The Rudolf Steiner Archive

[ 1 ] The first science in which the human spirit has to do with itself is psychology. The human spirit confronts itself, contemplating.

[ 2 ] Fichte allowed existence to the human being only insofar as he himself posits this existence within himself. In other words, the human personality has only those traits, characteristics, capacities, etc., that, by virtue of insight into its essential being, it ascribes to itself. A person would not recognize as his own a human capacity about which he knew nothing; he would attribute it to something foreign to him. When Fichte supposed that he could found all the science of the universe upon this truth, he was in error. But it is suited to become the highest principle of psychology. It determines the method of psychology. If the human spirit possesses a quality only insofar as this spirit attributes it to itself, then the psychological method is the penetration of the human spirit into its own activity. Self-apprehension is therefore the method here.

[ 3 ] We are, of course, not limiting psychology to being a science of the chance characteristics of any one human individual. We are disengaging the individual spirit from its chance limitations, from its secondary features, and are seeking to raise ourselves to the contemplation of the human individual as such.

[ 4 ] To contemplate the entirely chance single individual is not, in fact, the important thing, but rather to become clear about the individual as such, which determines itself out of itself. If someone were to say in response to this that here too we are dealing with nothing more than the typus of mankind, he would be confusing the typus with a generalized concept. It is essential to the typus that it stand as something general over against its individual forms. This is not essential to the concept of the human individual. Here the general is directly active in the individual being, but this activity expresses itself in different ways according to the objects upon which it focuses. The typus presents itself in individual forms and in these enters into interaction with the outer world. The human spirit has only one form. But in one situation certain objects stir his feelings, in another an ideal inspires him to act, etc. We are not dealing with a particular form of the human spirit; but always with the whole and complete human being. We must separate him from his surroundings if we wish to understand him. If one wishes to attain the typus, then one must ascend from the single form to the archetypal form; if one wishes to attain the human spirit one must disregard the outer manifestations through which it expresses itself, disregard the specific actions it performs, and look at it in and for itself. We must observe it to see how it acts in general, not how it has acted in this or that situation. In the typus one must separate the general form by comparison out of the individual forms; in psychology one must merely separate the individual form from its surroundings.

[ 5 ] In psychology it is no longer the case, as in organic science, that we recognize in the particular being a configuration of the general, of the archetypal form; rather we recognize the perception of the particular as this archetypal form itself. The human spirit being is not one configuration of its idea but rather the configuration of its idea. When Jacobi believes that at the same time as we gain perception of our inner life we attain the conviction that a unified being underlies it (intuitive self-apprehension), he is in error, because in fact we perceive this unified being itself. What otherwise is intuition in fact becomes self-observation here. With regard to the highest form of existence this is also an objective necessity. What the human spirit can garner from the phenomena is the highest form of content that it can attain at all. If the human spirit then reflects upon itself, it must recognize itself as the direct manifestation of this highest form, as the bearer of this highest form. What the human spirit finds as unity in manifold reality it must find in the human spirit's singleness as direct existence. What it places, as something general, over against the particular it must ascribe to its own individuality as the essential being of this individuality itself.

[ 6 ] One can see from all this that a true psychology can be achieved only if one studies the nature of the human spirit as an active entity. In our time one has wanted to replace this method by another which considers psychology's object of study to be the phenomena in which the human spirit presents itself rather than this spirit itself. One believes that the individual expressions of the human spirit can be brought into external relationships just as much as the facts of inorganic nature can. In this way one wants to found a “theory of the soul without any soul.” Our study shows, however, that with this method one loses sight of the very thing that matters. [ 7 ] One should separate the human spirit from its various expressions and return to this spirit itself as the producer of them. One usually limits oneself to the expressions and forgets the spirit. Here also one has allowed oneself to be led astray to succumb to that incorrect standpoint that wants to apply the methods of mechanics, physics, etc., to all sciences.

[ 8 ] The unified soul is given to us in experience just as much as its individual actions are. Everyone is aware of the fact that his thinking, feeling, and willing proceed from his “I.” Every activity of our personality is connected with this center of our being. If one disregards this connection with the personality in an action, then the action ceases to be an expression of the soul at all. It falls either under the concept of inorganic or of organic nature. If two balls are lying on the table and I propel one against the other, then, if one disregards my intention and my will, everything is reduced to physical or physiological processes. The main thing with all manifestations of the human spirit—thinking, feeling, and willing—is to recognize them in their essential being as expressions of the personality. Psychology is based on this.

[ 9 ] But the human being does not belong only to himself; he also belongs to society. What lives and manifests in him is not merely his individuality but also that of the nation to which he belongs. What he accomplishes emerges just as much out of the full strength of his people as out of his own. With his mission he also fulfills a part of the mission of the larger community of his people. The point is for his place within his people to be such that he can bring to full expression the strength of his individuality. [ 10 ] This is possible only if the social organism is such that the individual is able to find the place where he can set to work. It must not be left to chance whether he finds this place or not.

[ 11 ] It is the task of ethnology and political science to investigate how the individual lives and acts within the social community. The individuality of peoples is the subject of this science. It has to show what form the organism of the state has to assume if the individuality of a people is to come to expression in it. The constitution a people gives itself must be developed out of its innermost being. In this domain also, errors of no small scope are in circulation. One does not regard political science as an experiential science. It is believed that all peoples can set up a constitution according to a certain model.

