Johann Gottlieb Fichte

Philosophy ◽  
2018 ◽  
Author(s):  
Isabelle Thomas-Fogiel
Keyword(s):  
German Idealism ◽  
The Self ◽  
Johann Gottlieb Fichte ◽  
Natural Right ◽  
The Third ◽  
Fourth Level ◽  
German Nation ◽  
Abstract Level ◽  
The Subject ◽  
Over Time

Johann Gottlieb Fichte (b. 1762–d. 1814) is the first representative of what has been called “German idealism.” He precedes both Schelling, who was considered his disciple until their final break, and Hegel. Regarded as a disciple of Kant in 1793, Fichte nevertheless reproached him for not having succeeded in founding the content of his philosophy on an absolute principle. His primary purpose is therefore to make philosophy into a rigorous science. Fichte therefore begins to elaborate in 1794 on what he calls the “Science of Knowledge” (Wissenschaftslehre; WL). He tirelessly proposes new versions of this Science of Knowledge, insisting through the repetition of the title, on the permanence of his initial motivation: to find an absolute foundation for knowledge. The versions of Fichte’s Science of Knowledge (a dozen in total, distinguished by their date: 1794, 1801, etc.) reflect the most general and abstract level of philosophical thought. This first level of philosophy, which is the most general and abstract, is called by Fichte “first philosophy.” The second level corresponds to theoretical philosophy (or the philosophy of nature) and practical philosophy (or ethics as developed, for example, in his Systems of Ethics, in 1798). The third level represents the “particular sciences,” which study more specific and concrete fields, including subdisciplines such as biology and physics, or “natural right” (i.e., “theory of right”) and philosophy of religion. Finally, a fourth level is constituted by the so-called popular writings, aimed at a public of nonphilosophers, for example, The Vocation of Man, The Way Towards the Blessed Life, and Addresses to the German Nation. The contrast between the clear and literary language of these popular writings and the arid abstraction of the Sciences of Knowledge has often been emphasized. Fichte’s body of work seems to pose a problem of continuity for many commentators. Are the multiple versions of Science of Knowledge compatible with each other? To this question, the answer is more often than not a negative one. Fichte’s commentators divided these versions into two or, sometimes, three periods. The vast majority of interpretations assert that Fichte’s thought evolved over time. Such a change is more often expressed as the passage from a doctrine of what is finite (the subject, the “Self”) to a philosophy of absolute (God, Being). The problem of this evolution has become one of the most difficult aspect of interpreting Fichte’s thought.

Delving into Horror

2019 ◽  
Vol 29 (5) ◽  
pp. 135-150
Keyword(s):  
The Self ◽  
Time And Space ◽  
The Third ◽  
The World ◽  
The Subject ◽  
Perception Of Time ◽  
Definition Of

The springboard for this essay is the author’s encounter with the feeling of horror and her attempts to understand what place horror has in philosophy. The inquiry relies upon Leonid Lipavsky’s “Investigation of Horror” and on various textual plunges into the fanged and clawed (and possibly noumenal) abyss of Nick Land’s work. Various experiences of horror are examined in order to build something of a typology, while also distilling the elements characteristic of the experience of horror in general. The essay’s overall hypothesis is that horror arises from a disruption of the usual ways of determining the boundaries between external things and the self, and this leads to a distinction between three subtypes of horror. In the first subtype, horror begins with the indeterminacy at the boundaries of things, a confrontation with something that defeats attempts to define it and thereby calls into question the definition of the self. In the second subtype, horror springs from the inability to determine one’s own boundaries, a process opposed by the crushing determinacy of the world. In the third subtype, horror unfolds by means of a substitution of one determinacy by another which is unexpected and ungrounded. In all three subtypes of horror, the disturbance of determinacy deprives the subject, the thinking entity, of its customary foundation for thought, and even of an explanation of how that foundation was lost; at times this can lead to impairment of the perception of time and space. Understood this way, horror comes within a hair’s breadth of madness - and may well cross over into it.

Blind Men Speaking of Colors: Paul's Recollection and the Self-Image of Early Thirteenth-Century Theologians

2014 ◽  
Vol 107 (4) ◽  
pp. 425-446
Author(s):  
Ayelet Even-Ezra
Keyword(s):  
Thirteenth Century ◽  
The Body ◽  
The Self ◽  
First Person ◽  
Knowledge Of God ◽  
The Third ◽  
Self Image ◽  
Third Person ◽  
The Subject ◽  
The Third Person

