Translated by Ciaran Cronin. In the midst of the current crisis that is threatening to derail the historical project of European unification, Jürgen Habermas has been one of the most perceptive critics of the ineffectual and evasive responses to the global financial crisis, especially by the German political class. This extended essay on the constitution for Europe represents Habermas’s constructive engagement with the European project at a time when the crisis of the eurozone is threatening the very existence of the (...) European Union. There is a growing realization that the European treaty needs to be revised in order to deal with the structural defects of monetary union, but a clear perspective for the future is missing. Drawing on his analysis of European unification as a process in which international treaties have progressively taken on features of a democratic constitution, Habermas explains why the current proposals to transform the system of European governance into one of executive federalism is a mistake. His central argument is that the European project must realize its democratic potential by evolving from an international into a cosmopolitan community. The opening essay on the role played by the concept of human dignity in the genealogy of human rights in the modern era throws further important light on the philosophical foundations of Habermas’s theory of how democratic political institutions can be extended beyond the level of nation-states. Now that the question of Europe and its future is once again at the centre of public debate, this important intervention by one of the greatest thinkers of our time will be of interest to a wide readership. (shrink)

"At the hands of a minor talent, profiles are often flat, two-dimensional outlines of a thinker’s intellectual physiognomy. At the hands of a master like Jürgen Habermas, they can become something far more substantial and profound. With astonishing economy, Habermas sketches his impressions of the giants of recent German thought, several of whom were his personal mentors. For those of his readers accustomed to the demandingly abstract level of his theoretical work, the results will prove a welcome surprise. Without sacrificing (...) any of the rigor and brilliance of those longer studies, he displays a remarkable ability to combine depth with brevity. Philosophical-Political Profiles not only adds a new dimension to our understanding of the intellectual odyssey of Germany’s leading contemporary thinker but also provides a series of stunning insights into the thought of the generation that preceded him."_ Martin Jay, University of California, Berkley__ "With enormous sensitivity, judiciousness, and critical insight, Habermas engages in dialogue with many of the leading German-trained intellectuals of our time-including Heidegger, Jaspers, Löwith, Bloch, Adorno, Benjamin, Marcuse, Arendt, Gadamer, Scholem, and others. These essays range over the most central and vital issues of contemporary life. Whether dealing with Jewish mysticism or critiques of modernity, Habermas is always illuminating and incisive. These essays can serve as an excellent introduction to his thinking. They also help to situate his theoretical work by revealing his deepest concerns." Richard Bernstein, The New School for Social Research_. (shrink)

The chances of the project of a “cosmopolitan order” being successful are not worse now than they were in 1945 or in 1989–1990.This does not mean that the chances are good, but we should not lose sight of the scale of things. The Kantian project first became part of the political agenda with the League of Nations, in other words after more than 200 years; and the idea of a cosmopolitan order first received a lasting embodiment with the foundation of (...) the United Nations. This process points toward a continuation of the Kantian project. We can still take our cue from Kant’s idea of a cosmopolitan condition if we simply construe it in sufficiently abstract terms. I wish to show first of all why I consider the Kantian alternative between a world of republic and a league of nations to be incomplete and will then go on to outline how we can reconceptualize the Kantian project under contemporary conditions.And I shall close by addressing an actual challenge to which that project might well offer the most promising response. Due to the author was not reachable, this journal has composed thewith Editor-in-Chief’s instruction. (shrink)

Ever since Hegel made poignant the difference between morality and ethical life (“Sittlichkeit”), philosophical discourse in the traditions that developed subsequently, up to and including the Frankfurt school, has oscillated between those poles. This paper starts out with a short exposition of autonomy as one of the few large-scale innovations in the history of philosophy and then proceeds to discuss Hegel’s concept of “Sittlichkeit” and the objections to be raised against it from a Kantian point of view. Political theory, however, (...) has to move beyond pure normativism and consider actual social relations of power, as Marx disclosed. Mapping out this winding trajectory from Kant to Marx provides some perspective that may be illuminating for challenging present-day issues. (shrink)

Der Autor stellt die Geschichte des "Klassik-Seminars", einer philosophiehistorisch angelegten Veranstaltung der Philosophie-Sektion an der Universität Jena in den Jahren 1975-1990 zur Erforschung der Philosophie der deutschen Klassik vor. Er analysiert die Konzeption und präsentiert eine Bibliografie der veröffentlichten Beiträge. Die Präsentation auf der WEB-Seite des Autors geht dadurch über die gedruckte Fassung hinaus. -/- The author presents the history of the "Classic Seminar", a philosophical-historical event organized by the Philosophy Section at the University of Jena in the years 1975-1990 (...) to research the philosophy of German Classicism. He analyzes the conception and presents a bibliography of the published contributions. The presentation on the author's website goes beyond the printed version. (shrink)

