic fusion of cultural heritage and innovation, creating products that possess both rich cultural depth and meet contemporary aesthetic and functional demands. This paper analyzes the application of traditional philosophy in the design of cultural and creative products, emphasizing the deepening of cultural connotations, the stimulation of design innovation, and the construction of brand identity. Furthermore, in conjunction with the concept of sustainable development, it proposes specific strategies for the design of cultural and creative products in terms of material ecological sustainability and cultural diversity. (shrink)

In diesem Aufsatz zeige ich, wie Leibniz' spätere Philosophie auf seine frühen Arbeiten und auf die spätscholastische Philosophie, insbesondere den Nominalismus von Suarez, zurückgreift. Zunächst behaupte ich, daß Leibniz Suarez' Ontologie der Relationen ebenso wie seine Auffassung der Begriffe, des Besonderen und des Allgemeinen übernommen hat. Ich verwende die Ergebnisse dieser Untersuchung, um einige Hauptthemen der Leibnizschen Philosophie (die Theorie der Monaden und ihrer individuellen Begriffe, die Kategorienlehre, die Wahrheitstheorie, die unendliche Analyse und das principium indiscernibilium) zu erklären. Dieser Aufsatz (...) soll die traditionelle Prägung von einem großen Teil des Leibnizschen Denkens aufzeigen und die Frage neu stellen: In welchem Sinne ist Leibniz ein Philosoph der modernen Tradition? (shrink)

This is a study of Marcel's valuable and unique contribution to contemporary epistemology, which originated out of his existentialist critique of traditional Cartesian philosophy. Marcel argues that Descartes conceives the self as a discrete entity, distinct from the body, which "looks out" upon the external world, and apprehends it by means of clear and distinct ideas, ideas which can be understood without reference to the world. This view motivated Descartes's epistemological project, and the project of the tradition that (...) followed. The existentialist critique, therefore, if successful, would be important. ;My aim is: to explicate and defend Marcel's understanding of the human subject as the basis for a critique of Cartesianism; and to establish that Marcel's view has radical implications for some central problems of traditional philosophy. ;In the first half of the study, I consider Marcel's view of the subject: the nature of human embodiment; the distinction between the realm of mystery , and the realm of problems ; and the ontological priority of the former over the latter. I explain and defend Marcel's claim that the individual subject's ideas always involve a body and a world which partly constitute their particular character. Marcel concludes from this that the "objective knowledge" of Cartesianism, including scientific knowledge, is founded on abstractions from the level of "being-in-a-situation" where we actually live, and must be understood in terms of this "situated involvement", not vice versa. ;The remainder of the study considers the implications of this conclusion for the traditional problems of: skepticism ; internal/external relations; necessary connections; identity; and the existence of God. ;Marcel's approach is unique because he avoids, unlike Heidegger , the problematic conclusion that mental content is not necessary at the ontologically basic level. He also avoids the conclusion that human understanding is merely interpretative, for he rejects the view that concepts are holistic. In short, he is one of the only philosophers to successfully attack atomism while at the same time avoiding monism. (shrink)

Philosophy is often labelled the ‘Queen of the Sciences’, meaning that it not merely gave birth to most other disciplines, but also has continued to influence their course. This chapter proceeds on these assumptions as well as the idea that post-independence, academic African philosophy ought to shape the development of other disciplines. It addresses the clusters of Law/Politics, Business/Management, Economics/Development Studies, Sociology/Anthropology, Psychology/Medicine, Education, Religious Studies/Theology, and Ecology, pointing out how these fields have been enriched by engaging with (...) ideas salient in the African philosophical tradition, and making suggestions about additional ways in which it promises to be revealing with respect to them. (shrink)

`Modern' philosophy in the West is said to have begun with Bacon and Descartes. Their methodological and metaphysical writings, in conjunction with the discoveries that marked the seventeenth-century scientific revolution, are supposed to have interred both Aristotelian and scholastic science and the philosophy that supported it. But did the new or `modern' philosophy effect a complete break with what preceded it? Were Bacon and Descartes untainted by scholastic influences? The theme of this book is that the new (...) and traditional philosophies have more in common than the orthodox account suggests. In two survey articles and thirteen essays on individual philosophers, the contributors show that the rise of modern philosophy was much more complicated and much more interesting than is usually thought. They consider not only metaphysics and the sciences but also claims of Machievelli, Hobbes and Spinoza to have invented `modern' ethics and politics. These two aspects of `modernity' in philosophy are connected for the first time. The book offers a broad view of the early modern philosophers, covering not only the much-studied major figures but also relatively neglected writers: Mersenne, Gassendi, White, and Sergeant. (shrink)