[ 12 ] The constitution of a people, however, is nothing other than its individual character brought into a definite form of laws. A person who wants to predetermine the direction a particular activity of a people has to take must not impose anything upon it from outside; he must simply express what lies unconsciously within the character of his people. “It is not the intelligent person that rules, but rather intelligence; not the reasonable person, but rather reason,” says Goethe.

[ 13 ] To grasp the individuality of a people as a reasonable one is the method of ethnology. The human being belongs to a whole, whose nature is an organization of reason. Here again we can quote a statement of Goethe's: “The rational world is to be regarded as a great immortal individual that unceasingly brings about the necessary, and through doing so in fact makes itself master over chance.” Just as psychology has to investigate the nature of the single individual, so ethnology (the psychology of peoples) has to investigate that “immortal individual.”

[ 1 ] Our view about the sources of our knowing activity cannot help but affect the way we view our practical conduct. The human being does indeed act in accordance with thought determinants that lie within him. What he does is guided by the intentions and goals he sets himself. But it is entirely obvious that these goals, intentions, ideals, etc., will bear the same character as the rest of man's thought-world. Dogmatic science will therefore offer a truth for human conduct of an essentially different character than that resulting from our epistemology. If the truths the human being attains in science are determined by a factual necessity having its seat outside thinking, then the ideals upon which he bases his actions will also be determined in the same way. The human being then acts in accordance with laws he cannot verify objectively: he imagines some norm that is prescribed for his actions from outside. But this is the nature of any commandment that the human being has to observe. Dogma, as principle of conduct, is moral commandment.

[ 2 ] With our epistemology as a foundation, the matter is quite different. Our epistemology recognizes no other foundation for truths than the thought content lying within them. When a moral ideal comes about, therefore, it is the inner power lying within the content of this ideal that guides our actions. It is not because an ideal is given us as law that we act in accordance with it, but rather because the ideal, by virtue of it s content, is active in us, leads us. The stimulus to action does not lie outside of us; it lies within us. In the case of a commandment of duty we would feel ourselves subject to it; we would have to act in a particular way because it ordered us to do so. There, “should” comes first and then “want to,” which must submit itself to the “should.” According to our view, this is not the case. Man's willing is sovereign. It carries out only what lies as thought-content within the human personality. The human being does not let himself be given laws by any outer power; he is his own lawgiver.

[ 3 ] And, according to our world view, who, in fact, should give them to him? The ground of the world has poured itself completely out into the world; it has not withdrawn from the world in order to guide it from outside; it drives the world from inside; it has not withheld itself from the world. The highest form in which it arises within the reality of ordinary life is thinking and, along with thinking, the human personality. If, therefore, the world ground has goals, they are identical with the goals that the human being sets himself in living and in what he does. It is not by searching out this or that commandment of the guiding power of the world that he acts in accordance with its intentions but rather through acting in accordance with his own insights. For within these insights there lives that guiding power of the world. It does not live as will somewhere outside the human being; it has given up all will of its own in order to make everything dependent upon man's will. In order for the human being to be able to be his own lawgiver, he must give up all thoughts of such things as extra-human determining powers of the world, etc.

[ 4 ] Let us take this opportunity to call attention to the excellent article by Kreyenbuehl in Philosophische Monatshefte, vol. 18, no. 3, 1882.¹ This explains correctly how the maxims for our actions result altogether from the direct determinations of our individuality; how everything that is ethically great is not imposed by the power of moral law but rather is carried out under the direct impulse of an individual idea.

[ 5 ] Only with this view is true spiritual activity possible for the human being. If man does not bear within himself the grounds for his actions, but rather must conduct himself according to commandments, then he acts under compulsion, he stands under necessity, almost like a mere nature being.

[ 6 ] Our philosophy is therefore pre-eminently a philosophy of spiritual activity.^a9 First it allows theoretically how all forces, etc., that supposedly direct the world from outside must fall away; it then makes the human being into his own master in the very best sense of the word. When a person acts morally, this is not for us the fulfillment of duty but rather the manifestation of his completely free nature. The human being does not act because he ought, but rather be cause he wants to. Goethe had this view in mind when he said: “Lessing, who resentfully felt many a limitation, has one of his characters say, ‘No one has to have to.’ A witty, jovial man said, ‘Whoever wants to, has to.’ A third, admittedly a cultivated person, added, ‘Whoever has insight, also wants to.’” Thus there is no impetus for our actions other than our insight. Without any kind of compulsion entering in, the free human being acts in accordance with his insight, in accordance with commandments that he gives himself.

[ 7 ] The well-known Kant-Schiller controversy revolved around these truths. Kant stood upon the standpoint of duty's commandments. He believed it a degradation of moral law to make it dependent upon human subjectivity. In his view man acts morally only when he renounces all subjective impulses in his actions and bends his neck solely to the majesty of duty. Schiller regarded this view as a degradation of human nature. Is human nature really so evil that it must completely push aside its own impulses in this way when it wants to be moral? The world view of Schiller and Goethe can only be in accord with the view we have put forward. The origin of man's actions is to be sought within himself.