Der Konstruktionsbegriff erfuhr er unter dem Eindruck technischer Fortschritte wie soziokultureller Veränderungen vor allem im 19. Jahrhundert wesentliche Wandlungen. Mit dessen selbstverständlich erscheinender Nutzung ergibt sich die Frage nach seinem Bedeutungsfeld: Ist Konstruieren ein Prozess, der sich auf das Entwerfen, die Präsentation der äußerlichen Gestalt des zu erzeugenden Gegenstandes konzentriert oder sind in ihm wesentlich mehr Aspekte impliziert? Im 17./18. Jahrhundert war Konstruktion verbunden mit dem Maschinenbegriff und vom Anspruch getragen, das geschlossene Ganze der Maschine als Objekt zu erfassen. Im (...) Unterschied dazu wurde namentlich in der klassischen deutschen Philosophie der Konstruktionsgedanke in ganz anderer Weise ausgebildet. Insbesondere Fichte vollzog einen Paradigmawechsel, indem er die Konstruktion zur universellen Fähigkeit der Begriffsbildung erhob. Wissen galt ihm als ideale "Nachkonstruktion" des Seins unter der Form des Wissens. Es verbindet sich damit der Wechsel vom ordnenden zu einem entwerfenden Weltverhältnis. Das Wissen erscheint nun als ein Werdendes. Im Herausarbeiten der theoretischen-begrifflichen Fassung des Wesens eines Gegenstandes manifestiert sich der entwerfende, tätige Charakter des Subjektes. Der Artikel verfolgt zum einen Aspekte der philosophischen und zum anderen der technischen Entwicklung. The concept of construction underwent significant changes under the influence of technical advances and socio-cultural changes, especially in the 19th century. With its seemingly obvious use, the question of its field of meaning arises: Is construction a process that focuses on design, the presentation of the external shape of the object to be produced, or are significantly more aspects implied in it? In the 17th/18th In the 19th century, construction was associated with the concept of machine and supported by the claim to grasp the closed whole of the machine as an object. In contrast to this, the idea of ​​construction was developed in a completely different way, especially in classical German philosophy. Fichte in particular carried out a paradigm shift by elevating construction to the universal ability of concept formation. Knowledge was for him the ideal "reconstruction" of being under the form of knowledge. This is linked to the change from an ordering to a designing world relationship. Knowledge now appears as something in the making. The drafting, active character of the subject manifests itself in the working out of the theoretical-conceptual version of the essence of an object. The article follows aspects of philosophical and technical development on the one hand. (shrink)

Radical Constructivism and Constructionism. Both radical constructivism and constructionism are naturalized approaches to epistemology. They try to fertilize results from biology and psychology for epistemological aims. They both refuse epistemological realism as unsustainable metaphysics. This raises the problem of the range of the naturalistic approach to epistemology. Constructivism, in both forms, turns out to be untenable because it runs in an aporia: it must borrow from realism either, or it must qualify its own position as a metaphysical one. But therewith, (...) constructivism would be blamed to be metaphysical itself. (shrink)

Frequently, historical comparisons are asymmetrical in the sense that they investigate one case carefully while limiting themselves to a mere sketch of the other case which serve as comparative reference point. The debate on the German Sonderweg and the rich historical literature originating from this debate can serve as examples. This article reconstructs the pros and cons within this controversial debate, reports its results and puts it into a broader historical context. It analyzes the comparative logic implied by the Sonderweg (...) thesis and argues that the interpretation of modern German history in the sense of a Sonderweg can only be maintained if related to the question why Germany turned fascist and totalitarian in the interwar period while other societies did not, and if Western countries are selected as units of comparison. The choice of comparative reference points turns out to be decisive and partly dependent on normative priorities and conventions. The article points to dangers and opportunities inherent in asymmetrical comparison. (shrink)

GEORG SIMMEL ON PHILOSOPHY AND CULTURE: Postscript to a Collection of Essays by JÜRGEN HABERMAS Translated by Mathieu Deflem NOTE ON THE WEB VERSION: This translation is not identical to the published version in Critical Inquiry. Please consult the hard-copy version for the publication.