NOT BOLDNESS, but circumspection, and again circumspection, and always circumspection." That is the motto A. O. Lovejoy, in his presidential address to the Eastern Division of the American Philosophical Association, recommended to his fellow philosophers. Observing that the course of American philosophy from the turn of the century to the first World War had undergone a revolution against the alleged certitudes of idealism and witnessed the rise of discordant realisms and pragmatisms, Lovejoy wondered whether philosophy must lose itself (...) in incessant disagreement and fail forever to arrive at universally intelligible and definitely cogent results. He ascribed the failures of philosophers to their confusion of the distinct activities of edification and of inquiry; and he undertook to formulate the conditions for progress in philosophical inquiry. Above all, he urged that philosophers pledge themselves to dispassionate, disinterested inquiry. Philosophers, he contended, must develop the habit of "logical observation." They must deliberately and systematically attempt to enumerate exhaustively all the elements that bear upon a philosophical problem. Philosophy, he held, is intrinsically a cooperative enterprise, since it requires more than one mind to advance toward the truth. Yet, he readily added, philosophical cooperation consists primarily in disagreement, for he quoted Harrington's aphorism with approval: "Truth is a spark to which objections are like bellows." Nevertheless, he seldom wavered from his conviction that truth would win unanimous assent. Philosophers, he advised, should adopt a common and an unambiguous terminology and should formulate a common set of rules for the purposes of philosophical discussions. They should treat individual problems in isolation and deal with general issues in piecemeal fashion. And finally, they should prepare an undogmatic, nonpartisan, comprehensive catalogue of philosophical considerations, organized according to the problems or theses to which they are pertinent. Thus the cooperative pursuit of objective truths would be facilitated, and progress in philosophical inquiry, based upon circumspection, would be attained. (shrink)

In the case of existential philosophy the division is understandable. The existentialist philosophers are clearly engaging in a program which has long been regarded as disreputable by the British. But in the case of phenomenology the divergence is an odd one, indeed. For what is phenomenology if not the "presuppositionless" reflection upon that which is "given" to consciousness? And what is "analysis" if not the unbiased and non speculative examination of experience? If phenomenology is actually "presuppositionless" and, further, if (...) "analysis" is free of doctrinal commitment, how can they be either different or opposed? If there is or has been a difference between them, has it not been of necessity more accidental than essential, more a matter of choice of subject matter than of method or philosophical doctrine? The fact that some British philosophers are now beginning to dip their toes in the waters of French phenomenology, and even to make use of such phenomenological categories as "intentionality," suggests that this is the case. But to the extent that there have been unavowed "presuppositions" in phenomenology and implicit doctrines in "analysis," the differences have been genuine and substantival. They do differ, as a matter of fact, with respect both to what is "given" for analysis and what is involved in analytic reflection itself. (shrink)

Oakeshott's tradition-centric account of rational-ity in Rationalism in Politics is usually considered in its capac-ity as a major part of his political philosophy, forming as it does so the constructive part of his critique of 'rationalism'. The present article, in contrast, considers it as a methodologi-cal notion, since it forms too the core of a theory of rational explanation that is at the same time a theory of social expla-nation. In this, Oakeshott argues that the sociologist or politi-cal (...) scientist explains human behaviour by identifying the reasons for her subjects doing what they did, with the right kind of reasons being those that concern not any expressed motivations on the original agents' part, but how they could only have acted relative to a certain 'tradition'. Seeking to both expound and analyse Oakeshott's theory, this article high-lights how it involves a not uncontroversial 'externalist' con-ception of practical reason that, nonetheless, is open to sympathetic reconstruction. Even so, the imperialistic preten-sions of Oakeshott's argument--and in particular, his claim that his tradition-centric conception of rational explanation is fundamentally superior to its more orthodox 'instrumentalist' rival--is found questionable, the sheer variety of his own examples misleading him about his theory's real scope. (shrink)