In the Second Epistle to the Corinthians, Paul writes: It is doubtless not profitable for me to boast. I will come to visions and revelations of the Lord: I know a man in Christ who fourteen years ago—whether in the body I do not know, or whether out of the body I do not know, God knows—such a one was caught up to the third heaven. And I know such a man—whether in the body or out of the body I do not know, God knows—how he was caught up into Paradise and heard inexpressible words, which it is not lawful for a man to utter. Of such a one I will boast; yet of myself I will not boast, except in my infirmities. (2 Cor 12:1–5 nkiv) This brief and enigmatic account is caught between multiple dialectics of power and infirmity, pride and humility, unveiling and secrecy. At this point in his letter Paul is turning to a new source of power in order to establish his authority against the crowd of boasting false apostles who populate the previous paragraphs. He wishes to divulge his intimate, occult knowledge of God, but at the same time keep his position as antihero that is prevalent throughout the epistle. These dialectics are enhanced by a sophisticated play of first and third person. The third person denotes the subject who experienced rapture fourteen years ago, while the first person denotes the narrator in the present. Only after several verses does the reader realize that these two are in fact the same person. This alienation allows Paul the intricate play of boasting, for “of such a one I will boast, yet of myself I will not boast.”

The person as co‐investigator in self‐research: Valuation theory

1991 ◽  
Vol 5 (3) ◽  
pp. 217-234 ◽  
Author(s):  
Hubert J. M. Hermans
Keyword(s):  
Good Reason ◽  
The Self ◽  
Valuation Theory ◽  
Dynamic Phenomenon ◽  
Personality Psychology ◽  
Constructivist View ◽  
Recent Developments ◽  
The Subject ◽  
Over Time ◽  
Research Show

Recent developments in self‐research show the self to be increasingly conceived as an organized and highly dynamic phenomenon. In combination with the arguments presented in the preceding article, these developments are a good reason for adopting a method in which the psychologist and the subject work together in the study of the self: The self‐confrontation method and the theory on which it is based—valuation theory—are presented as an example of such an approach. This method construes the self as an organized process of valuations, a valuation being any unit of meaning that the person finds of importance in thinking about his or her life. Formulated in the language of the person him‐ or herself; these valuations and how they develop over time are considered in a dialogue between the psychologist and the subject. For the purposes of demonstration, two phenomena that are not easily observedare discussed here: (a) the existence of an imaginal figure not visibly present but functioning as a signifcant other in the person's daily life, and (b) the presence of a character in a recurring dream, which later gets included as an integral part of the self: Finally, the present approach is briefly discussed as representing a constructivist view of personality psychology.

scholarly journals Towards Modern Greek Consciousness

2005 ◽  
Vol 1 ◽  
pp. 51
Author(s):  
Loukia Droulia
Keyword(s):  
The Self ◽  
Common Language ◽  
Human Group ◽  
War Of Independence ◽  
Modern Greek ◽  
Starting Point ◽  
The Subject ◽  
Definition Of ◽  
Of Greece ◽  
Over Time

<p>This paper deals with the subject of Modern Greek consciousness which can be said epigrammatically to have its starting point in the Provisional Constitution of Greece ratified by the Assembly of Epidaurus in January 1822. For it was then necessary that two crucial questions be answered, namely who were to be considered as citizens of the new state about to be created and what regions it covered. The attempt to find answers to these questions necessarily led to the re-examination of the Greek nation's historical course over the millenia.</p><p>For this purpose the terms that express the concepts which register the self-definition of a human group and their use over time, are here examined as well as the links that formed the connection between the groups of Greek-speaking Orthodox Christians who, as a result of historical circumstances, had until then been geographically scattered. One solid link was the unbroken use of their common language; the "ancestral culture" was the other definitive element which had a continuous though uneven presence throughout the centuries. Finally the "place", having preserved the same geographical name, "Hellas", through the centuries although its borders were certainly unclear, now took on a weighty significance as regards the conscious identification of the historical land with the new state that the Greeks were struggling to create in the nineteenth century. These and other factors contributed to the acceptance by the Greek nation of the nomenclature <em>Ellines, Ellada</em> which were unanimously adopted during the Greek war of Independence, instead of the terms <em>Graikoi, Romioi, Graikia</em>.</p>

Of Ladies and Lesbians and Books on Women from the Third/Ninth and Fourth/Tenth Centuries

2017 ◽  
Vol 4 (2) ◽  
pp. 187-210
Author(s):  
Pernilla Myrne
Keyword(s):  
The Third ◽  
Complex Picture ◽  
The Subject ◽  
Over Time ◽  
The Erotic