The book of world-known German philosopher Jurgen Habermas is devoted to the Marxist social theory and in general to potential of the evolutionary concept of society. A wide range of topics is comprised: from the role of philosophy in Marxism and rational and ethical foundations of social identity to comparative theories and problem of legitimacy. J.Habermas does not only critically rethink Marxist concept, but builds a coherent theoretical alternative to it. The power of the book is that the key problems (...) of social theory are considered not only in the abstract plane, but in the context of contemporary, keen, topical socio-political challenges. Namely the nature of current social crises, conflicts of legitimation of the contemporary state, the morality of power, the effect of innovations etc. The book has become not only one of the classical samples of Marxism analysis, but it was recognized significant contribution to contemporary social theory. (shrink)

L’examen de la philosophie kantienne de la religion sur ses deux fronts (le dogmatisme théologique et le scepticisme des Lumières) et celui de sa postérité contrastée (pour l’essentiel, Hegel et l’hégélo-marxisme, Schleiermacher et la culture du protestantisme, Kierkegaard et la dialectique existentielle) permettent de poser cette question : comment s’approprier l’héritage sémantique des traditions religieuses (et spécialement l’idée d’un « règne de Dieu sur terre » et celle d’une « république éthique ») sans estomper la frontière entre foi et savoir, (...) donc : comment aujourd’hui s’approprier rationnellement les contenus religieux face à ce qui menace la raison de l’extérieur (les réactions fondamentalistes) comme de l’intérieur (la normativité en crise) de la modernité? (shrink)

L’examen de la philosophie kantienne de la religion sur ses deux fronts (le dogmatisme théologique et le scepticisme des Lumières) et celui de sa postérité contrastée (pour l’essentiel, Hegel et l’hégélo-marxisme, Schleiermacher et la culture du protestantisme, Kierkegaard et la dialectique existentielle) permettent de poser cette question : comment s’approprier l’héritage sémantique des traditions religieuses (et spécialement l’idée d’un « règne de Dieu sur terre » et celle d’une « république éthique ») sans estomper la frontière entre foi et savoir, (...) donc : comment aujourd’hui s’approprier rationnellement les contenus religieux face à ce qui menace la raison de l’extérieur (les réactions fondamentalistes) comme de l’intérieur (la normativité en crise) de la modernité? (shrink)

It is known that in connection with proposed educational reforms in the German states around 1800, Johann Gottliebe Fichte, following the Enlightenment concepts, developed a program, which considered education as an indispensable human right. In this program, the idea of providing all the citizens with the opportunity to get an education has been formulated as a social task and a condition of social and political modernization. In accordance with Fichte’s thought, over the cultivation of individuals, a new morality, and then, (...) on that basis, a new civic subject had to shape itself. The science thenceforth should have obtained a function of organizing a new society, in Fichte’s vision of it, instead of theology having previously played that role, while the public education system should have mediated the application of the scientific principles of organizing the society and thus to become a driving force in this development process. The generally accessible education and science were conceived by Fichte as autonomous moments of social organization, being the area intact by any immediate influence of authorities and based on the principles of individuals’ free communication. Fichte’s theorem of intersubjectivity has introduced an understanding of teaching as a social and communicative process into the ethical and political, as well as into the educational thought. It was not limited to reproduction of predetermined skills by the subject, but took into account the subject’s formation in the course of actively perception of educational contents and the change of the subject himself taking place by that. Имея в виду произошедшие около 1800 г. в немецких государствах реформы образовательных учреждений, И. Г. Фихте в направлении развития соответствующих просветительских концептов предложил программу, в которой образование обосновывалось в качестве неотъемлемого права человека. В этой программе идея предоставить всем гражданам возможность получения образования была сформулирована как общественная задача и условие социально-политической модернизации. По мысли Фихте, посредством культурного развития индивидов должна была сформироваться новая нравственность и на этой основе — новый гражданский субъект. Функцию обоснования организации нового общества, как оно виделось Фихте, вместо прежде игравшей эту роль теологии отныне должна была получить наука, а общественное образование должно было стать посредником в применении научных принципов формирования общества и тем самым одновременно движущей силой процесса общественного развития. Общедоступное образование и наука мыслились Фихте в качестве автономных моментов организации общества, областей, неподверженных непосредственному влиянию власть предержащих и основанных на принципах свободной коммуникации индивидов. Фихтевская теорема интерсубъективности ввела в этико-политическую и педагогическую мысль понимание обучения как социально-коммуникативного процесса, не ограничивающегося воспроизведением субъектом предзаданных навыков, но имеющего в виду его образование в ходе активного восприятия учебного материала и осуществляющееся при этом изменение самого субъекта. (shrink)