This popular introductory text provides a unique set of teaching tools for instructors who prefer a synoptic approach. The text is visually appealing and reader friendly. The author accents his accessible writing with cartoons, quotations, and related findings from the social and physical sciences, reinforcing his conception of philosophy as the individual's attempt to unify disparate world views. The style of writing makes central philosophical concepts readily engaging to students. Interspersed biographies give the student a feeling for the lives (...) of the great thinkers who have fashioned the Western philosophical tradition and have determined largely how we think today. Above all, this text nurtures the analytical skills students will need to critically engage the "big picture" of Western philosophy for themselves. (shrink)

Reading Bohr: Physics and Philosophy offers a new perspective on Niels Bohr's interpretation of quantum mechanics as complementarity, and on the relationships between physics and philosophy in Bohr's work, which has had momentous significance for our understanding of quantum theory and of the nature of knowledge in general. Philosophically, the book reassesses Bohr's place in the Western philosophical tradition, from Kant and Hegel on. Physically, it reconsiders the main issues at stake in the Bohr-Einstein confrontation and in (...) the ongoing debates concerning quantum physics. It also devotes greater attention than in most commentaries on Bohr to the key developments and transformations of his thinking concerning complementarity. Most significant among them were those that occurred, first, under the impact of Bohr's exchanges with Einstein and, second, under the impact of developments in quantum theory itself, both quantum mechanics and quantum field theory. The importance of quantum field theory for Bohr's thinking has not been adequately addressed in the literature on Bohr, to the considerable detriment to our understanding of the history of quantum physics. Filling this lacuna is one of the main contributions of the book, which also enables us to show why quantum field theory compels us to move beyond Bohr without, however, simply leaving him behind. (shrink)

Teodor Adorno's work Philosophy and Teachers was first read as a report at the Frankfurt Studenthome in November 1961. In this report Adorno continued the topic of criticism of those factors of the then formation of West Germany, which made impossible a personal fight intellectual to with the cultural remnants of a totalitarian society. Adorno drew attention an exam in philosophy, important element of the educational process. This exam should pass composed of future teachers, candidates for the work (...) of the teacher of gymnasium. This exam should be composed by future teachers, candidates for the work of the teacher of gymnasium. Adorno noticed the tendency of formalistic adherence to the Rules of Examination by some future teachers who are unable to understand the humanistic, emancipatory and spiritual essence of philosophy, and therefore do not understand the purpose of conducting this exam. Adorno honored the long tradition of academic freedom of the German University and noticed the figure of the German philosopher, describing him as the man whose intellectual activity influenced the humanization of the German University, which directly influenced to the corresponding cultural transformations. But in post-war universities in the Federal Republic of Germany there is a trend to the principles of scientific knowledge. This tendency is coupled with the attitude of some future teachers to knowledge as appropriation to the consumer way, was due to the absence of personal love for their own specialty and to their students. Adorno was convinced that such teachers are indifferent to their specialty and do not have a calling to him. Adorno defined as a sign to the absence of calling in these people is intellectual negligence, provincial speech and provincial inability to understand human freedom as a spiritual value. Such teachers are incapable of offering new knowledge to their students by way of perfekt speech and by way of perfekt written presentation. As completely different Adorno offered to see a person who is capable to appropriation of the knowledge that is needed to understand hemseif and his professional obligation. This person can will use self-understand and self-reflection, and therefore she can will independently to understand of the sense of their pedagogical work. This person will be faithful and patient in carrying out his work for the practical introduction of humanistic ideals of prior philosophical knowledge into society. (shrink)

Some philosophers claim to "do philosophy historically." They study philosophers of the past not just to discover what they thought, but as a way of advancing their own philosophical agendas. In this paper, I offer an account of what it means to do philosophy historically. First, I examine a number of current views of the matter, and explain why I find them inadequate. Next, I ask what kind of understanding can be gained from a study of history. I (...) do so by drawing on John Herman Randall's discussion of the "genetic method." Finally, I extend Randall's discussion of the genetic method to philosophy, and use it to explain how a study of past philosophy might teach philosophical lessons. I also ask what assumptions we must make about philosophy if we are to learn such lessons, and I argue that these assumptions are plausible. (shrink)

