Bosanquet and the Concrete Universal

2000 ◽  
Vol 77 (4) ◽  
pp. 293-308 ◽  
Author(s):  
W. J. Mander ◽  
Keyword(s):  
Concrete Universal

Adorno, Hegel and the concrete universal

2011 ◽  
Vol 37 (1) ◽  
pp. 73-94 ◽  
Author(s):  
Charlotte Baumann
Keyword(s):  
Concrete Universal

The Individual as System

2019 ◽  
Vol 49 (3) ◽  
pp. 215-234
Author(s):  
Shachar Freddy Kislev ◽  
Keyword(s):  
Systems Theory ◽  
History Of Philosophy ◽  
Small System ◽  
The Social ◽  
History Of ◽  
Concrete Universal ◽  
Psychological Sense ◽  
The Individual

In British Hegelianism we find, forgotten, a weighty theory of individuality. This theory remains one of the most sustained attempts in the history of philosophy to analyze the individual, not in the social or psychological sense, but as a logical-metaphysical category. The Idealist conceptualization of the individual is bound with their unconventional theory of universals, for they argued that any individual is a “concrete universal,” and vice versa. This article reconstructs the British Idealist theory of individuality, highlighting its key insights: (a) the individual is not a simple unit, but a small system with interrelated parts; (b) the individual is not simply given, but is mediated by thought; (c) the individual is the conceptual glue holding the parts together and assigning them their respective places; (d) the conceptualization of the individual lies at the intersection of logic, aesthetics and systems theory.

The Structure of the "Concrete Universal" in Literature

PMLA ◽  
1947 ◽  
Vol 62 (1) ◽  
pp. 262 ◽  
Author(s):  
W. K. Wimsatt
Keyword(s):  
Concrete Universal

The Structure of The “Concrete Universal” in Literature

PMLA ◽  
1947 ◽  
Vol 62 (1) ◽  
pp. 262-280
Author(s):  
W. K. Wimsatt
Keyword(s):  
Rhetorical Analysis ◽  
Significant Feature ◽  
Historical Survey ◽  
Literary Art ◽  
Concrete Universal ◽  
Central Argument ◽  
Individual Thing

The central argument of this essay, concerning what for want of a better name I shall, adapting the terminology of Hegel, call the “concrete universal,” proceeds from the observation that literary theorists have from early times to the present persisted in making statements which in their contexts seem to mean that a work of literary art is in some peculiar sense a very individual thing or a very universal thing or both. What that paradox can mean, or what important fact behind the paradox has been discerned by such various critics as Aristotle, Plotinus, Hegel, Whitehead and Ransom, it will be the purpose of the essay to inquire, and by the inquiry to discuss not only a significant feature of metaphysical poetics from Aristotle to the present day but the relation between metaphysical poetics and more practical and specific rhetorical analysis. In the brief historical survey which forms one part of this essay it will not be my purpose to suggest that any of these writers meant exactly what I shall mean in later parts where I describe the structure of poetry. Yet throughout the essay I shall proceed on the theory not only that men have at different times used the same terms and have meant differently, but that they have sometimes used different terms and have meant the same or somewhat the same. In other words, I assume that there is continuity in the problems of criticism, and that a person who studies poetry today has interest in what Plato said about poetry.

scholarly journals A square in drag as concrete universal; or, Hegel as a Sketchpad programmer

Pythagoras ◽  
2016 ◽  
Vol 37 (1) ◽  
Author(s):  
Zain Davis
Keyword(s):  
Mathematics Teacher ◽  
General Idea ◽  
Analytic Description ◽  
Mathematical Work ◽  
Philosophical Work ◽  
The Third ◽  
Teacher Student ◽  
Concrete Universal ◽  
And Mathematics ◽  
Argument Proceeds

In this article, by way of an analysis of a case of mathematics teacher training, I explore the general idea of pedagogic expectation of an alignment of pedagogic identities and specific realisations of mathematics in pedagogic contexts. The particular case analysed has a constructivist orientation, but the analytic resources brought to bear in the analysis can be used more generally for the description and analysis of pedagogic situations. The analysis is framed chiefly by the philosophical work of Georg Hegel alongside Basil Bernstein’s sociological discussion of evaluation in pedagogic contexts. The argument proceeds in three inter-related parts, the first of which produces an analytic description of the discursive production of the desired pedagogic subject–in this case, a teacher/student of geometry–in which I show how explication and abbreviation are used discursively in an attempt to construct the desired teacher/student–that is, a particular pedagogic identity. The second part of the argument describes the discursive production of mathematics content in a manner intended to align content with the desired teacher/student and introduces the notion of a regulative orientation in order to grasp the differences in the mathematical work of students. The third part is a synthesis of parts one and two, showing how pedagogic identity and mathematics contents are brought together as correlative effects of each other.

I.—THE CONCRETE UNIVERSAL: COOK WILSON AND BOSANQUET

Mind ◽  
1931 ◽  
Vol XL (157) ◽  
pp. 1-22 ◽  
Author(s):  
MICHAEL B. FOSTER
Keyword(s):  
Concrete Universal
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