Philosophy's Higher Education
Springer Science & Business Media, 2004 - 189 pagina's
At about the age of 13 I began to realise that my formal education was separating itself off from my philosophical education. Of course, at the time I did not know it in this way. I experienced it as a split between what I was being taught and my experience of what I was being taught. It was, I now know, the philosophical experience of formal schooling. It was not until beginning the study of sociology at 16 that I came across the idea of dualisms—pairs of opposites that always appeared together but were never reconciled. In sociology it was the dualism of the individual and society. The question most asked in our classes was always regarding which aspect of the dualism dominated the other. The answer we always leaned towards was that both were mutually affected by the other. The answer seemed to lie somewhere in the middle. It was only at university, first as an undergraduate and then as a postgraduate, that I came across the idea of the dialectic. Slowly I began to recognise that the dualisms which plagued social theory—I and we, self and other, good and evil, modernity and post-modernity, autonomy and heteronomy, freedom and nature, truth and relativism, and so many more—were not only dialectical in being thought about, but also that the thought of them being dialectical had an even stranger quality. It was the same experience as being at school.
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abstract accord activity actuality aesthetic affirmation already appears argues become beginning calls Caygill chapter claims concept consciousness contingency contradiction Critique culture Dasein death dependence determination dialectical difference difficulty domination doubt dualism equality essence eternal return existence experience explore expressed faith forces forgetting formation and finality freedom Hegel Heidegger historical idea illusion illusory immediacy individual infinite intuition judgement Kant Kierkegaard knowledge known latter learning lies lived logic marriage master means merely mind misrecognition mutual nature necessity negative never Nietzsche notes notion object opposition overcome particular Phenomenology philosophy philosophy's higher education positing possibility precisely present pure question reason recognise recollection reflection regarding relation repetition representation resolution ressentiment revelation Rosenzweig says seen self-determination sense separation significance slave spirit suppressed takes teacher teaching thing thinking third thought true truth turns understanding unity universal values whole Zarathustra