Saitya Brata Das rigorously examines the theologico-political works of Schelling, setting his thought against Hegel's and showing how he prepared the way for the post-metaphysical philosophy of ...Martin Heidegger, Franz Rosenzweig and Jacques Derrida.
Andrew Bowie's book is the first introduction in English to present F. W. J. Schelling as a major European philosopher in his own right. Schelling and Modern European Philosophy, surveys the whole of ...Schelling's philosophical career, lucidly reconstructing his key arguments, particularly those against Hegel, and relating them to contemporary philosophical discussion. For anyone interested in German romanticism and the development of Continental philosophy, this is an invaluable source book. The cogent and subtle argument of this book fills a major gap in our understanding of modern philosophy, in which Schelling emerges as a key transitional figure.
This paper is focused on F. W. J. Schelling's view of freedom during the period of the Freiheitsschrift (1809) and related works. It is argued that the standard way this has been understood may be ...too simplistic. On this standard interpretation of his view, evil is made a matter of free choice by the agent, but where the choice does not concern individual actions, but the choice of the agent's essence in an atemporal act. As a result of this choice, it is argued, Schelling can then make evil imputable. By contrast, I argue that for Schelling freedom does not involve choice, but necessity, but in a way that is still internal to the agent and hence non‐coercive, and thus in a way that remains free and makes evil imputable. How Schelling comes to have this view is considered, and some responses are given to ways it might be challenged both interpretatively and philosophically.
The unconscious, cornerstone of psychoanalysis, was a key twentieth-century concept and retains an enormous influence on psychological and cultural theory. Yet there is a surprising lack of ...investigation into its roots in the critical philosophy and Romantic psychology of the early nineteenth century, long before Freud. Why did the unconscious emerge as such a powerful idea? And why at that point? This interdisciplinary study traces the emergence of the unconscious through the work of philosopher Friedrich Schelling, examining his association with Romantic psychologists, anthropologists and theorists of nature. It sets out the beginnings of a neglected tradition of the unconscious psyche and proposes a compelling new argument: that the unconscious develops from the modern need to theorise individual independence. The book assesses the impact of this tradition on psychoanalysis itself, re-reading Freud's The Interpretation of Dreams in the light of broader post-Enlightenment attempts to theorise individuality.
The Conspiracy of Life offers a series of meditations on the philosophy of F. W. J. Schelling (1775–1854), a great—and greatly neglected—philosopher of life. Rather than construing him as a loopy ...mystic, or as an antiquated theologian, Jason M. Wirth attempts to locate Schelling as the belated contemporary of thinkers like Heidegger, Derrida, Bataille, Irigaray, Foucault, Deleuze, Levinas, and many others. As such, Schelling is already at the central nerve of current discussions concerning the crisis of truth; the primacy of the Good; the ecstatic nature of time; the nature of art; deep ecology; the world as an aesthetic phenomenon; comparative philosophy; the possibility of non-dialectical philosophy; radical evil; the haunting of philosophy; and the possibility of a philosophical religion.
There is a classical paradox in education that also affects the epistemic virtues: the paradox inherent in the demand to develop general strategies for training persons to be free and creative ...individuals. This problem becomes particularly salient with respect to the epistemic virtue of creativity, the more so if we consider a radical form of creativity, namely, genius. This paper explores a historical constellation in which rigorous claims about the standards for knowledge and morality were developed, along with a highly influential notion of genius: the philosophy of Kant and of immediate post‐Kantian philosophers. The paper shows how in this historical moment came together a new notion of “science,” a theory of “genius” and of virtues, and an analysis of the promises and difficulties inherent in educating a virtuous or creative individual. In this constellation of ideas, there also emerges a potentially fruitful account of how to teach intellectual creativity.
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