Foundations of the Science of Knowledge

The basis of the whole theory of science from 1794 /95, the main systematic work of the philosopher Johann Gottlieb Fichte and one of the central works in the post-Kantian idealism.

Formation

The basis of the whole theory of science ( GWL ) is the first of ten versions of the theory of science, published the spruce in the course of his life. One reason to revise the science teaching again and again, was for spruce certainly in the curious emergence of GWL. In the winter semester 1794/95 Spruce, who had become by his attempt at a critique of all revelation suddenly famous, was appointed by a recommendation of Goethe, who worked as a consultant to the University of Jena, surprisingly professor. This semester, he held the lecture on the theory of science, without having previously prepared a manuscript. Thus Fichte wrote the GWL always before each session. This hectic style of writing you realize the GWL, despite the ingenuity of.

Construction

The basis of the whole theory of science is divided into three introductory principles, derived from a theoretical part and a practical part derived. Typical of the early German idealism here is the systematic, deductive approach from the unconditioned to the conditioned - that is, from the Absolute to the world.

Principle

The absolute principle of science teaching should, according to Fichte, " to express that act constituting the offense, the ... all consciousness is at the foundation, and alone makes it possible. " The coined term of spruce criminal act here means that the doer and the done are the same. Spruce is this criminal act in a self- setting of the I:

" The I posits itself, and it is by virtue of this mere putting through itself, and vice versa: the ego, and it is his being, by virtue of its mere existence - It is also the doer, and the product of the action; . the workers, and that which is produced by the activity; action, and deed are one, and just the same, and therefore, is this: I am an expression of a criminal act ".

The absolute principle of science teaching is therefore the self itself: I = I, understood as equivalent to I am.

Unlike the first principle of unconditional second principle can be set up only in response to the first. During the first principle had the self- setting on the subject treated of the second opposing.

"It is originally set nothing, as the I, and this is only posited Thus only can the ego simply be opposed But the I opposite is = not me As surely as the unconditional Conceding the absolute certainty of the sentence: -. .. a not = a under the facts of empirical consciousness occurs: as surely is the I absolutely opposite a non-ego.

The third principle deals with the mutual limitation of ego and non -ego. This limitation does according to Fichte in turn I myself instead, which is why we speak of a subjective idealism:

The bulk of what is essential, and absolutely certain it is now exhausted; and I would express as in the following formula: I sit in the divisible I I a divisible non-ego contrary. About this knowledge goes no philosophy; but to go back to her every thorough philosophy; and as she does, she is teaching science. "

The three principles setting, opposing and parts correspond to the categories of quality ( reality, negation and limitation ), developed by Immanuel Kant in the Critique of Pure Reason.

Secondary literature

  • Peter Baumann: Fichte's original system: its location between Kant and Hegel, Stuttgart-Bad Cannstatt: From man - Holzboog, 1972 -
  • Otto A. Böhmer: Between Facts and Erkenntnisbegruendung: e Unters. on the importance of d fact. d in early philosophy of Fichte JG, Frankfurt [ Main]: RG Fischer, 1979 -
  • Eberhard Braun: The Transcendental self-reflection of knowledge: subject matter and method of science teaching JG Fichte, Tübingen ( Diss ) 1972.
  • Michael Brüggen: Fichte's Science of Knowledge: the system is created since 1801/ 02 versions, Hamburg: Meiner, 1979.
  • Katja Crone: Fichte's theory of concrete subjectivity: Research on " science teaching nova methodo ", Göttingen: Cambridge University Press, 2005.
  • Wolfgang Janke: Johann Gottlieb Fichte's " Doctrine of Science 1805 ": methodical and systematic philosophy and historical commentary, Darmstadt: Wiss. Buchges. , 1999.
  • Jörg- Peter Mittmann: The principle of self-certainty. Spruce and the development of post-Kantian basic philosophy floor home: Athenäum.Hain.Hanstein, 1993.
  • Hans -Jürgen Müller: Subjectivity as a symbolic and schematic image of the Absolute: Theory of Subjectivity and religious philosophy in science teaching Fichte, Königstein / Ts.: Athenaeum, 1980.
  • Andreas Schmidt: The reason of knowledge: Fichte's Science of Knowledge in the versions of 1794/95, 1804/II and 1812, Paderborn: Schöningh, 2004.
  • Ulrich Schwabe: Individual and Trans Individual self. The Selbstindividuation pure subjectivity and Fichte's Science of Knowledge. With a continuous commentary on science teaching nova methodo Paderborn, inter alia, 2007
  • Günter Schulte: The Science of Knowledge of the late fir, Frankfurt am Main: Klostermann, 1971.
  • Ingeborg Schuessler: The confrontation between idealism and realism in Fichte's Science of Knowledge: The basis of the whole science teaching 1794/5; second presentation of science teaching 1804, Cologne ( Diss ) 1969.
  • Katja V. Taver: Johann Gottlieb Fichte's doctrine of 1810: attempt at exegesis, Rodopi, Amsterdam, 1999.
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