Books in the New Studies in the History and Historiography of Philosophy series

Hartung works out both the linguistic and philosophy of language setting as well as socio-political and cultural implications of the radical critique of language developed in the late 19th and early 20th centuries by philosophers as diverse as Steinthal, Cohen, Simmel or Cassirer. He argues that the theories pleaded for a plurality of linguistic and cultural forms as well as for a new logic beyond the traditional nature/culture partition.

Aristotelian philosophy played an important part in the history of 19th century philosophy and science but has been largely neglected by researchers. A key element in the newly emerging historiography of ancient philosophy, Aristotelian philosophy served at the same time as a corrective guide in a wide range of projects in philosophy. This volume examines both aspects of this reception history.

Philosophical texts of the early modern era in which sanctions were imposed on those who entertained deviating views require a particular hermeneutical approach: According to Leo Strauss the interpreter's task is to uncover their 'esoteric' messages.

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.

This volume brings Cassirer's work into the arena of contemporary debates both within and outside of philosophy. The papers are authored by a wide array of scholars working in different areas, such as epistemology, philosophy of culture, sociology, psychopathology, philosophy of science and aesthetics.

In the 19th century, the history of philosophy becomes the history of a particular science. 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.