[ 8 ] Therefore in history, whose subject, after all, is man, one should not speak about outer influences upon his actions, about ideas that live in a certain time, etc., and least of all about a plan underlying history. History is nothing but the evolution of human actions, views, etc. “In all ages it is only individuals who have worked for science, not the age itself. It was the age that executed Socrates by poison; the age that burned Hus; ages have always remained the same,” says Goethe. All a priori constructing of plans that supposedly underlie history is in conflict with the historical method as it results from the nature of history. The goal of this method is to become aware of what human beings have contributed to the progress of their race, to experience the goals a certain personality has set himself, the direction he has given to his age. History is to be based entirely upon man's nature. Its willing, its tendencies are to be understood. Our science of knowledge totally excludes the possibility of inserting into history a purpose such as, for example, that human beings are drawn up from a lower to a higher level of perfection, and so on. In the same way, to our view it seems erroneous to present historical events as a succession of causes and effects like facts of nature the way Herder does in his Ideas for a Philosophy of the History of Mankind. The laws of history are in fact of a much higher nature. A fact of physics is determined by another fact in such a way that the law stands over the phenomena. A historical fact, as something ideal, is determined by something ideal. There cause and effect, after all, can be spoken of only if one clings entirely to externals. Who could think that he is giving an accurate picture by calling Luther the cause of the Reformation? History is essentially a science of ideals. Its reality is, after all, ideas. Therefore devotion to the object is the only correct method. Any going beyond the object is unhistorical.

[ 9 ] Psychology, ethnology, and history ^a10 are the major forms of the humanities. Their methods, as we have seen, are based upon the direct apprehension of ideal reality. The object of their study is the idea, the spiritual, just as the law of nature was the object of inorganic science, and the typus of organic science.

• 1. Ethical-Spiritual Activity in Kant, Mercury Press, 1986. –Ed.
• a9. The ideas of this philosophy have been developed further in my later Philosophy of Spiritual Activity (1894). (Philosophy of Spiritual Activity, Anthroposophic Press, 1986)
• a10. After having worked through the different areas of what I call “anthroposophy,” I would now have to add anthroposophy to these were I writing this little book today. Forty years ago, as I was writing it, there stood before my mind's eye as “psychology”—in an unusual sense of the word, to be sure—something that included within itself the contemplation of the whole “spirit world” (pneumatology). But one should not infer from this that I wanted to exclude this “spirit world” from man's knowledge back then.

When Professor Kürschner honored me with the task of publishing Goethe's natural-scientific works for German National Literature, I was well aware of the difficulties confronting me in such an undertaking. I had to work against a view that had become almost universally established.

While the conviction is becoming more and more widespread that Goethe's literary works are the foundation of our entire cultural life, his scientific efforts are regarded—even by those who go the farthest in their appreciation of them—as nothing more than inklings he had of truths that then became fully validated in the course of scientific investigation. The eye of his genius, they say, attained inklings of natural lawfulnesses which then, independently of him, were rediscovered by the strict methods of science. What one fully grants to the rest of Goethe's activity—namely, that every educated person must come to terms with it—is denied him with respect to his scientific view. It is not acknowledged at all that the poet's scientific works afford anything that science, even without him, would not offer today.

By the time I was introduced to Goethe's world view by K.J. Schroer, my beloved teacher, my thinking had already taken a direction that enabled me to look beyond the poet's individual discoveries to the essential point: to the way Goethe fit each individual discovery into the totality of his conception of nature, to the way he evaluated it in order to gain insight into the relationship of nature beings, or, as he so aptly expressed it himself (in the essay Power to Judge in Beholding (Anschauende Urteilskraft), in order to participate spiritually in nature's productions. I soon recognized that the achievements which modern science does grant Goethe are the inessential ones, whereas precisely what is significant is overlooked. The individual discoveries would really have been made even without Goethe's-research; but science will be deprived of his marvelous conception of nature as long as it does not draw this directly from him. This realization gave the direction that had to be taken by the introductions to my edition of Goethe's scientific works. They had to show that every single view expressed by Goethe is to be traced back to the totality of his genius.

The principles by which this is to be done are the subject of this little book. It undertakes to show that what we set forth as Goethe's scientific views is also capable of being established on its own independent foundation.

This seems to me to be sufficient introduction to the following study. There remains only the pleasant duty of expressing my most deeply-felt thanks to Professor Kürschner, who has lent me his friendly assistance with this little book with the same extraordinary kindness he has always shown my scientific endeavours.

This epistemology of the Goethean world view was written by me in the middle of the 1880's. Two thought-activities were living in my soul at that time. One of these was directed toward Goethe's creative work and was striving to give shape to the view of the world and of life that emerges as the moving power in this creative work. It seemed to me that something fully and purely human held sway in everything that Goethe gave the world as he created, contemplated, and lived. It seemed to me that nowhere in recent times were inner certainty, harmonious completeness, and a sense for reality with respect to the world as fully represented as in Goethe. From this thought arose the recognition that the way Goethe conducted himself in the activity of knowing is also the one that emerges from the essential being of man and of the world.

