This course contributes to the student?s interdisciplinary education: Idealism and Dialectics, within the history of philosophy in Modernity, have profoundly shaped the political, economic, legal, and aesthetic sciences of the 19th and 20th centuries. In this sense, the student not only completes another stage of their training in the history of philosophy, but also masters a set of socio-historical interpretive categories that are fundamental for professionals in the fields of economics and politics.
For example, this includes crucial topics such as: the philosophical foundation of debates surrounding the concept of the State as developed by Hegel and his followers; the interconnections between Romantic thought and the premises of national identity; the critique of the economic and political foundations of 19th-century bourgeois revolutionary cycles, from France to Germany, in the wake of Marx and Engels? theoretical writings; or, to mention just a few more, the rise of Anglo-Saxon utilitarianism as a determinant for new criteria in the validation of social and ethical-legal institutions.
Moreover, "dialectics"?particularly through its speculative and/or material developments stemming from Hegel and Marx, respectively?remains one of the most productive frameworks for thought to this day, across a wide range of disciplines within the Humanities and Social Sciences, from Aesthetics to State theory.
UNIT 1: The Origins of the Romantic School
Topic 1.1 Legacies and Heirs of the Sturm und Drang: Goethe, Schiller, Fr. Schlegel
Topic 1.2 Towards a Poetic Foundation of Philosophy in the German Romantic World: Novalis, Hölderlin, and Jean Paul
UNIT 2: The Birth of German Idealism as a New Mythology of Modern Reason: The Unity of Thought and Being
Topic 2.1 Fichte: The Doctrine of Science and the Free Affirmation of the Self
Topic 2.2 F.W.J. Schelling: From Transcendental Idealism to Positive Philosophy
Topic 2.3 Friedrich Heinrich Jacobi or the Other Side of Idealism: Nihilism, Belief, and Speculation
UNIT 3: G.W.F. Hegel
Topic 3.1 Phenomenology of Spirit: A Philosophy for the Real World and Human Change
Topic 3.2 Is the Real Rational? The Dialectic of the Master and the Slave
Topic 3.3 Philosophy of Right: For an Ethics of Compatibility Between the Individual, Civil Society, and the State
UNIT 4: The Young Hegelians and Their Dissidences
Topic 4.1 The Untimely Theology of Bruno Bauer and David Friedrich Strauss: Evangelical Criticism and Mythification
Topic 4.2 Ludwig Feuerbach: The Demystifying Transition from Absolute Idealism to Historical Materialism
Topic 4.3 Critique of the Critical Critique: Marx and Engels, Readers of Hegel
Topic 4.4 Valencies of Dialectic, from Marx to Wagner: The German Ideology and the Bourgeois Revolutionary Cycles
UNIT 5: The Limits of Romanticism: The Sources of European Liberalism and the Anglo-Saxon Utilitarian Turn
Topic 5.1 Memoirs of the Counter-Revolution or the Reactionary Drift of Thought: The Case of Chateaubriand
Topic 5.2 Leopardi: Ultra-Philosophy as Documentation of the Social State of Nineteenth-Century Italy
Topic 5.3 Alexis de Tocqueville: In Search of Balance Between Equality, State, and Freedom
Topic 5.4 Jeremy Bentham & John Stuart Mill: Redefining the Limits of Society's Power Over the Individual
UNIT 6: Philosophies to Guide Existence or the Possibilities of Metaphysics: Kierkegaard and Schopenhauer
Topic 6.1 Either/Or: Kierkegaard Against Hegel? A Certain Existentialist Tone That Emerges (Religiously) in Philosophy
Topic 6.2 A New Metaphysics is Possible: Arthur Schopenhauer
Topic 6.3 A Practical Introduction to "The World as Will and Representation"
Expository Method: Presentation of theoretical content through in-person classes and documentation on the platform (selected readings from the proposed bibliography, etc.).
Text and Document Analysis: Personal reading of materials that cover the main content of the course. Individual preparation and group discussion in class sessions (either in-person or virtual).
Debate Method: In addition to participating in lectures and personal, critical analysis of the sources, students must be able to test their knowledge in an intersubjective manner through supervised debates. These debates will help make the content of each unit more dynamic and accessible, always attempting to engage with the social and historical context surrounding the student.
Oral Presentation Methods: Student presentations and speeches, encouraging debate among them, moderated by the professor.
Written Presentation Methods: After each unit, students will prepare responses to a questionnaire provided on the platform, a task that allows them to update and deepen their understanding of the material discussed in class in a reflective and personal manner.
Tutorials: In the interest of personalizing the learning process, the course includes a tutorial schedule where students can clarify doubts, explore new areas of interest, review assignments, and maintain a continuous attitude of learning about the subject.
Use of AI Tools: If AI tools are used in any activity, a paragraph must be included stating for what purpose the AI was used and which prompts or instructions were employed to obtain the results. Failure to do so is a violation of academic honesty policies.
