Subject, Education, Truth :: Philosophy Papers

Subject, Education, TruthTwo processes develop in human market-gardening and federation that implicate each other. The first is, check to Hegel, the development of common experience and knowledge in any individual since individuals are never born complete as what they are supposed to be. The second is the subjectivization of the oecumenic experience and knowledge into unique and singular forms of the self and self-consciousness. An analysis of these deuce processes in the history of philosophy has revealed the interconnections between the cognizing subject, truth and education and paideia. A hermeneutical commandment of self-care that develops the skill of ruling and caring for others represents one of the traditions that includes these features in consistency and determines a type of paideia. This principle is developed by Socratic, Platonic, Epicurean and stoical morality, and was actualized by Descartes in his movement to the cogito. Self-care was considered in the 17th ce ntury as a condition of acquiring scientific knowledge later, however, it was labeled as egotism and individualism and replaced by self-cognition. Foucault gives proof of the necessity to revive the self-care principle in its initial sense as a foundation of the modern hermeneutical conception of upbringing. Hence, the role of philosophy as an adviser or private instructor is to be revived in the process. How should I change my self to take a crap access to the truth?M. FoucaultHegel treats education as the alienation of natural be and individual rising to customaryity, thus he correspondingly understands the individual as self and as the subject of education. Subjectivity is here the definiteness of the universal. Aimed to freedom, it is fitting to unfold itself in enculturation and history, to develop itself on the basis of the tonicity and heart principle to the extent of subjectivity, to the extent of judicial, moral, religious and scientific activity. It exhibits itsel f in active entity, internal activity and processuality as inter-subjective activity that develops in culture and history. The self-educating subjectivity becomes the highest universality, concrete Being of the universal, an individualisation of its content. In culture and society there develop two processes that meet each other. The first one, according to Hegel, is coming of a person to the universal experience and knowledge, because a person is never born the one s/he has to be. The second is subjectivization of the universal experience and knowledge into unique and singular forms of the self and self-consciousness. Looking at education from these two points of view allows one to reveal hermeneutic meanings of education.