AbstractInformation about women in Abbasid society — and especially the subgroups ofmutaẓarrifāt, ladies, andsaḥḥaqāt, lesbians — is gathered from two extant sources that explicitly deal with the subject:al-Muwashshā, “The Painted Cloth,” by al-Washshāʾ (d. 325/936-7) andJawāmiʿ al-ladhdha, composed some fifty years later by ʿAlī b. Naṣr al-Kātib. TheJawāmiʿ al-ladhdhais an erotic compendium that relies heavily on earlier sources,al-Muwashshāincluded; however, most of the works cited are lost. A survey of book-titles from the same period indicates that a good many books about women were written at the time. Representations of ladies and lesbians as they appear from the two sources and surveyed lists of book-titles suggest a complex picture of the lady-lesbian that changed over time. That some of the books dealing with the subject were still available some six-hundred years later shows that the erotic lore of the Abbasids continued to arouse interest for centuries.

scholarly journals ANALISIS KOMUNIKASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN GAYA KOGNITIF REFLECTIVE-IMPULSIVE KELAS VII SMP NEGERI 1 SUMBERREJO

2018 ◽  
Vol 1 (April) ◽  
pp. 1-5
Author(s):  
Anisa Fitri
Keyword(s):  
Cognitive Styles ◽  
Mathematical Expression ◽  
Sampling Technique ◽  
First Grade ◽  
Purposive Sampling ◽  
Analysis Techniques ◽  
The Third ◽  
Fourth Level ◽  
The Subject ◽  
Level 2

This research aims to analyze the ability of mathematical communicationin problem solving who had reflective cognitive style’s, and impulsive cognitive style’s in the first grade of SMP Negeri 1 Sumberrejo on mathematical written, drawing mathematically, and mathematical expression aspect’s. The research is a qualitative research with subjects in this research were eight students of class VII C SMP Negeri 1 Sumberrejo which consisting of four students with reflective cognitive style’s, four student with impulsive cognitive style’s. The subject in this research were taken by using purposive sampling technique. Data was collected by the results of written tests and interviews. Data analysis techniques used data reduction, data presentation, and conclusion.The validity of the data usetime triangulation that compared data of the first task and interview with the second task and interview. The results showed that: (1) students with reflective cognitive styles: the mathematical written ability are on the fourth level, drawing mathematically are on the third level, and mathematical expression are on the third level, (2) students with impulsive cognitive styles: the mathematical written ability are on the third level, drawing mathematically are on the second level, and mathematical expression are on the second level.   Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa dengan kategori gaya kognitif yakni reflective, dan impulsive, kelas VII SMP Negeri 1 Sumberrejo pada aspek menulis matematis, menggambar secara matematis, dan ekspresi matematis. Penelitian ini merupakan penelitian kualitatif dengan subjek penelitian delapan siswa kelas VII C SMP Negeri 1 Sumberrejo yang terdiri dari empat siswa dengan gaya kognitif reflective, empat siswa dengan gaya kognitif impulsive. Penentuan subjek penelitian menggunakan purposive sampling. Teknik pengumpulan data menggunakan tes tertulis dan wawancara. Teknik analisis data yang digunakan meliputi pengumpulan data, reduksi data, penyajian data dan verifikasi.Validitas data yang digunakan dalam penelitian ini menggunakan triangulasi waktu yang membandingkan antara data tertulis dan wawancara I dengan data tertulis dan wawancara II. Hasil penelitian menunjukkan bahwa kemampuan komunikasi matematis untuk siswa gaya kognitif reflective meliputi: kemampuan menulis matematis berada pada tingkat 4, kemampuan menggambar secara matematis berada pada tingkat 3, dan kemampuan ekspresi matematis berada pada tingkat 3. Kemampuan komunikasi matematis untuk siswa dengan gaya kognitif impulsive meliputi: kemampuan menulis matematis berada pada tingkat 4, kemampuan menggambar secara matematis berada pada tingkat 2, dan kemampuan ekspresi matematis berada pada tingkat 2.

The Third Crusade in Context: Contradiction, Curiosity and Survival

2015 ◽  
Vol 51 ◽  
pp. 92-114
Author(s):  
Jonathan Phillips
Keyword(s):  
Western Europe ◽  
Seismic Event ◽  
Near East ◽  
First Crusade ◽  
The Third ◽  
The Subject ◽  
History Books ◽  
Over Time ◽  
Holy City

This essay will explore a few of the myriad competing tensions of motive, ideology and practicality that were created by, and existed during, the time of the Crusades. The First Crusade was launched in 1095 when Pope Urban II called for the liberation of Jerusalem from the Muslims of the Near East. Four years later, the knights of Western Europe captured the holy city and established a series of territories in the Levant. Over time the Muslims began to fight back and by 1187, under the leadership of Saladin, they defeated the Franks (as the settlers were known) and recovered Jerusalem. The particular focus here is on the Third Crusade (1187—92), the campaign called in the aftermath of this seismic event. Popular history books often characterize this as the great clash between Richard the Lionheart and Saladin, and between Christianity and Islam. They describe battles and sieges; they might also highlight the divisions between Richard and Philip Augustus, and the failure of the crusade to recover Jerusalem. Such points are certainly central to a discussion of the Third Crusade but they are symptomatic of more detailed treatments of the expedition that have not, to date, placed the subject in a fuller context. One aspect of this broader approach is to emphasize the diversity of participants within the Christian and Muslim forces, to take the crusade beyond the Richard and Saladin binary.

