AESTHETICS & PHIL OF HIST(ENG)

This course offers an introduction to German intellectual history by focusing on the key texts from the 18th and 19th century concerned with the philosophy of art and the philosophy of history. Instead of providing a general survey, this thematic focus that isolates the relatively new philosophical subspecialties allows for a careful tracing of a number of key problematics. The texts chosen for discussion in many cases are engaged in lively exchanges and controversies. For instance, Winckelmann provides an entry into the debate on the ancients versus the moderns by making a claim for both the historical, cultural specificity of a particular kind of art, and by advertising the art of Greek antiquity as a model to be imitated by the modern artist. Lessings Laocoon counters Winckelmanns idealizing approach to Greek art with a media specific reflection. According to Lessing, the fact that the Laocoon priest from the classical sculpture doesnt scream has nothing to do with the nobility of the Greek soul but all with the fact that a screaming mouth hewn in stone would be ugly. Herders piece on sculpture offers yet another take on this debate, one that refines and radicalizes an aesthetics based on the careful examination of the different senses, especially touch and feeling versus sight.—The second set of texts in this class deals with key enlightenment concepts of a philosophical anthropology informing the then emerging philosophy of history. Two literary texts will serve to mark key epochal units: Goethes Prometheus, which will be used in the introductory meeting, will be examined in view of its basic humanist program, Kleists Earthquake in Chili will serve as a base for the discussion of what would be considered the end of the Enlightenment: be that the collapse of a belief in progress or the critique of the beautiful and the sublime. The last unit of the class focuses on Hegels sweeping supra-individualist approach to the philosophy of history and Nietzsches fierce critique of Hegel. Readings are apportioned such that students can be expected to fully familiarize themselves with the arguments of these texts and inhabit them.