Excerpt from Die Lehre vom Gewissen: Ein Beitrag zur Ethik Der nachfolgenden Schrift liegt ein gleichnamiger Vortrag zum Grunde, welchen ich am Anfange des vergangenen Jahres in Darmstadt und einige Monate spater auch in Giessen vor einer grosseren Versammlung gehalten habe. Der Gegenstand hat mich, seit ich mich selbstandig mit der Ethik beschaitige, lebhaft angezogen; ich entschloss mich sogleich zu einer grundlicheren Bearbeitung, und sie wurde fruher zu Stande gekommen sein, hatte ich nicht bald darauf Giessen verlassen, und ware ich (...) nicht wahrend des ersten Jahres meines Heidelberger Lebens fast ausschliesslich auf akademische Thatigkeit hingewiesen worden. Wie die Abhandlung jetzt vorliegt, hat sie mit dem ersten Entwurf nichts gemein als die Ansicht so wie einige Reste rhetorischer Sprache, welche ich nicht habe tilgen wollen. Das erorterte Thema hat im Laufe der beiden letzten Decennien aus mancherlei Ursachen das wissenschaftliche Nachdenken der Theologen und Philosophen in erhohtem Grade auf sich gelenkt. Von allgemeineren systematischen Werken abgesehen sind ihm auch mehrere monographische Untersuchungen gewidmet worden. Meine Schrift tritt daher in eine ziemlich angewachsene Reihe anderer, welche ebenso ungleich an Auffassung wie an Umfang die Tiefe des Problems aufs Neue vor Augen stellen, aber auch zu wiederholtem Bin gehen auf dessen Schwierigkeit anzufeuern geeignet sind. Das ausfuhrlichste Werk ist: Die Lehre von dem Gewissen, dargestellt von Dr. Rudolph Hofmann, Leipzig 1866; auf dieses ist denn auch im Folgenden am Meisten Rucksicht genommen worden. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)

This manuscript presents an English translation of the work titled “Begründung Einer Strengen Implikation” by the German logician and mathematician Wilhelm Ackermann (1896-1962), first published in June 1956.

Toward the beginning of 2013, I received reports of passages in the Black Notebooks that offered observations on Jewry, or as the case may be, world Jewry. It immediately became clear to me that the publication of the Black Notebooks would call forth a wide-spread international debate. Already in the Spring of 2013, I had asked Professor Friedrich-Wilhelm von Herrmann, last private assistant – and in the words of my grandfather, the “chief co-worker of the complete edition”, – if (...) he might review the Notebooks as a whole, based on his profound insight into the thought of Martin Heidegger, and in particular, review those Jewish-related passages that were the focus of the public eye. Publications about the Black Notebooks quickly came to propagate catchy expressions such as “being-historical anti-Semitism” and “metaphysical anti-Semitism”. The first question that obviously arises is: Does the thought of Martin Heidegger exhibit any kind of anti-Semitism at all? In this book Professor von Herrmann now advances his hermeneutic explication. With Professor Francesco Alfieri of the Pontificia Università Lateranense he has found a colleague who has drawn up a comprehensive philological analysis of volumes GA 94 through GA 97 of the Complete Edition. The fact that Heidegger designated the hitherto published “black notebooks” as Ponderings and as Observations has been given little consideration. He intentionally placed them at the conclusion of the Complete Edition because without acquaintance with the lectures, and above all, with the being-historical treatises that would come to be published in the framework of the Complete Edition, they would not be comprehensible. (shrink)

Following in the footsteps of a variety of previous research that elaborates on the current state of affairs in academia, this article sets out the argument that neoliberalism and its corresponding iterations of science and technology and research funding policies in this country have implications for the types of knowledge that can be generated within and communicated without contemporary institutions of higher education. Using agricultural biotechnology as the lens through which to focus analysis, the article outlines a number of empirical (...) examples that illustrate how the free flow of knowledge either critical of or not readily appropriated by capital is being impeded. (shrink)

Im Zentrum des vielschichtigen, allen Aspekten der Geistesgeschichte zugewandten Diltheyschen Denkens stehen die konsequente Besinnung auf die Geschichtlichkeit des Menschen und der Aufweis der erkenntnistheoretischen Eigenständigkeit der Geisteswissenschaften. Diese Abhandlung von 1907 gibt eine konzentrierte Einführung in die Grundzüge geisteswissenaftlich orientierten Philosophierens und begründet die Bedeutung der geistesgeschichtlichen Erschließung der philosophischen Tradition.

AN NYRB Classics Original In 1869, at the age of twenty-four, the precociously brilliant Friedrich Nietzsche was appointed to a professorship of classical philology at the University of Basel. He seemed marked for a successful and conventional academic career. Then the philosophy of Schopenhauer and the music of Wagner transformed his ambitions. The genius of such thinkers and makers—the kind of genius that had emerged in ancient Greece—this alone was the touchstone for true understanding. But how was education to serve (...) genius, especially in a modern society marked more and more by an unholy alliance between academic specialization, mass-market journalism, and the militarized state? Something more than sturdy scholarship was called for. A new way of teaching and questioning, a new philosophy... What that new way might be was the question Nietzsche broached in five vivid, popular public lectures in Basel in 1872. Anti-Education presents a provocative and timely reckoning with what remains one of the central challenges of the modern world. (shrink)

Final Theses freely available via Open Access.