Goran Vranešević

This article engages with the changing perspective regarding the role that contradiction plays in cultivating emancipatory praxis; a curiously novel endeavor, which is to be considered an offspring of the German idealistic tradition, having Hegel as its procreator. Here, my intention is to think through an impasse that is embedded in the bowels of dialectical thinking. While McGowan is adamantly advocating contradiction in the name of emancipation, there is an imposing realm left untouched if abridged to just this. As a (ontological) deadlock, emancipation has to be thought as immanently tied to language, which is in Hegel’s mind the purest speculative form. Furthermore, in contrast to the contemporary use of speculation as a financial practice, Hegel regards the commitment to a speculative spirit as thinking in the terms of a life worth less than meaning. It is at this conjuncture that I, on one hand, accordingly aim to broaden the debate on emancipation through an unfolding of the framework of contradiction itself, and on the other, to distill the process according to which language is able to form thoughts from empty words.

The subject of this paper is the meaning of the concept of “good” in Hegel’s philosophy. The main thesis that is argued is that the good in the Logic, unlike the good in the Philosophy of Right, fulfils a structural function, i.e., it is relevant to Hegel’s whole system, and not only to his practical philosophy, since it is the condition for ascribing to reality and knowledge a practical nature as well as a teleological-evaluative structure. Drawing on some metaethical distinctions, this is summarized by the claim that Hegel understands the concept of “good” in the Logic primarily in a sense that is neither substantive nor predicative, but attributive.

The Idea of the Good in Kant and Hegel is the first book to provide a comprehen­sive treatment of the good as a central concept in classical German philosophy, while at the same time opening up areas of interest that have not traditionally been associated with this subject. The contributors to this volume, eminent scholars in fields related to the topic, engage with current debates on Hegel, Kant, morality, and the fundamental status of the good. They offer a systematic introduction to the philosophical implications of the concept of the good, but more importantly, they expand the horizon of possible interpretations and encourage critical reflection.

The article highlights the role of property in the establishment of free will. Human freedom is usually understood as individual’s capacity for arbitrary decision- making. While it seems that we are dealing with conscious actions, actions where we are closest to ourselves, we nonetheless remain unaware of the causes whereby these actions are determined. But instead of reconciling the age old divide between freedom and necessity, our aim is to expound how the logic of freedom is immanently bound to the necessity to go outside oneself. Hegel was not the first to demonstrate this logic, but was the most consistent in laying out the idea of freedom as self-othering. For him, being a free person, subject, means to externalize our will into a non-independent extraneous things and thereby obtain ownership over them. Freedom is therefore not an individual quality, but a societal principle as property rights can only exist in intersubjective relationships. In this context, the following question comes to the fore: how is in circumstances where subjectivity is a product of ownership still possible to create something out of nothing?

he paper highlights the formal aspects of the educational process that are structurally ignored by contemporary pedagogical ideology. Pedagogy as the endeavour to realise certain specific goals through formation has become the constitutive essence of social reality. Yet, in the same sense that we are unknowingly embedded in ideological reality through shared social practises, we are also blind to the formal aspect of our conscious educational activities, regardless of their actuality. While we strive to establish order, logic, and meaning, we simultaneously recognise the reason, which does not lead to adequate knowledge of content, but to what the cognising subject does not know. It arises only through the realisation of the unsuccessful search for knowledge and truth, which is precisely what the formal aspect of pedagogy fails at. Genuine self-reflection, therefore, can be neither the starting point nor the goal since it occurs rather incidentally in the shaping of the individual. Hegel’s contribution to pedagogy is not that he imparted true knowledge or an appropriate way of teaching, but that his commitment to reason gave prominence to this unreflected ideological core of the contemporary social arrangement.

The article deals with Hegel’s distinctive conceptualization of language, which takes a speculative form. Not only does language play a crucial role in understanding Hegel’s speculative philosophy, but it also provides a novel way of understanding the inner mechanics of thought formation and explication. While language does fulfil a common communicative purpose for Hegel, this is but of minor importance; Hegel rather emphasized the everyday use of language in all its speculative splendour. There is namely an ambiguity present in some of the most ordinary words, which often carry not just different meanings but opposite ones. This is not an error or imprecision in need of correction, but a constitutive feature of the speculative spirit of language. Moreover, this notable characteristic is closely linked to Hegel's insight that thoughts are first and foremost expressed through the medium of language.