On the other hand, my thoughts were living within the philosophical views prevalent at that time regarding the essential being of knowledge. In these views the activity of knowing was threatening to encapsulate itself within the being of man himself. Otto Liebmann, the gifted philosopher, had made the statement that human consciousness cannot reach beyond itself. It must remain within itself. Whatever, as true reality, lies beyond the world that consciousness shapes within itself, of this it can know nothing. In brilliant writings Otto Liebmann elaborated this thought in relation to the most varied areas of man's world of experience. Johannes Volkelt had written his thoughtful books Kant's Epistemology and Experience and Thinking. In the world given to man he saw only a complex of mental pictures that arise through man's relationship to a world which in itself is unknown. He did, in fact, concede that within the experience of thinking necessity manifests itself when thinking reaches into the world of mental pictures. In a certain way one feels as if one were bursting through the world of mental pictures into reality when thinking becomes active. But what has been gained by this? One could thereby feel justified in forming judgments in thinking that say something about the real world; but with such judgments one still stands entirely within the inner life of man; nothing of the essential being of the world penetrates into him.

In epistemological questions, Eduard von Hartmann, whose philosophy was of real use to me even though I could not accept its basic premises or conclusions, took exactly the same standpoint that Volkelt then presented in detail.

It was everywhere acknowledged that the human being, in his activity of knowing, strikes up against certain limits through which he cannot penetrate into the realm of true reality.

Confronting all this there stood for me the fact—inwardly experienced, and known in the experiencing—that man with his thinking, if he deepens it sufficiently, does live in the midst of world reality as within a spiritual reality. I believed I possessed this knowledge as one that can stand in human consciousness with the same inner clarity as that which manifests in mathematical knowledge.

In the face of this knowledge the opinion cannot persist that there are limits of knowledge such as those believed to have been established by the trend of thought just described.

Into all this there played the fact that my thoughts were drawn to the theory of evolution, which was then in full bloom. In Haeckel it had assumed a form that did not allow the self-sustained being and working of the spiritual to be taken into account. The later, the more perfect, was supposed to have emerged in the course of time out of the earlier, the less developed. I could see that this was so insofar as outer, sense-perceptible reality was concerned. Nevertheless, I was too familiar with the self-sustaining spirituality that is not dependent upon the sense-perceptible and is established within itself to admit that the outer, sense-perceptible world of phenomena was right in this regard. Rather, it was a matter of building a bridge from this world of the senses to that of the spirit. In the course of time, as thought of in terms of sense perceptions, the human spiritual seems to evolve out of the preceding unspiritual.

Yet the sense-perceptible, rightly known, shows everywhere that it is a manifestation of the spiritual. In the face of this correct knowledge of the sense-perceptible, it was clear to me that “limits of knowledge,” as they were then set, could be acknowledged only by someone who encounters this sense-perceptible realm and then treats it in the way a person would treat a printed page if he simply looked at the forms of the letters, and, knowing nothing about reading, then declared that one cannot know what lies behind these forms.

In this way my attention was drawn to the path from sense observation to the spiritual, which for me was a fact established through inner, knowing experience. I was not seeking unspiritual atomic worlds behind sense-perceptible phenomena; I sought the spiritual, which seemingly manifests within the inner life of the human being but which in actuality belongs to the things and processes of the sense world themselves. Because of the way man carries out his knowing activity, it might seem as though the thoughts of things were within man, whereas in actuality they hold sway within the things. It is necessary for Man, in this experiencing of what seems to be the case, to separate the thoughts of things from the things; in the true experience of knowledge, he gives them back again to the things.

The evolution of the world is then to be understood in such a way that the preceding unspiritual, out of which the spirituality of man later unfolds itself, contains something spiritual above and beyond itself. The later, spiritualized sense-perceptibility in which man appears thus arises through the fact that the spirit ancestor of man unites himself with the imperfect, unspiritual forms, and, transforming these, then appears in sense-perceptible form.

These trains of thought led me beyond the epistemologists of that time, whose acumen and scientific sense of responsibility I fully acknowledged. They led me to Goethe.

I can well recall today my inner struggles back then. I did not make it easy for myself to break away from the philosophical trains of thought prevalent at that time. But my guiding star was always the recognition, brought about entirely through itself, of the fact that the human being can behold himself inwardly as a spirit independent of the body, standing in a purely spiritual world.

Before my works on Goethe's natural-scientific writings and before this epistemology, I wrote a little essay on atomism that has never been published. It took the direction I just indicated. I must recall the happiness it gave me when Friedrich Theodor Vischer, to whom I sent the essay, responded with a few favorable comments.

But now, from my studies of Goethe, it became clear to me how my thoughts led me to behold the essential being of knowledge that emerges everywhere in Goethe's creative activity and in his stance toward the world. I found that my viewpoints provided me with an epistemology that is the epistemology of the Goethean world view.

In the 1880's I was recommended by Karl Julius Schroer, my teacher and fatherly friend to whom I owe a great deal, to write the introductions [These introductions are now published in book form under the title Goethean Science, Mercury Press, 1988. –Ed.] to Goethe's natural-scientific writings for Kürschner's National Literatur and to tend to the publishing of these writings. In the course of this work I pursued Goethe's cognitive life in all the areas in which he was active. It became increasingly clear to me, right down into the details, that my own view brought me into the epistemology implicit in the Goethean world view. And so I wrote this present epistemology during my work on Goethe's natural-scientific writings.

