Der gute Mensch
A contribution to interdisciplinary anthropological research that explores the intersections of ethics and aesthetics (Baumgarten), pedagogy (Sulzer) and pragmatics (Kant). Roland Spalinger examines the epistemological premises of the ‘anthropological turn’ during the Age of Enlightenment. This turn...
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| Autor principal: | |
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| Formato: | Online |
| Lenguaje: | alemán |
| Publicado: |
Wallstein Verlag
2026
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| Materias: | |
| Acceso en línea: | ONIX_20260529T115621_9783835381216_11 |
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| Sumario: | A contribution to interdisciplinary anthropological research that explores the intersections of ethics and aesthetics (Baumgarten), pedagogy (Sulzer) and pragmatics (Kant). Roland Spalinger examines the epistemological premises of the ‘anthropological turn’ during the Age of Enlightenment. This turn is characterised less by the empirical sciences than by semiotics and the exercise of the self, which find their expression in the rhetoric that was re-evaluated in the 18th century. On this basis, three concepts organise anthropology: character or ethos, education and destiny. Drawing on the concepts of character and ethos, which he borrows from Aristotle and Leibniz, Baumgarten argues in his ‘Ethica’ for the perfection of the human being as a dynamic process, which he conceives in relation to systems of signs and technologies of the self, a line of thought he continues in the ‘Aesthetica’. Sulzer adopts the conceptual framework of a human being understood as a work in progress in his "Versuch von der Erziehung" ("Treatise on Education"), through which he introduces the concept of Bildung into pedagogy. Optimal Bildung is achieved through poetry, which Sulzer puts into practice in his "Unterredungen über die Schönheit der Natur" ("Conversations on the Beauty of Nature"). Kant reflects on this dynamic education through the concept of human destiny. Because this concept cannot be advanced through transcendental philosophy, he turns, in the methodological sections of the Critiques, to ethical asceticism, which he develops further in "On Pedagogy" and in "Anthropology". |
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