In this paper I address some of John Dewey’s more generally applicable criticisms of the philosophic "tradition," and show how his criticisms stem from his naturalistic approach to philosophy. This topic is important because Dewey gives great insight into discussions that are relevant today regarding the role of philosophy. In 1935 he anticipated many of the criticisms of the "later" Wittgenstein regarding the establishment of post facto standards as a cause, the separation of language from behavior and (...) the privatization of mind—yet Dewey still finds use for metaphysics or "thinking at large." I believe the essence of Dewey’s criticisms are found in a few key distinctions. Therefore, I cover the history of philosophy with blanket criticisms of the blanket categories of "classical" and of "modern" thought. For Dewey, the fundamental error characteristic of both Greek and Modern thinking is the artificial bifurcation of our thoughts, feelings and actions from the natural world. As I see it, the heart of this metaphysical mistake is captured by the distinctions he draws between the "instrumental" and "consummatory," and between the "precarious" and "stable.". (shrink)

PHILOSOPHERS WHO ENVY scientists think that philosophy should deal only with problems formulated in neutral terms—terms satisfactory to all those who argue for competing solutions. Without common problems and without argument, it would seem, we have no professional discipline, nor even a method for disciplining our own thoughts. Without discipline, we presumably have mysticism, or poetry, or inspiration—at any rate, something which permits an escape from our intellectual responsibilities. Heidegger is frequently criticized for having avoided these responsibilities. His defenders (...) reply that what he has avoided is not the responsibility of the thinker, but simply the tradition of "metaphysics" or "ontology." Consider the following typical passage. (shrink)

The origins of philosophy of education as a discipline are relatively late, and can be traced in the Anglo-American academic world from the 1960s and a specific emphasis on conceptual problems deriving from the analytical tradition of philosophy. In more recent years, however, there has been a notable ‘Continentalist’ turn in the discipline, leading to a re-evaluation of key texts and philosophers from the French and German traditions and their relation to the discourse of education. One paradigmatic (...) example here is the work of the French postmodernist thinker Jean-Francois Lyotard. In this essay, I explore how Lyotard’s powerful critique of education in his early work, especially with regard to his influence on the May ‘68 events at Nanterre University, can be seen as crucially important, now again, to a current crisis in educational philosophy in the Western world. Moreover, Lyotard’s post-’68 work, with his paradigmatic The Postmodern Condition: A Report on Knowledge as especially important, can be seen as providing a very challenging riposte to both ‘managerialist’ and instrumentalist philosophies on the one side but also to overly simplistic ‘liberatory’ educational critiques on the other side. (shrink)

The role of higher education -- Education and society -- Education and community life -- Education and planned development -- The basis of national unity -- Education and one world -- The crisis of youth -- Universities and national unity -- Universities and the future -- Knowledge and national unity -- Intellectual standards and national progress -- The challenge of a new age -- Indian philosophy of education: -- -Ancient ideals -- -The continuity of tradition -- -At the (...) cross roads -- -Education and national development. (shrink)

Offers an extremely bold, far-reaching, and unsuspected thesis in the history of philosophy: Aristotelianism was a dominant movement of the British philosophical landscape, especially in the field of logic, and it had a long survival. British Aristotelian doctrines were strongly empiricist in nature, both in the theory of knowledge and in scientific method; this character marked and influenced further developments in British philosophy at the end of the century, and eventually gave rise to what we now call British (...) empiricism, which is represented by philosophers such as John Locke, George Berkeley and David Hume. Beyond the apparent and explicit criticism of the old Scholastic and Aristotelian philosophy, which has been very well recognized by the scholarship in the twentieth century and which has contributed to the false notion that early modern philosophy emerged as a reaction to Aristotelianism, the present research examines the continuity, the original developments and the impact of Aristotelian doctrines and terminology in logic and epistemology as the background for the rise of empiricism.Without the Aristotelian tradition, without its doctrines, and without its conceptual elaborations, British empiricism would never have been born. The book emphasizes that philosophy is not defined only by the ‘great names’, but also by minor authors, who determine the intellectual milieu from which the canonical names emerge. It considers every single published work of logic between the middle of the sixteenth and the end of the seventeenth century, being acquainted with a number of surviving manuscripts and being well-informed about the best existing scholarship in the field. ​. (shrink)

This collection showcases the work of 18 analytical feminists from a variety of traditional areas of philosophy. It highlights successful uses of concepts and approaches from traditional philosophy, and illustrates the contributions that feminist approaches have made and could make to the analysis of issues in key areas of traditional philosophy, while also demonstrating that traditional philosophy ignores feminist insights and feminist critiques of traditional philosophy at its own peril.

t. 1. Philosophy -- t. 2. Theology -- t. 3. Literature, drama, and music.

