History of the intellectual development of Europe (5th ed.).

Author(s):  
John William Draper
Author(s):  
William Ghosh

This book presents a new portrait of V.S. Naipaul, one of the twentieth-century’s most controversial writers about colonialism and its aftermath, by looking at his relationship with the Caribbean, the region of his birth. It argues that whilst Naipaul presented himself as a global public intellectual—a citizen of nowhere—his writing and thought was shaped by his Caribbean intellectual formation, and his investment in Caribbean political debates. Focusing on three key forms of Caribbean writing—the novel, the historical narrative, and the travel narrative—it shows how the generic, stylistic, and formal choices of writers had great political significance. Telling the story of his creative and intellectual development at three crucial points in Naipaul’s career, it offers a new intellectual biography of its principal subject. By showing Naipaul’s crucial place in the history of Caribbean ideas, it also provides new perspectives on a number of major writers and thinkers from the region, including C.L.R. James, Eric Williams, Kamau Brathwaite, Sylvia Wynter, George Lamming, Derek Walcott, Maryse Condé, and David Scott.


Aschkenas ◽  
2019 ◽  
Vol 29 (2) ◽  
pp. 313-349
Author(s):  
Matthias Springborn

Abstract This biographical essay is designed to give a survey of Constantin Brunnerʼs early years, from his childhood and youth until the end of his student days, based on the available letters, manuscripts and published writings. A major focus is on Brunnerʼs intellectual development from protected child, spiritually shaped by Jewish orthodoxy, to aspiring religious scholar and finally to the secular philosopher known today. The article is therefore a contribution to a range of research topics: to the field of German-Jewish biography during the period of the German Empire; but also to the history of ideas, particularly in relation to the secularization of religious minorities. It also touches upon developments inside the Jewish community: the way different intellectual and religious currents are related to each other, the informal networks between Jewish intellectuals and how national (German or Jewish) identity is related to the Jewish self-image.


Química Nova ◽  
2020 ◽  
Author(s):  
Cintia Lima ◽  
José Silva

The classification of chemical substances is a concept little explored in Chemistry teaching literature and in Chemistry textbooks at higher and secondary levels. The aim of this paper is to discuss theoretically the importance and contributions of this concept for teaching and learning Chemistry. The History of Chemistry reveals that the chemical criteria for classifying materials came up with the modern concepts of chemical element and chemical reaction, which gave rise to the notion of chemical similarity. Later, such similarity was related to molecular structure through functional groups. The classes of substances are related throughout chemical reactions, during which substances of given classes are transformed into substances of other classes, constituting a wide network. The classification of chemical substances can contribute to the intellectual development of Chemistry students, in order to study it, it becomes necessary to understand its theoretical foundation, as well as its characteristics of objectivity, completeness, simplicity and prediction. In this sense, one can contribute to the stimulation of perception, attention and abstraction t hat are typical of the chemical ways of thinking and communicating necessary for learning the chemical concepts linked to classification.


Author(s):  
Bryan S. Turner

Edward Shils’ Portraits offers various intellectual biographies of major figures that played a large role in his life, mainly at the University of Chicago. The list is diverse including economists, sociologists, natural scientists, and historians of the ancient world. The diversity illustrates the breadth of Shils’ academic work. The famous Committee for Social Thought was a key institution in Shils’ intellectual development and, while Portraits can be read as a history of the University of Chicago during the twentieth century, Shils was a trans-Atlantic intellectual with close connections to Peterhouse College Cambridge and the London School of Economics. Portraits is a celebration of the Chicago tradition created by Robert Maynard Hutchins University President (1929-1945) for the in-depth study of ‘great books’, but Shils concludes with a nostalgic reflection on the end of the ‘age of books’. The narrative is haunted by the figure of Max Weber, whose rationalization thesis has been borne out with the rise of the bureaucratic corporate university and the narrow specialization of research.


