The philosophy of life, and philosophy of language, in a course of lecturesSchlegel, Friedrich von
Philosophy
The philosophy of life, and philosophy of language, in a course of lectures
Schlegel, Friedrich von
Language and languages -- Philosophy; Life; Philosophy
Before attempting, however, to point out the divine order in the
education of the human race, by the gradual revelation of truth, two
general and preliminary remarks seem called for. I observe, then, first
of all, that when we speak of sense, soul, and spirit, as the successive
terms in the growing capacity of the human consciousness for a higher
knowledge and heavenly training, and for truth in general, but more
especially for divine truth, then the general sense of truth, which such
an hypothesis supposes, and which indeed is its essential foundation,
must be understood as comprising all those other particular species,
branches, or departments which we have already enumerated. I mean the
common sense of sound reason. For that susceptibility for the
impressions of nature, and the understanding, which, as I said before,
constitute the sense for the revelation of spirit, or the spirit of
revelation--whether written or historical--are alike comprised in that
one and common sense for truth. Or perhaps we may rather say, that by
their joint operations they form it; while, however, in its special
application, now this now that constituent preponderates--or perhaps
that this one and universal sense for truth is called into action, and
made to co-operate now in this direction and now in that. Moreover, that
internal concurrence and assent of the will, which I have endeavored to
show is the proper sense in man for God and for divine things, belongs
also, as an essential and element of its constitution, to this general
sense for truth. For that the opposite fault of self-will and obstinacy
is in the highest degree a hinderance of good, even in the acquisition
of knowledge and the recognition of truth, is found by experience in the
earliest essays of education. But not only in the elementary principles
of learning, but even in the most highly-finished and elaborate systems
of metaphysical ideas, constructed by the profoundest thinkers and
philosophers, does this spirit of negation and contradiction show
itself, and prove the greatest obstacle to truth and the most fruitful
source of error.
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