A Theory of Knowledge which starts from the assumption that all the experiences just enumerated are contents of our consciousness, finds itself confronted at once by the question: How do we transcend our consciousness so as to apprehend reality? Where is the jumping-board which will launch us from the subjective into the trans-subjective? For us, the situation is quite different. For us, consciousness and the idea of the "Ego" are, primarily, only items in the Immediately-Given, and the relation of the latter to the two former has first to be discovered by knowledge. We do not start from consciousness in order to determine the nature of knowledge, but, vice versa, we start from knowledge in order to determine consciousness and the relation of subject to object. Seeing that, at the outset, we attach no predicates whatever to the Given, we are bound to ask: How is it that we are able to determine it at all? How is it possible to start knowledge anywhere at all? How do we come to designate one item of the world-content, as, e.g., percept, another as concept, a third as reality, others as appearance, as cause, as effect? How do we come to differentiate ourselves from what is "objective," and to contrast "Ego" and "Non-Ego?" We must discover the bridge which leads from the picture of the world as given to the picture of it which our cognitive activity unfolds. But the following difficulty confronts us. So long as we do nothing but passively gaze at the Given, we can nowhere find a point which knowledge can take hold of and from which it can develop its interpretations. Somewhere in the Given we must discover the spot where we can get to work, where something homogeneous to cognition meets us. If everything were merely given, we should never get beyond the bare gazing outwards into the external world and a no less bare gazing inwards into the privacy of our inner world. We should, at most, be able to describe, but never to understand, the objects outside of us. Our concepts would stand in a purely external, not in an internal, relation to that to which they apply. If there is to be knowledge, everything depends on there being, somewhere within the Given, a field in which our cognitive activity does not merely presuppose the Given, but is at work in the very heart of the Given itself. In other words, the very strictness with which we hold fast the Given, as merely given, must reveal that not everything is given. Our demand for the Given turns out to have been one which, in being strictly maintained, partially cancels itself. We have insisted on the demand, lest we should arbitrarily fix upon some point as the starting-point of the Theory of Knowledge, instead of making a genuine effort to discover it. In our sense of the word "given," everything may be given, even what in its own innermost nature is not given. That is to say, the latter presents itself, in that case, to us purely formally as given,