Author(s):  
Robert Stern ◽  
Nicholas Walker

As an intellectual tradition, the history of Hegelianism is the history of the reception and influence of the thought of G.W.F. Hegel. This tradition is notoriously complex and many-sided, because while some Hegelians have seen themselves as merely defending and developing his ideas along what they took to be orthodox lines, others have sought to ‘reform’ his system, or to appropriate individual aspects and overturn others, or to offer consciously revisionary readings of his work. This makes it very hard to identify any body of doctrine common to members of this tradition, and a wide range of divergent philosophical views can be found among those who (despite this) can none the less claim to be Hegelians. There are both ‘internal’ and ‘external’ reasons for this: on one hand, Hegel’s position itself brings together many different tendencies (idealism and objectivism, historicism and absolutism, rationalism and empiricism, Christianity and humanism, classicism and modernism, a liberal view of civil society with an organicist view of the state); any balance between them is hermeneutically very unstable, enabling existing readings to be challenged and old orthodoxies to be overturned. On the other hand, the critical response to Hegel’s thought and the many attempts to undermine it have meant that Hegelians have continually needed to reconstruct his ideas and even to turn Hegel against himself, while each new intellectual development, such as Marxism, pragmatism, phenomenology or existential philosophy, has brought about some reassessment of his position. This feature of the Hegelian tradition has been heightened by the fact that Hegel’s work has had an impact at different times over a long period and in a wide range of countries, so that divergent intellectual, social and historical pressures have influenced its distinct appropriations. At the hermeneutic level, these appropriations have contributed greatly to keeping the philosophical understanding of Hegel alive and open-ended, so that our present-day conception of his thought cannot properly be separated from them. Moreover, because questions of Hegel interpretation have so often revolved around the main philosophical, political and religious issues of the nineteenth and twentieth centuries, Hegelianism has also had a significant impact on the development of modern Western thought in its own right. As a result of its complex evolution, Hegelianism is best understood historically, by showing how the changing representation of Hegel’s ideas have come about, shaped by the different critical concerns, sociopolitical conditions and intellectual movements that dominated his reception in different countries at different times. Initially, Hegel’s influence was naturally most strongly felt in Germany as a comprehensive, integrative philosophy that seemed to do justice to all realms of experience and promised to preserve the Christian heritage in a modern and progressive form within a speculative framework. However, this position was quickly challenged, both from other philosophical standpoints (such as F.W.J. Schelling’s ‘positive philosophy’ and F.A. Trendelenburg’s neo-Aristotelian empiricism), and by the celebrated generation of younger thinkers (the so-called ‘Young’ or ‘Left’ Hegelians, such as Ludwig Feuerbach, David Strauss, Bruno Bauer, Arnold Ruge and the early Karl Marx), who insisted that to discover what made Hegel a truly significant thinker (his dialectical method, his view of alienation, his ‘sublation’ of Christianity), this orthodoxy must be overturned. None the less, both among these radicals and in academic circles, Hegel’s influence was considerably weakened in Germany by the 1860s and 1870s, while by this time developments in Hegelian thought had begun to take place elsewhere. Hegel’s work was known outside Germany from the 1820s onwards, and Hegelian schools developed in northern Europe, Italy, France, Eastern Europe, America and (somewhat later) Britain, each with their own distinctive line of interpretation, but all fairly uncritical in their attempts to assimilate his ideas. However, in each of these countries challenges to the Hegelian position were quick to arise, partly because the influence of Hegel’s German critics soon spread abroad, and partly because of the growing impact of other philosophical positions (such as Neo-Kantianism, materialism and pragmatism). Nevertheless, Hegelianism outside Germany proved more durable in the face of these attacks, as new readings and approaches emerged to counter them, and ways were found to reinterpret Hegel’s work to show that it could accommodate these other positions, once the earlier accounts of Hegel’s metaphysics, political philosophy and philosophy of religion (in particular) were rejected as too crude. This pattern has continued into the twentieth century, as many of the movements that began by defining themselves against Hegel (such as Neo-Kantianism, Marxism, existentialism, pragmatism, post-structuralism and even ‘analytic’ philosophy) have then come to find unexpected common ground, giving a new impetus and depth to Hegelianism as it began to be assimilated within and influenced by these diverse approaches. Such efforts at rapprochement began in the early part of the century with Wilhelm Dilthey’s attempt to link Hegel with his own historicism, and although they were more ambivalent, this connection was reinforced in Italy by Benedetto Croce and Giovanni Gentile. The realignment continued in France in the 1930s, as Jean Wahl brought out the more existentialist themes in Hegel’s thought, followed in the 1940s by Alexander Kojève’s influential Marxist readings. Hegelianism has also had an impact on Western Marxism through the writings of the Hungarian Georg Lukács, and this influence has continued in the critical reinterpretations offered by members of the Frankfurt School, particularly Theodor W. Adorno, Max Horkheimer, Herbert Marcuse, Jürgen Habermas and others. More recently, most of the major schools of philosophical thought (from French post-structuralism to Anglo-American ‘analytic’ philosophy) have emphasized the need to take account of Hegel, and as a result Hegelian thought (both exegetical and constructive) is continually finding new directions.