Martin Heidegger's impact on contemporary thought is important and controversial. However in France, the influence of this German philosopher is such that contemporary French thought cannot be properly understood without reference to Heidegger and his extraordinary influence. Tom Rockmore examines the reception of Heidegger's thought in France. He argues that in the period after the Second World War, due to the peculiar nature of the humanist French Philosophical tradition, Heidegger became the master thinker of French philosophy. Perhaps most (...) importantly, he contends that this reception - first as philosophical anthropology and later as postmetaphysical humanism - is systematically mistaken. (shrink)

ABSTRACT. May scientists rely on substantive, a priori presuppositions? Quinean naturalists say "no," but Michael Friedman and others claim that such a view cannot be squared with the actual history of science. To make his case, Friedman offers Newton's universal law of gravitation and Einstein's theory of relativity as examples of admired theories that both employ presuppositions (usually of a mathematical nature), presuppositions that do not face empirical evidence directly. In fact, Friedman claims that the use of such presuppositions is (...) a hallmark of "science as we know it." But what should we say about the special sciences, which typically do not rely on the abstruse formalisms one finds in the exact sciences? I identify a type of a priori presupposition that plays an especially striking role in the development of empirical psychology. These are ontological presuppositions about the type of object a given science purports to study. I show how such presuppositions can be both a priori and rational by investigating their role in an early flap over psychology's contested status as a natural science. The flap focused on one of the field's earliest textbooks, William James's Principles of Psychology. The work was attacked precisely for its reliance on a priori presuppositions about what James had called the "mental state," psychology's (alleged) proper object. I argue that the specific presuppositions James packed into his definition of the "mental state" were not directly responsible to empirical evidence, and so in that sense were a priori; but the presuppositions were rational in that they were crafted to help overcome philosophical objections (championed by neo-Hegelians) to the very idea that there can be a genuine science of mind. Thus, my case study gives an example of substantive, a priori presuppositions being put to use—to rational use—in the special sciences. In addition to evaluating James's use of presuppositions, my paper also offers historical reflections on two different strands of pragmatist philosophy of science. One strand, tracing back through Quine to C. S. Peirce, is more naturalistic, eschewing the use of a priori elements in science. The other strand, tracing back through Kuhn and C. I. Lewis to James, is more friendly to such presuppositions, and to that extent bears affinity with the positivist tradition Friedman occupies. (shrink)

The paper is a critical examination of Rorty’s argument against foundationalism, on which depends his view of the social irrelevance of traditional philosophy. I try to demonstrate the incoherence and speciousness of his reasoning against foundationalism and in the process refute his view that traditional philosophy is a tool which can and should be cast off from the public, and even from the private, sphere of human life and that its universal concepts can therefore be circumvented. This demonstration (...) is accomplished in twocomplementary stages. First, I provide a general justification of my “argumentative” style in engaging Rorty’s position against his objection to this approach, while showing that what he calls his strategy of “re-description” is really nothing but a form of logical argumentation. Second, I attempt to show how, in order to substantiate his rejection of traditional philosophy’s claim of social relevance, Rorty’s “re-description” of the motivation underlying traditional philosophy is no different from the strategy of unmasking that he has called into question as an instance of a radical or foundationalist critique. I show that, despite his protestations to the contrary, “unmasking” is precisely what—at least on a number of occasions—Rorty quite inconsistently does in demonstrating that the claim of social relevance arises from a form of self-deception engaged in by the traditional philosopher. I further show that theanti-foundationalist stance that defines his characteristic manner of extricating himself from such self-reference problems is based on faulty reasoning and lands him in a deeper incoherence. Since his depoliticization of traditional philosophy depends on the cogency ofthis anti-foundationalist view, I conclude that this depoliticizing project fails. (shrink)

IN THE PLATONIC TRADITION, the term "participation" signifies the fundamental relationship of both structure and dependence in the dialectic of the many in relation to the One and of the different in relation to the Identical, whereas in Christian philosophy it signifies the total dependence of the creature on its Creator. The term participation has played an extensive role in Patristic and medieval speculation.

