Type of Credit: Elective
Credit(s)
Number of Students
Fichte's Foundation of the Entire Doctrine of Science (Grundlage der gesamten Wissenschaftslehre, 1794/95) is arguably one of the most difficult texts in the history of post-Kantian philosophy. While Fichte has developed over a dozen versions of his transcendental philosophy known as the Wissenschaftslehre, the Foundation remains the only version that was published during his lifetime. This text is an important historical document that marks one of the earliest attempts to improve Kant's transcendental philosophy and left an unnegligible influence on the subsequent development of German Romanticism and Idealism. Despite its historical significance, interpreting this work has been a daunting challenge, especially for readers who has little or no background training in the tradition of classical German philosophy. Daniel Breazeale (1945-2023), an American philosopher whose work on Fichte contributed to the Fichte renaissance in the Anglophone world, left us with a new translation of Fichte's Foundation (2020) and other related early writings, with a masterful introduction and a set of valuable interpretive notes. With the help of Breazeale's latest translation, this postgraduate course will closely study Fichte's text, shedding light on an original approach of transcendental idealism.
能力項目說明
1. Demonstrate familiarity with the the general aim of the Foundation, its systematic structure, its dialectical method, and its specific arguments.
2. In their papers, students are required to demonstrate their ability to identify and clearly explicate the metaphysical and epistemological issues that are involved in the classical text considered, and to formulate their major concerns and insights.
教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
---|---|---|
週次 Week |
課程主題 Topic |
課程內容與指定閱讀 Content and Reading Assignment |
教學活動與作業 Teaching Activities and Homework |
學習投入時間 Student workload expectation |
|
課堂講授 In-class Hours |
課程前後 Outside-of-class Hours |
||||
1 |
Intro |
Editor's Introduction (pp.1-48) |
Lecture & Discussion |
3 |
3 |
2 |
Intro |
Editor's Introduction (pp.49-97) |
Lecture & Discussion |
3 |
3 |
3 |
Part 1 | §1-§3 (pp.200-224) |
Lecture & Discussion |
3 |
3 |
4 |
Part 1 | §1-§3 (pp.200-224) |
Lecture & Discussion |
3 |
3 |
5 |
Part 2 |
§4, A-D (pp. 225-239) |
Lecture & Discussion |
3 |
3 |
6 |
Part 2 |
§4, E (pp. 240-305) |
Lecture & Discussion |
3 |
3 |
7 |
Part 2 | §4, E (pp. 240-305) |
Lecture & Discussion |
3 | 3 |
8 |
Part 2 | §4, E (pp. 240-305) |
Lecture & Discussion |
3 |
3 |
9 |
Mid-term |
N/A |
N/A |
N/A |
N/A |
10 |
Deduction of Representation | Deduction of Representation (pp. 306-319) |
Lecture & Discussion |
3 |
3 |
11 |
Part 3 | §5 (pp. 320-345) |
Lecture & Discussion |
3 |
3 |
12 |
Part 3 |
§5 (pp. 320-345) |
Lecture & Discussion |
3 |
3 |
13 |
Part 3 | §6-9 (pp. 346-356) |
Lecture & Discussion |
3 |
3 |
14 |
Part 3 |
§10-11 (pp. 357-378) |
Lecture & Discussion |
3 |
3 |
15 |
Part 3 | §10-11 (pp. 357-378) |
Lecture & Discussion |
3 |
3 |
16 |
Self-study |
Essay preparation | N/A |
N/A |
4.5 |
17 |
Self-study |
Essay preparation | N/A |
N/A |
4.5 |
18 |
Final |
N/A |
N/A |
N/A |
N/A |
In-class Presentation & Discussion: 40%
Final Essay: 60%
Assessment Criteria
90-100: The student is familiar with the thinkers’ positions and elaborates on the arguments that support the positions. The student proves his/her independent thinking and understanding by critically examining the arguments and defending them against possible counter-arguments.
80-89: The student knows the thinkers’ positions to a certain extent and shows an approximate understanding of the arguments. The student tries to develop his/her own critique or his/her own response to a possible critique, but the attempt is not effective.
70-79: The student conveys the central ideas in the texts/ of the positions correctly, but does not present the arguments in an organized, systematic manner. Nor does he/she consider any critique or possible answers to objections.
60-69: The student fails to explain the thinkers’ positions or arguments and shows a seriously incomplete understanding.
Below 60: The student shows the problems mentioned above and fails to complete the assignment.