As I look at it again today, it also appears to me to be the epistemological foundation and justification for every thing I said and published later. It speaks of the essential being of knowing activity that opens the way from the sense perceptible world into the spiritual one.

It might seem strange that this work of my youth, almost forty years old now, should appear today unchanged and expanded only by some notes. In its manner of presentation it bears the earmarks of a thinking that lived in the philosophy of forty years ago. If I were writing it today, I would state many things differently. But I would not be able to present anything different as the essential being of knowledge. Yet what I would write today would not be able to bear within itself so faithfully the germ of the world view for which I have stood and which is in accordance with the spirit. One can write in such a germinal way only at the beginning of a life of knowledge. This perhaps justifies a new publication of a youthful work in this unchanged form. The epistemologies that existed at the time of its writing have found their continuation in later ones. I said what I have to say about them in my book Riddles of Philosophy. This book is appearing now in a new edition from the same publisher.

What I sketched years ago in this little book as the epistemology implicit in the Goethean world view seems to me just as necessary to say today as it was forty years ago.

Goetheanum in Dornach
November, 1923
Rudolf Steiner

[ 1 ] Kant is generally considered to be the founder of epistemology in the modern sense. However, the history of philosophy before Kant contains a number of investigations which must be considered as more than mere beginnings of such a science. Volkelt points to this in his standard work on epistemology, saying that critical treatments of this science began as early as Locke.ⁱ However, discussions which to-day come under the heading of epistemology ⁱⁱ can be found as far back as in the philosophy of ancient Greece. Kant then went into every aspect of all the relevant problems, and innumerable thinkers following in his footsteps went over the ground so thoroughly that in their works or in Kant's are to be found repetitions of all earlier attempts to solve these problems. Thus where a factual rather than a historical study of epistemology is concerned, there is no danger of omitting anything important if one considers only the period since the appearance of Kant's Critique of Pure Reason. All earlier achievements in this field have been repeated since Kant.

[ 2 ] Kant's fundamental question concerning epistemology is: How are synthetical judgments a priori possible? Let us consider whether or not this question is free of presuppositions. Kant formulates it because he believes that we can arrive at certain, unconditional knowledge only if we can prove the validity of synthetical judgments a priori. He says:

In the solution of the above problem is comprehended at the same time the possibility of the use of pure reason in the foundation and construction of all sciences which contain theoretical knowledge a priori of objects.ⁱⁱⁱ

Upon the solution of this problem depends the existence or downfall of the science of metaphysics.^iv

[ 5 ] Is this problem as Kant formulates it, free of all presuppositions? Not at all, for it says that a system of absolute, certain knowledge can be erected only on a foundation of judgments that are synthetical and acquired independently of all experience. Kant calls a judgment “synthetical” where the concept of the predicate brings to the concept of the subject something which lies completely outside the subject—“although it stands in connection with the subject,” ^v by contrast, in analytical judgment, the predicate merely expresses something which is already contained (though hidden) in the subject. It would be out of place here to go into the extremely acute objections made by Johannes Rehmke ^vi to this classification of judgments. For our present purpose it will suffice to recognize that we can arrive at true knowledge only through judgments which add one concept to another in such a way that the content of the second was not already contained—at least for us—in the first. If, with Kant, we wish to call this category of judgment synthetical, then it must be agreed that knowledge in the form of judgment can only be attained when the connection between predicate and subject is synthetical in this sense. But the position is different in regard to the second part of Kant's question, which demands that these judgments must be acquired a priori, i.e., independent of all experience. After all, it is conceivable that such judgments might not exist at all. A theory of knowledge must leave open, to begin with, the question of whether we can arrive at a judgment solely by means of experience, or by some other means as well. Indeed, to an unprejudiced mind it must seem that for something to be independent of experience in this way is impossible. For whatever object we are concerned to know, we must become aware of it directly and individually, that is, it must become experience. We acquire mathematical judgment too, only through direct experience of particular single examples. This is the case even if we regard them, with Otto Liebmann as rooted in a certain faculty of our consciousness. In this case, we must say: This or that proposition must be valid, for, if its truth were denied, consciousness would be denied as well; but we could only grasp its content, as knowledge, through experience in exactly the same way as we experience a process in outer nature. Irrespective of whether the content of such a proposition contains elements which guarantee its absolute validity or whether it is certain for other reasons, the fact remains that we cannot make it our own unless at some stage it becomes experience for us. This is the first objection to Kant's question.

[ 1 ] The second consists in the fact that at the beginning of a theoretical investigation of knowledge, one ought not to maintain that no valid and absolute knowledge can be obtained by means of experience. For it is quite conceivable that experience itself could contain some characteristic feature which would guarantee the validity of insight gained by means of it.

[ 1 ] Two presuppositions are thus contained in Kant's formulation of the question. One presupposition is that we need other means of gaining knowledge besides experience, and the second is that all knowledge gained through experience is only approximately valid. It does not occur to Kant that these principles need proof, that they are open to doubt. They are prejudices which he simply takes over from dogmatic philosophy and then uses as the basis of his critical investigations. Dogmatic philosophy assumes them to be valid, and simply uses them to arrive at knowledge accordingly; Kant makes the same assumptions and merely inquires under what conditions they are valid. But suppose they are not valid at all? In that case, the edifice of Kant's doctrine has no foundation whatever.