Philosophy Lab: An Experiential Approach to Conceptual Analysis gives students the skills and strategies needed to do philosophical work in the Analytic tradition. They are presented with a step-by-step method for performing a preliminary conceptual analysis and practice examples to apply the method to standard philosophical problems. Students are introduced to the work of great thinkers including Descartes, Hobbes, Locke, Wittgenstein, and Ryle. These works are complemented by contemporary empirical findings concerning perception, desire, emotion, moral intuition, and other (...) basic elements of explicit intentional cognition. Each chapter features primary source material, commentary, and activity instructions. The activities are designed to allow students to experience each mode of cognition in relative isolation, and then to see how they combine and interrelate in more complex contexts. Finally, students use the template model of conceptual analysis to explore the material. They identify and isolate the concept to be analyzed, determine whether it is simple or complex, and if complex, identify the constituent parts of the concept. Specific topics covered include causal power, sex and marriage, compassion, ambition, justice, and death. Through presentation and modeling the book not only enables student to do conceptual analysis with precision, it helps them understand and interpret philosophical issues. Philosophy Lab is a comprehensive, carefully designed text for first courses in philosophy. It may be used with first-year undergraduate students, advanced high-school students, or adult learners. Asher Walden holds a Ph.D. in philosophy and religion from Drew University. Dr. Walden is currently an adjunct lecturer at the University of Massachusetts, Dartmouth. (shrink)

Aristotle's moral and political thought formed the backbone of education in practical philosophy for centuries during the classical and medieval periods. It has often been presumed, however, that with the advent of the Protestant Reformation, this tradition was broken. Countering this widespread view, Manfred Svensson discusses dozens of commentaries on Aristotle's Ethics and Politics that emerged from Protestant universities and academies throughout the 16th and 17th centuries, showing that early modern Protestants never lost their connection to Aristotle. He (...) offers a broad contextualisation of these works and in-depth discussion of their key ethical and political concepts. (shrink)

Philosophy was born in China in the 6th century, in the person of Confucius. But to properly understand this beginning and its development, we need to recall the beginning of the Zhou dynasty in the 11th century BC. Animated by a vision of the Mandate of Heaven for their rule, the Zhou rulers initiated and maintained a dynasty in north China aimed at achieving a civilized life for all human beings on earth. After a brief sketch of this background, (...) Richard Gotshalk attempts an exposition of the six major figures who gave shape to the early Chinese tradition of philosophy: Confucius, Mo-zi, Lao-zi, Mencius, Zhuang-zi, and Xun-zi. Presenting the thought of each separately, Gotshalk concludes the work by drawing together some of the basic themes and emphases which mark the early Chinese realization of philosophical thought and that distinguishes philosophy in its beginnings in China from philosophy in its beginnings in India and Greece. (shrink)

The Encyclopädie der Philosophischen Wissenschaften contains what is rightly called the system of Hegel's philosophy, his other treatises being, in the main, more detailed developments of certain sections of the Encyclopädie. For him the body of philosophical knowledge consists of three main divisions, Logic, Nature-philosophy and the Philosophy of Spirit, forming the supreme triad of the Dialectic and continuous with each other in the dialectical movement of thought. The Philosophy of Nature, however, has been held suspect (...) even by followers of Hegel who adhere to the doctrine of Absolute Idealism; in fact, by some of his most ardent disciples. For the development of the view by both contemporary and later thinkers has led to a position according to which Hegel's excursion into Nature-philosophy appears inconsistent with his own idealism. Whether the alleged inconsistency is supposed to affect the Philosophy of Spirit also is not clear, but it does, at least, throw doubt upon the claim of the second science of the Encyclopædia to be a genuine branch of philosophy. The view which leads to this condemnation of the Naturphilosophie was first voiced by Schelling, but it follows also from what will be called, in the sequel, the 'Bradleian' version of Absolutism, though this should not be taken to imply that Bradley was responsible for the statement of it which follows or that he voiced the objection to Hegel's philosophy here considered. (shrink)

This paper addresses the question about the understanding of the history of continental philosophy by tracing a tradition in which this philosophy figures itself in relation to futurity. This is considered in relation to the distinct ways in which futurity is a question for Kant, Hegel and Nietzsche.