1.

Record Nr.

UNISA996234845403316

Titolo

From Hegel to Windelband : historiography of philosophy in the 19th century / / edited by Gerald Hartung and Valentin Pluder

Pubbl/distr/stampa

Boston : , : De Gruyter, , [2015]

©2015

ISBN

3-11-032482-2

3-11-038986-X

Descrizione fisica

1 online resource (254 p.)

Collana

New studies in the history and historiography of philosophy, , 0340-6059 ; ; Volume 1

Disciplina

107.2/2

Soggetti

Philosophy - Historiography

Philosophy - History - 19th century

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

Description based upon print version of record.

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Front matter -- Contents -- From Hegel to Windelband: The Classical Epoch of Philosophical Historiography -- Philosophical Historiography in the 19th century: A Provisional Typology -- From Philosophical Historiography to Historical Philosophy -- On the Meaning of the History of Philosophy -- The History of Philosophy as Progress towards a System of Reason -- Two Traditions of Idealism -- The End of the Story, the End of History -- Hegel, Zeller and Nietzsche: Alternative Approaches to Philosophical Historiography -- Does Western Philosophy Have Non-Western Roots? -- The History of Philosophy as Counter- History: Strategies of Philosophico- Historiographical Dissidence -- Philosophical Historiography in Marburg Neo-Kantianism: The Example of Cassirer’s Erkenntnisproblem -- Indecisionism and Anti-Relativism: Wilhelm Windelband as a Philosophical Historiographer of Philosophy -- On the Culturalization of Philosophical Historiography: Hermeneutics and Philosophical Historiography in Feuerbach, Dilthey and Blumenberg -- Index

Sommario/riassunto

In the 19th century, the history of philosophy becomes the history of a particular science. Modern philosophical historiography is an ambivalent project. On the one hand, we find an affirmative concept of Bildung through tradition and historical insight; on the other, there



arises a critical reflection on historical education in the light of an emerging critique of modern culture. The book offers a comprehensive overview of the debate.