Rhetorik ◽  
2015 ◽  
Vol 34 (1) ◽  
Author(s):  
Johann Kreuzer

AbstractThe paper discusses the intellectual development of Augustinus by means of his discussion of the status, the sense, the function and his judgement on rhetoric. This discussion let Augustinus be an important station in the history of the philosophy of language. Starting point is the explanation of the dialectics of the topos (or pathos) of the ›ineffabilis‹. Augustinus shows that the antirhetoric meaning of the ineffable leads in selfcontradictions. Therefore he discusses the forms and the conditions of understanding. This begins with the early dialogue De magistro and reaches to De trinitate and one of the central subjects within this theoretical mainwork of Augustinus: the concept of the verbum intimum. With the (at first view) extreme reductionism in the theory of signs, presented in De magistro - a mental ›oracle‹ is claimed as instance and criterion of understanding -, he destructs the naive representation-belief in an 1:1-relation between outer signs and mental contents. The subject of the ›inner word‹ in De trinitate then is the question of understanding signs as signs. It is shown that only the explanation of the inner word as a mental achievement within ordinary language is sufficient to answer the question of understanding. An excursus elucidates that the sermocinalis scientia of Wilhelm v. Ockham in the 14th century continues the discoveries and philosophical innovations, Augustinus made at the end of antiquity. These discoveries are inalienable for present debates concerning the philosophy of language. And they are inalienable for concepts of rhetoric based in the hermeneutics of understanding. The critique of rhetoric as ›fair of talkativeness‹ brings up a purified sight of the art of language: of the art, language ›is‹.


2017 ◽  
Vol 16 (1) ◽  
pp. 127-154
Author(s):  
JAMES KIRBY

This article considers the intellectual development of the historian and jurist F. W. Maitland (1850–1906). Its focus is the development of his ideas about the importance of intermediate groups between the individual and the state. Maitland expounded these ideas in a dazzling series of late essays which became the wellspring of the tradition known as “political pluralism.” Yet, as this article shows, the same ideas also played a crucial role in Maitland's great works of legal and historical scholarship, including The History of English Law. If this is appreciated, then the liberal, Germanist and constitutionalist basis of Maitland's thought becomes clear. So too does Maitland's position as a “new” liberal thinker, committed to freedom and constitutionalism, but critical of individualism and parliamentary sovereignty. In short, it is only if Maitland's political essays are read alongside his works of history and law that either can really be understood.


