An untimely vocation: Gadamer’s Wissenschaft als Beruf. Über den Ruf und Beruf der Wissenschaft in Unserer Zeit (1943)

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Facundo Norberto Bey
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引用次数: 0

Abstract

On September 27, 1943, Hans-Georg Gadamer published a brief but significant essay in the conservative newspaper Leipziger Neueste Nachrichten und Handels-Zeitung, entitled ‘Wissenschaft als Beruf. Über den Ruf und Beruf der Wissenschaft in unserer Zeit’ (‘Science as Vocation: On the Calling and Profession of Science in Our Time’). The article, which addressed the problem of the value and status of science and philosophy in the midst of the Second World War, was never reprinted in Gadamer’s work, neither in the ten volumes of his collected writings published by Mohr Siebeck, nor separately in books or journals. I offer here a critical introduction to the context and main contents of this text due to its philosophical, political, and historical relevance. In particular, the introduction analyses Gadamer’s confrontation with his own time through explicit and implicit references to Max Weber’s 1917 lecture, ‘Wissenschaft als Beruf’ (‘Science as Vocation’). Following that, I present the first English translation of Gadamer’s original German text.
不合时宜的使命:伽达默尔的《Wissenschaft als Beruf》。论科学在我们时代的召唤和使命》(1943 年)
1943 年 9 月 27 日,汉斯-格奥尔格-伽达默尔在保守派报纸《莱比锡新消息报和商报》上发表了一篇简短但意义重大的文章,题为《Wissenschaft als Beruf.Über den Ruf und Beruf der Wissenschaft in unserer Zeit"(《科学作为天职:论科学在我们时代的召唤和职业》)。这篇文章探讨了第二次世界大战期间科学和哲学的价值与地位问题,但在伽达默尔的著作中,无论是在莫尔-西贝克出版社出版的十卷本《伽达默尔文集》中,还是在书籍或期刊中,这篇文章都从未被重印过。由于这篇文章的哲学、政治和历史意义,我在此对其背景和主要内容进行了批判性的介绍。特别是,导言通过对马克斯-韦伯(Max Weber)1917 年演讲 "Wissenschaft als Beruf"("Science as Vocation")的明示和暗示引用,分析了伽达默尔与其所处时代的对抗。随后,我介绍了加达默尔德文原著的首个英译本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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