[ 6 ] All that Kant brings forward in the five paragraphs preceding his actual formulation of the problem, is an attempt to prove that mathematical judgments are synthetical (an attempt which Robert Zimmermann,^vii if he does not refute it, at least shows it to be highly questionable). But the two assumptions discussed above are retained as scientific prejudices. In the Critique of Pure Reason ^viii it is said:

Experience no doubt teaches us that this or that object is constituted in such and such a manner, but not that it could not possibly exist otherwise.” “Experience never exhibits strict and absolute, but only assumed and comparative universality (by induction).

In Prolegomena ^ix we find it said:

Firstly, as regards the sources of metaphysical knowledge, the very conception of the latter shows that these cannot be empirical. Its principles (under which not merely its axioms, but also its fundamental conceptions are included) must consequently never be derived from experience, since it is not physical but metaphysical knowledge, i.e., knowledge beyond experience, that is wanted.

And finally Kant says:

“Before all, be it observed, that proper mathematical propositions are always judgments a priori, and not empirical, because they carry along with them the conception of necessity, which cannot be given by experience. If this be demurred to, it matters not; I will then limit my assertion to pure mathematics, the very conception of which implies that it consists of knowledge altogether non-empirical and a priori.” ^x

No matter where we open the Critique of Pure Reason we find that all the investigations pursued in it are based on these dogmatic principles. Cohen ^xi and Stadler ^xii attempt to prove that Kant has established the a priori nature of mathematical and purely scientific principles. However, all that the Critique of Pure Reason attempts to show can be summed up as follows: Mathematics and pure natural science are a priori sciences; from this it follows that the form of all experiences must be inherent in the subject itself. Therefore, the only thing left that is empirically given is the material of sensations. This is built up into a system of experiences, the form of which is inherent in the subject. The formal truths of a priori theories have meaning and significance only as principles which regulate the material of sensation; they make experience possible, but do not go further than experience. However, these formal truths are the synthetical judgment a priori, and they must—as condition necessary for experience—extend as far as experience itself. The Critique of Pure Reason does not at all prove that mathematics and pure science are a priori sciences but only establishes their sphere of validity, pre-supposing that their truths are acquired independently of experience. Kant, in fact, avoids discussing the question of proof of the a priori sciences in that he simply excludes that section of mathematics (see conclusion of Kant's last statement quoted above) where even in his own opinion the a priori nature is open to doubt; and he limits himself to that section where he believes proof can be inferred from the concepts alone. Even Johannes Volkelt finds that:

Kant starts from the positive assumption that a necessary and universal knowledge exists as an actual fact. These presuppositions which Kant never specifically attempted to prove, are so contrary to a proper critical theory of knowledge that one must seriously ask oneself whether the Critique of Pure Reason is valid as critical epistemology.

Volkelt does find that there are good reasons for answering this question affirmatively, but he adds: “The critical conviction of Kant's theory of knowledge is nevertheless seriously disturbed by this dogmatic assumption.” ^xiii It is evident from this that Volkelt, too, finds that the Critique of Pure Reason as a theory of knowledge, is not free of presuppositions.

[ 7 ] O. Liebmann, Hölder, Windelband, Ueberweg, Ed. v. Hartmann ^xiv and Kuno Fischer,^xv hold essentially similar views on this point, namely, that Kant bases his whole argument on the assumption that knowledge of pure mathematics and natural science is acquired a priori.

[ 8 ] That we acquire knowledge independently of all experience, and that the insight gained from experience is of general value only to a limited extent, can only be conclusions derived from some other investigation. These assertions must definitely be preceded by an examination both of the nature of experience and of knowledge. Examination of experience could lead to the first principle; examination of knowledge, to the second.

[ 9 ] In reply to these criticisms of Kant's critique of reason, it could be said that every theory of knowledge must first lead the reader to where the starting point, free of all presuppositions, is to be found. For what we possess as knowledge at any moment in our life is far removed from this point, and we must first be led back to it artificially. In actual fact, it is a necessity for every epistemologist to come to such a purely didactic arrangement concerning the starting point of this science. But this must always be limited merely to showing to what extent the starting point for cognition really is the absolute start; it must be presented in purely self evident, analytical sentences and, unlike Kant's argument, contain no assertions which will influence the content of the subsequent discussion. It is also incumbent on the epistemologist to show that his starting point is really free of all presuppositions. All this, however, has nothing to do with the nature of the starting point itself, but is quite independent of it and makes no assertions about it. Even when he begins to teach mathematics, the teacher must try to convince the pupil that certain truths are to be understood as axioms. But no one would assert that the content of the axioms is made dependent on these preliminary considerations. (In the chapter titled “The Starting Point of Epistemology,” I shall show to what extent my discussion fulfils these conditions). In exactly the same way the epistemologist must show in his introductory remarks how one can arrive at a starting point free of all presuppositions; yet the actual content of this starting point must be quite independent of these considerations. However, anyone who, like Kant, makes definite, dogmatic assertions at the very outset, is certainly very far from fulfilling these conditions when he introduces his theory of knowledge.