scholarly journals El problema de la donación en la reflexión de Patočka

2021 ◽  
pp. 19
Author(s):  
Marco Barcaro
Keyword(s):  
The Self ◽  
The Third ◽  
The World ◽  
History Of ◽  
The Subject ◽  
Phenomenal Field ◽  
Pure Immanence ◽  
The Way

Esta contribución presenta como el concepto filosófico de “donación” es reinterpretado en la reflexión de Patočka. Partiendo de la lección husserliana, gracias a la cual las cosas son dadas en la pura inmanencia de la consciencia, él critica esta orientación “subjetivista” porque no desarrolla adecuadamente el tema del aparecer en el campo fenomenal. La segunda sección analiza tres desplazamientos metódicos que abarcan: el rol del sujeto, su relación con la trascendencia, el darse a sí mismo del mundo en su totalidad. La tercera sección compara la reflexión de Patočka con dos referencias cruzadas a algunos intentos similares en la historia de la fenomenología. El tema de “la donación”, por tanto, nos traslada al mayor problema con el que ha trabajado siempre la filosofía: la manifestación del mundo. Patočka intentó esclarecer este problema mediante dos metáforas (el espejo y la pintura), pero también subrayó cómo concierne el modo en el que el hombreinterpreta la propia existencia.This paper presents how the philosophical key concept of givenness is reinter-preted in Patočka's reflection. Starting from the Husserlian idea, according to which things are given in the pure immanence of consciousness, Patočka criticized this "subjectivist" orientation because it doesn’t adequately develop the appearing in the phenomenal field. The second section analyzes three main methodical shifts concerning: the nature and the role of the subject, its relationship with the transcendence, the self-giving of the world as a whole. The third section compares Patočka's reflection and two cross-references to similar undertaking in the history of phenomenology. The theme of givenness brings us back in the end to the biggest problem within which philosophy has always worked: world manifestation. Patočka tried to clarify this issue through two metaphors (the mirror and the painting), but he also highlighted as it concerns the way in which man interprets his existence. 

Introducing the Transformative Self

2021 ◽  
pp. 3-31
Author(s):  
Jack Bauer
Keyword(s):  
Theoretical Approach ◽  
Personal Growth ◽  
Final Section ◽  
Good Life ◽  
Narrative Identity ◽  
Life Story ◽  
The Self ◽  
Self Identity ◽  
The Third ◽  
Over Time

This chapter introduces the main features of the transformative self—what it is and is not. For instance, the transformative self is not a person but, rather, a self-identity that a person uses to facilitate personal growth. The person creates a transformative self primarily in their evolving life story. This growth-oriented narrative identity helps the person cultivate growth toward a good life for the self and others. The chapter provides an overview of the book’s theoretical approach and topics. The book’s first section examines the components of personal growth, narrative identity, and a good life that culturally characterize the transformative self. The second section explores the personality and social ecology of the person who has a transformative self. The third section shows how the transformative self develops over time. The final section explores the hazards and heights of having a transformative self.

Teaching Intellectual Virtues, Changing Attitudes

2021 ◽  
pp. 193-204
Author(s):  
Alessandra Tanesini
Keyword(s):  
Empirical Evidence ◽  
Role Models ◽  
The Self ◽  
Intellectual Virtues ◽  
The Third ◽  
Changing Attitudes ◽  
Current Popularity ◽  
Over Time ◽  
Virtue Education

This chapter discusses the prospects of interventions designed to weaken epistemic vices and promote virtues. The first section discusses the prospects of two strategies for the cultivation of intellectual virtues. These are: explicit education and the habituation of virtue. It concludes that both strategies encounter obstacles that make their success unlikely. The second section is dedicated to attempts to foster virtue by stimulating emulation when in the presence of role models or exemplars. It argues that despite its current popularity, and evidence of some success when educating cohorts of children, this strategy is unlikely on its own to be very effective for those who are most in need of virtue education. The third section describes self-affirmation techniques consisting in the affirmation of values and offers indirect empirical evidence that indicates that the self-affirmation strategy might be successful when trying to reduce the expression of vicious behaviour, and over time, might even lead to the development of more virtuous conduct.

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