Subject, Education, Truth :: Philosophy Papers

Subject, Education, TruthTwo processes develop in human culture and society that implicate distributively other. The first is, consort to Hegel, the development of universal pay back and association in any soulfulness since individuals are never born complete as what they are supposed to be. The second is the subjectivization of the universal experience and knowledge into unique and singular forms of the self-importance and self-consciousness. An analysis of these two processes in the history of philosophy has bursted the interconnections between the cognizing subject, integrity and education and paideia. A hermeneutical principle of self-care that develops the skill of ruling and caring for others represents virtuoso of the traditions that includes these features in unity and determines a type of paideia. This principle is developed by Socratic, Platonic, Epicurean and Stoic morality, and was actualized by Descartes in his movement to the cogito. Self-care was considered in the seventeenth century 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 extremity 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 consultant or tutor is to be revived in the process. How should I turn my self to gain access to the truth?M. FoucaultHegel treats education as the hallucination of natural Being and individual rising to universality, thus he correspondingly understands the person as self and as the subject of education. Subjectivity is hither the definiteness of the universal. Aimed to freedom, it is able to unfold itself in culture and history, to develop itself on the basis of the spirit and heart principle to the extent of subjectivity, to the extent of judicial, moral, ghostlike and scientific bodily process. It exhibits itself 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.