• i. John Locke (1632–1704), English philosopher, scholar, chemist, student of meteorology, practicing physician, political advisor, traveler, and author. For details on his life and thought, consult any standard encyclopedia.
i
• ii. see reference to Volkelt's book in note i, above.
ii
• iii. 81.p. 61 ff. of Kirchmann's German edition of Kant's Kritik. See Kant, Critique of Pure Reason, Introd. to 2nd edition. Sec. vi.
iii
• iv. Kant, Prolegomena, Sec. v.
iv
• v. Kant, Kritik, p. 53 f. of the German ed. Introduction, Sec. iv.
v
• vi. Rehmke, Johannes: Die Welt als Wahrnehmung und Begriff, usw., The World as Percept and Concept, etc., Berlin, 1880, p. 161 ff. of the German ed.
vi
• vii. Note by Rudolf Steiner: This attempt, incidentally, is one which the objections of Robert Zimmermann (Uber Kant's mathematisches Vorurteil und dessen Folgen, On Kant's Mathematical Notions and their Results) show to be, if not altogether in error, at least highly questionable. (Robert Zimmermann, 1824–1898, was Professor of Philosophy in the University of Vienna, 1861–95. His book on Aesthetics was published in 2 volumes, Vienna, 1870. Rudolf Steiner attended lectures by Zimmermann on fundamentals of ethics at the University of Vienna. Steiner's impressions of this great interpreter of Herbart's aesthetics are contained in the 3rd chapter of the former's autobiography.)
vii
• viii . Kant, Kritik, Introduction to 2nd edition. Sec. ii.
viii
• ix. See Kant's Theorie der Erfahrung, Theory of Experience, pp. 90, ff. of the German ed.
ix
• x. Kant, Kritik, p. 58, Sec. v.
x
• xi. Hermann Cohen (1842–1918), Kants Theorie der Erfahrung, Kant's Theory of Experience, Berlin, 1871, pp. 90 ff. of the German ed.
xi
• xii. August Stadler (1850–1910), Die Grundsätze der reinen Erkenntnistheorie in der Kantschen Philosophie, The Principles of the Pure Theory of Cognition in the Philosophy of Kant, Leipzig, 1876, p. 76 f. of the German ed.
xii
• xiii. Volkelt, op. cit., p. 21.
xiii
• xiv. Otto Liebmann (1840–1912), Analysis, 1880, p. an ff.; A. Holder, Kantischen Erkenntnistheorie, Kant's Theory of Cognition, Tübingen, 1874, p. 14 ff.; Wilhelm Windelband (1848–1915) Phasen der Kantschen Lehre, Phases of Kant's Theory, p. 239; F. Ueberweg, System der Logik, System of Logic, p. 380 f.; Eduard v. Hartmann (1842–1906), Kritische Grundlegung, Berlin, 1875, p. 142–172 of the 2nd German ed.
xiv
• xv. Note by Rudolf Steiner: Geschichte der neueren Philosophie, History of More Recent Philosophy, 1860, Vol. 5, p. 60. Volkelt is mistaken about Fischer when he says (Kant's Erkenntnistheorie, Kant's Theory of Cognition, p. 198 f.) that “it is not clear from the account by K. Fischer whether, in his opinion, Kant takes for granted only the psychological fact of the occurrence of universal and necessary judgments, but also their objective validity and truth.” For, in the passage cited above, Fischer says that the main difficulty of the Critique of Pure Reason is to be found in the fact that “its basic points rest on certain presuppositions,” which “must be allowed if the remainder is to be valid.” For Fischer, these presuppositions consist in that “first the fact of knowledge is affirmed,” and then analysis reveals the cognitive faculties “by means of which the fact itself is explained.”
xv

[ 1 ] As we have seen in the preceding chapters, an epistemological investigation must begin by rejecting existing knowledge. Knowledge is something brought into existence by man, something that has arisen through his activity. If a theory of knowledge is really to explain the whole sphere of knowledge, then it must start from something still quite untouched by the activity of thinking, and what is more, from something which lends to this activity its first impulse. This starting point must lie outside the act of cognition, it must not itself be knowledge. But it must be sought immediately prior to cognition, so that the very next step man takes beyond it is the activity of cognition. This absolute starting point must be determined in such a way that it admits nothing already derived from cognition.

[ 2 ] Only our directly given world-picture can offer such a starting point, i.e. that picture of the world which presents itself to man before he has subjected it to the processes of knowledge in any way, before he has asserted or decided anything at all about it by means of thinking. This “directly given” picture is what flits past us, disconnected, but still undifferentiated.¹ In it, nothing appears distinguished from, related to, or determined by, anything else. At this stage, so to speak, no object or event is yet more important or significant than any other. The most rudimentary organ of an animal, which, in the light of further knowledge may turn out to be quite unimportant for its development and life, appears before us with the same claims for our attention as the noblest and most essential part of the organism. Before our conceptual activity begins, the world-picture contains neither substance, quality nor cause and effect; distinctions between matter and spirit, body and soul, do not yet exist. Furthermore, any other predicate must also be excluded from the world-picture at this stage. The picture can be considered neither as reality nor as appearance, neither subjective nor objective, neither as chance nor as necessity; whether it is “thing-in-itself,” or mere representation, cannot be decided at this stage. For, as we have seen, knowledge of physics and physiology which leads to a classification of the “given” under one or the other of the above headings, cannot be a basis for a theory of knowledge.

