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Why is Spirit Such a Slow Learner?

Why is Spirit Such a Slow Learner? WHY IS SPIRIT SUCH A SLOW LEARNER? by DENNIS J. SCHMIDT Villanova University A BSTRACT A typical view of Hegel’s Phenomenology of Spirit takes the view that it traces the for- ward march of spirit and that this forward moving education outlines a path of pure progress. My contention is that what most needs to be said about spirit is that it is indeed a slow learner: lessons must be learned over and over again, structures get repeated, the same mistakes are made in di V erent contexts. Repetition, not progress, is the rule of spirit’s education. Two questions are addressed in this essay. First, what is it about spirit that makes it such a slow learner of the lessons it must learn? Second, how is it that the crisis of tragedy and its resolution in the form of comedy represent a new stage in the education of spirit, one in which there is some hope of Ž nally learning the lessons it must su V er? Before I can attempt to answer this di Y cult question, Why is spirit such a slow learner?, this question about spirit’s most basic character, a few words about what I http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Research in Phenomenology Brill

Why is Spirit Such a Slow Learner?

Research in Phenomenology , Volume 32 (1): 26 – Jan 1, 2002

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Publisher
Brill
Copyright
© 2002 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0085-5553
eISSN
1569-1640
DOI
10.1163/15691640260490548
Publisher site
See Article on Publisher Site

Abstract

WHY IS SPIRIT SUCH A SLOW LEARNER? by DENNIS J. SCHMIDT Villanova University A BSTRACT A typical view of Hegel’s Phenomenology of Spirit takes the view that it traces the for- ward march of spirit and that this forward moving education outlines a path of pure progress. My contention is that what most needs to be said about spirit is that it is indeed a slow learner: lessons must be learned over and over again, structures get repeated, the same mistakes are made in di V erent contexts. Repetition, not progress, is the rule of spirit’s education. Two questions are addressed in this essay. First, what is it about spirit that makes it such a slow learner of the lessons it must learn? Second, how is it that the crisis of tragedy and its resolution in the form of comedy represent a new stage in the education of spirit, one in which there is some hope of Ž nally learning the lessons it must su V er? Before I can attempt to answer this di Y cult question, Why is spirit such a slow learner?, this question about spirit’s most basic character, a few words about what I

Journal

Research in PhenomenologyBrill

Published: Jan 1, 2002

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