2014 ◽  
Vol 16 (1) ◽  
pp. 5-54 ◽  
Author(s):  
Philip Kuhn

In his late historical and autobiographical writings Ernest Jones claims that he first heard of Freud in 1903, then learnt German and was practising psychoanalysis by 1906. Observing Jones's intellectual development from his treatment of Tom Ellen in early 1905 through to his ‘emigration’ to Canada in late September 1908, reveals flaws in Jones's chronology because his journey towards ‘Freudianism’ was far more complex than he or his biographers have allowed. Jones's contemporaneous publications suggest that his early psychological researches were informed by Pierre Janet and that he only discovered Freud during the Amsterdam Congress in September 1907. Thereafter Jones's knowledge of Freud was gleaned second-hand mainly through the writings of the ‘Boston’ and ‘Zurich’ Schools and his first attempts at psychoanalysis were through Jung's Word Association Tests which he only started using after he arrived in Canada. Revising Jones's autobiographical claims has implications for our understanding of Jones and for the early history of British psychoanalysis.


2017 ◽  
Vol 55 (2) ◽  
pp. 391-426 ◽  
Author(s):  
Muhammad Amin Abdullah

In the global socio-political situation today, where rigid, extreme and radical interpretations of religion are commonly found and widespread, the contribution of Indonesian post-graduate education, especially Islamic higher education, come to the front stage and become a topic of serious discussion. In term of education in Indonesia, there is an unavoidable fact that Islamic education including Islamic higher education is not a new phenomenon. The situation led to the fact that some international Islamic scholars began to consider the Islamic higher education in Indonesia as a potential alternative system of graduate education including religious education and its contents and methods in offering innovation and transformation. This seems to be much more conducive approach and research to local, regional and global community and peace. This article will explain descriptively the long history of Islamic education and its development. It also aims at presenting elaboration on how higher education of indigenous Islam can modify their own teaching and research methodologies to be more relevant to the intellectual development and advancement, especially that of sciences and humanities in particular. The focus will be on: what are the key issues and elements of the Indonesian Islamic higher education leading to significantly change and contribute to the welfare of the nation and mankind, especially on the development of research which seems to illustrate the weakness of previous educational institutions system  in Indonesia. Moreover, there is one thing to remember that the worldwide academic community cannot wait for any longer the solution strongly expected to reduce the weakness since development of religious education and Islam in the Middle East, South Asia, and some parts of the Muslim world is not, more or less, promising for the sake of global humanity, prosperity and peace.[Pada situasi sosial-politik global dewasa ini, ketika interpretasi agama yang rigid, ekstrim dan radikal meluas dan mudah dijumpai, kontribusi pendidikan tinggi, khususnya perguruan tinggi Islam, harus tampil dan menjadi bahan diskusi serius. Dalam konteks pendidikan di Indonesia, terdapat fakta tak terbantahkan bahwa pendidikan Islam termasuk pendidikan tinggi Islam, bukanlah hal baru. Situasi di Indonesia ini mendorong akademisi Islam internasional untuk mempertimbangkan pendidikan tinggi Islam sebagai alternatif dalam inovasi dan transformasi pendidikan, baik dalam hal materi ataupun metodologi. Tulisan ini menjelaskan sejarah panjang perkembangan  pendidikan Islam. Selain itu, juga mengelaborasi bagaimana sistem pendidikan Islam memodifikasi metode pengajaran dan risetnya agar lebih sesuai dengan perkembangan dan capaian ilmu pengetahuan, khususnya ilmu sosial humaniora dewasa ini. Tulisan ini berfokus pada isu-isu dan unsur-unsur kunci pendidikan tinggi Islam yang sekiranya mampu berkontribusi dalam mewujudkan kesejahteraan umat manusia dan bangsa, khususnya perkembangan riset yang memetakan kelemahan dari sistem pendidikan di Indonesia. Oleh karena itu, satu hal yang harus diingat bahwa komunitas akademik dunia tidak bisa menunggu lebih lama lagi solusi untuk menutupi kekurangan - kekurangan tersebut, terlebih karena perkembangan pendidikan agama dan Islam di Timur Tengah, Asia Selatan, dan wilayah lain dunia Islam tidak terlalu menjanjikan terhadap kemanusiaan, kesejahteraan, dan perdamaian global.] 


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