*To be evaluated in the regular exam session, all activities subject to evaluation must have been completed. The activities to be evaluated must be submitted by the deadlines indicated by the professor. If, for any duly justified reason and communicated to the professor, the activities could not be submitted within the established period, they may be submitted before the date of the subject?s exam, so that the professor can grade them, although in this case the professor is not obligated to send comments on those activities to the student.
On the other hand, the student has the right to take the final written exam even if they have not submitted all other activities subject to evaluation, but the final grade for the subject will only be calculated if all activities have been submitted and according to the evaluation criteria and weightings established in this teaching guide. If any activity subject to evaluation has not been submitted or completed, it will appear on the record as ?Not presented? in the exam session.
EXTRAORDINARY EXAM SESSION (IN-PERSON/REMOTE):
The evaluation criteria are the same as in the regular session, so all evaluation activities considered in the course must be submitted. Grades for completed activities (including the final written exam) will be saved, awaiting the completion of pending activities. The same weighting criteria applied in the regular evaluation will be used. This measure will only apply during the current academic year, so if the extraordinary exam session is not passed, renewing enrollment will mean repeating the entire subject.
Written exams: 40%
Task analysis: written assignments and text commentaries: 20%
Oral exams: 25%
Attendance: 15%
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_____ (2010). Un fragmento sobre el gobierno. Madrid: Tecnos.
FEUERBACH, L. (2013). La esencia del cristianismo. Madrid: Trotta.
FICHTE, J.G. (1987). Introducciones a la doctrina de la ciencia. Madrid: Tecnos.
GOETHE, J.W. (2010). Fausto. Madrid: Abada (versión de Helena Cortés).
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_____ (1998). Escritos de juventud. México: Fondo de Cultura Económica.
_____ (2017). Fundamentos de la Filosofía del Derecho. Madrid: Tecnos.
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HÖLDERLIN, F. (2009). Las elegías. Barcelona: DVD Ediciones.
_____ (1995). Hiperión. Madrid: Hiperión.
KIERKEGAARD, S. (2001). Temor y temblor. Alianza: Madrid.
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MARX, K.; ENGELS, F. (2014). La ideología alemana. Madrid: Akal.
_____ (2016). El 18 Brumario de Luis Bonaparte en Obras escogidas, 1. Madrid: Akal.
_____ (2005). El manifiesto comunista de Marx y Engels. Madrid: Turner.
MARX, K. (2014). Introducción a la crítica de la filosofía del derecho de Hegel. Valencia: Pre- Textos.
MILL, J. S. (2013). Bentham. Madrid: Tecnos.
_____ (2014). El utilitarismo. Madrid: Alianza editorial.
_____ (2014). Sobre la libertad. Madrid: Akal.
NOVALIS (2007). Estudios sobre Fichte y otros escritos. Madrid: Akal.
SCHELLING, F.W.J. (2005). Sistema del idealismo trascendental. Barcelona: Anthropos.
_____ (1993). Cartas sobre dogmatismo y criticismo. Madrid: Tecnos.
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SCHOPENHAUER, A. (2011). El mundo como voluntad y representación. Madrid: Akal.
TOQUEVILLE, A. DE (2016). Recuerdos de la Revolución de 1848. Madrid: Trotta.
WAGNER, RICHARD (2008). El anillo del nibelungo. Madrid: Turner.
ARNALDO, J (ed.) (2014, 3ª). Fragmentos para una teoría romántica del arte. Madrid: Tecnos.
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CHATEAUBRIAND (2006). Memorias de ultratumba. Barcelona: Acantilado.
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DE MAN, P. (2007). La retórica del Romanticismo. Madrid: Akal.
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HARVEY, D. (2008). París, capital de la modernidad. Madrid: Akal.
HEINRICH, M (2020, 3ª). ¿Cómo leer El Capital de Marx? Madrid: Guillermo Escolar
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HYPPOLITE, J. (1998). Génesis y estructura de la Fenomenología del espíritu. Barcelona: Península.
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_____ (2015). Las variaciones de Hegel. Sobre la fenomenología del espíritu. Madrid: Akal.
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KOSELLECK, R. (2012). Historias de conceptos. Estudios sobre semántica y pragmática de lenguaje político y social. Madrid: Trotta.
_____ (2007). Crítica y crisis. Un estudio sobre la patogénesis del mundo burgués. Madrid: Trotta.
LEFEBVRE, H. (2007). Hegel, Marx, Nietzsche. México: Siglo XXI.
LISSAGARAY, P-O (2021). Historia de la comuna de París de 1871. Madrid: Capitán Swing.
LIEDMAN, S-E. (2020). Karl Marx. Una biografía. Madrid: Akal.
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_____ (2017). Antígona. Madrid: Akal.