This book discusses Gadamer's theory of context-dependence. Analytical and partly critical, the book also shows exegetical accuracy in the rendering of Gadamer's position. It explores the following questions that Gadamer's theory of context-dependence tries to answer: in what way is thought influenced by and thus dependent on its historical context? To what extent and in what way is the individual able to become reflectively aware of and emancipate himself from this dependence? The book takes Gadamer's wide interests into account, e.g. (...) issues relating to the history of historiography and the nature of art and aesthetic experience. The problem of the context-dependence of thought is prominent in contemporary philosophy, including the fields of structuralism, post structuralism, deconstruction, certain forms of feminist philosophy and the philosophy of science. In this sense, the book discusses an issue with wide repercussions. (shrink)

THIS PAPER DEALS WITH HANS-GEORG GADAMER’S THEORY of the manner in which cognition depends on the cultural and historical context in which it occurs. In section 2 the historical background of this theory is briefly described. In section 3 Gadamer’s claim that context-dependence involves unreflected presuppositions is discussed; throughout the paper, different senses of this claim are distinguished. Section 4 examines his corresponding claim that these presuppositions are of a general kind in such a way that the manifold of seemingly (...) opposed views which rely on them is overrated by individuals sharing a cultural milieu. Gadamer argues that a context is cognitively homogeneous in an unreflected way and that the cultural specificity of presuppositions has been underestimated. (shrink)

Hegel argues that Bildung (cultivation or education) involves an ability to reflect on one’s habitual beliefs in a detached, uncommitted way. According to Hegel, the educated (gebildete) individual is able toconsider a manifold of standpoints on a given issue through awareness of the historical and cultural variability of beliefs. Hans-Georg Gadamer invokes Hegel’s account of Bildung in arguing that historicalstudy permits current presuppositions (Vorurteile) to become reflected through the awareness of cognitive plurality and change that such study brings about. The (...) paper mainly tries to show three things: (i) that Hegel is a source of inspiration for Gadamer in this regard but that there are also important differences between their accounts of Bildung; (ii) that these accounts are not unambiguous; and (iii) that Gadamer, in particular, makes somewhat elusive claims on the power of Bildung. (shrink)

Hegel argues that Bildung (cultivation or education) involves an ability to reflect on one's habitual beliefs in a detached, uncommitted way. According to Hegel, the educated (gebildete) individual is able to consider a manifold of standpoints on a given issue through awareness of the historical and cultural variability of beliefs. Hans‐Georg Gadamer invokes Hegel's account of Bildung in arguing that historical study permits current presuppositions (Vorurteile) to become reflected through the awareness of cognitive plurality and change that such study brings (...) about. The paper mainly tries to show three things: (i) that Hegel is a source of inspiration for Gadamer in this regard but that there are also important differences between their accounts of Bildung; (ii) that these accounts are not unambiguous; and (iii) that Gadamer, in particular, makes somewhat elusive claims on the power of Bildung. (shrink)

This paper discusses Hans-Georg Gadamer’s account of what he sees as a major change in the approach to the Western philosophical and aesthetic traditions that began in the second half of the eighteenth century, and the results of this change today. According to Gadamer, these traditions ceased to be binding at this time and became objects of historical research. Instead of being seen even as potential sources of insight, traditional knowledge claims and works of art were subjected to historical and (...) aesthetic analysis. And Gadamer holds that these approaches have partially come to encompass the present as well. Thus, modern art has often downplayed cognitive and pedagogical tasks in proceeding in a purely aesthetic, playful way. And the study of history has been seen as providing insight into the contextually determined nature of presuppositions, those of the modern age included. According to Gadamer, this unduly limits the possibilities of both art and history to provide learning. (shrink)

This paper discusses different senses of Hegel’s claim that the individual is “a child of his time.” Hegel argues that the individual’s mind (“subjective Spirit”) is profoundly influenced by its time, i.e., the cultural context that forms its temporal setting (“objective Spirit”). However, Hegel makes somewhat conflicting claims in this regard: (i) that individuals harbor the presuppositions of their cultural context unreflectively; (ii) that philosophy overcomes the form of this unreflectiveness, but that the content of philosophy remains tied to its (...) time since it tries reflectively to justify current presuppositions; (iii) that this reflection occurs when a culture declines, and that reflection, too, therefore is a child of its time; (iv) that an individual may be a minority thinker (despite what claim [i] says), but that even such an individual is a child of his time in the (weaker) sense that he is unable to influence it precisely because he transcends it. (shrink)

This paper discusses different senses of Hegel’s claim that the individual is “a child of his time.” Hegel argues that the individual’s mind (“subjective Spirit”) is profoundly influenced by its time, i.e., the cultural context that forms its temporal setting (“objective Spirit”). However, Hegel makes somewhat conflicting claims in this regard: (i) that individuals harbor the presuppositions of their cultural context unreflectively; (ii) that philosophy overcomes the form of this unreflectiveness, but that the content of philosophy remains tied to its (...) time since it tries reflectively to justify current presuppositions; (iii) that this reflection occurs when a culture declines, and that reflection, too, therefore is a child of its time; (iv) that an individual may be a minority thinker (despite what claim [i] says), but that even such an individual is a child of his time in the (weaker) sense that he is unable to influence it precisely because he transcends it. (shrink)