[ 3 ] If a being with a fully developed human intelligence were suddenly created out of nothing and then confronted the world, the first impression made on his senses and his thinking would be something like what I have just characterized as the directly given world-picture. In practice, man never encounters this world-picture in this form at any time in his life; he never experiences a division between a purely passive awareness of the “directly-given” and a thinking recognition of it. This fact could lead to doubt about my description of the starting point for a theory of knowledge. Hartmann says for example:

“We are not concerned with the hypothetical content of consciousness in a child which is just becoming conscious or in an animal at the lowest level of life, since the philosophizing human being has no experience of this; if he tries to reconstruct the content of consciousness of beings on primitive biogenetic or ontogenetic levels, he must base his conclusions on the way he experiences his own consciousness. Our first task, therefore, is to establish the content of man's consciousness when he begins philosophical reflection.”²

The objection to this, however, is that the world-picture with which we begin philosophical reflection already contains predicates mediated through cognition. These cannot be accepted uncritically, but must be carefully removed from the world-picture so that it can be considered free of anything introduced through the process of knowledge. This division between the “given” and the “known” will not in fact, coincide with any stage of human development; the boundary must be drawn artificially. But this can be done at every level of development so long as we draw the dividing line correctly between what confronts us free of all conceptual definitions, and what cognition subsequently makes of it.

[ 4 ] It might be objected here that I have already made use of a number of conceptual definitions in order to extract from the world-picture as it appears when completed by man, that other world-picture which I described as the directly given. However, what we have extracted by means of thought does not characterize the directly given world-picture, nor define nor express anything about it; what it does is to guide our attention to the dividing line where the starting point for cognition is to be found. The question of truth or error, correctness or incorrectness, does not enter into this statement, which is concerned with the moment preceding the point where a theory of knowledge begins. It serves merely to guide us deliberately to this starting point. No one proceeding to consider epistemological questions could possibly be said to be standing at the starting point of cognition, for he already possesses a certain amount of knowledge. To remove from this all that has been contributed by cognition, and to establish a pre-cognitive starting point, can only be done conceptually. But such concepts are not of value as knowledge; they have the purely negative function of removing from sight all that belongs to knowledge and of leading us to the point where knowledge begins. These considerations act as signposts pointing to where the act of cognition first appears, but at this stage, do not themselves form part of the act of cognition. Whatever the epistemologist proposes in order to establish his starting point raises, to begin with, no question of truth or error, but only of its suitability for this task. From the starting point, too, all error is excluded, for error can only begin with cognition, and therefore cannot arise before cognition sets in.

[ 5 ] Only a theory of knowledge that starts from considerations of this kind can claim to observe this last principle. For if the starting point is some object (or subject) to which is attached any conceptual definition, then the possibility of error is already present in the starting point, namely in the definition itself. Justification of the definition will then depend upon the laws inherent in the act of cognition. But these laws can be discovered only in the course of the epistemological investigation itself. Error is wholly excluded only by saying: I eliminate from my world-picture all conceptual definitions arrived at through cognition and retain only what enters my field of observation without any activity on my part. When on principle I refrain from making any statement, I cannot make a mistake.

[ 6 ] Error, in relation to knowledge, i.e. epistemologically, can occur only within the act of cognition. Sense deceptions are not errors. That the moon upon rising appears larger than it does at its zenith is not an error but a fact governed by the laws of nature. A mistake in knowledge would occur only if, in using thinking to combine the given perceptions, we misinterpreted “larger” and “smaller.” But this interpretation is part of the act of cognition.

[ 7 ] To understand cognition exactly in all its details, its origin and starting point must first be grasped. It is clear, furthermore, that what precedes this primary starting point must not be included in an explanation of cognition, but must be presupposed. Investigation of the essence of what is here presupposed, is the task of the various branches of scientific knowledge. The present aim, however, is not to acquire specific knowledge of this or that element, but to investigate cognition itself. Until we have understood the act of knowledge, we cannot judge the significance of statements about the content of the world arrived at through the act of cognition.

[ 8 ] This is why the directly given is not defined as long as the relation of such a definition to what is defined is not known. Even the concept: “directly given” includes no statement about what precedes cognition. Its only purpose is to point to this given, to turn our attention to it. At the starting point of a theory of knowledge, the concept is only the first initial relation between cognition and world-content. This description even allows for the possibility that the total world-content would turn out to be only a figment of our own “I,” which would mean that extreme subjectivism would be true; subjectivism is not something that exists as given. It can only be a conclusion drawn from considerations based on cognition, i.e. it would have to be confirmed by the theory of knowledge; it could not be assumed as its basis.

[ 9 ] This directly given world-content includes everything that enters our experience in the widest sense: sensations. perceptions, opinions, feelings, deeds, pictures of dreams and imaginations, representations, concepts and ideas. [ 10 ] Illusions and hallucinations too, at this stage are equal to the rest of the world-content. For their relation to other perceptions can be revealed only through observation based on cognition.

[ 11 ] When epistemology starts from the assumption that all the elements just mentioned constitute the content of our consciousness, the following question immediately arises: How is it possible for us to go beyond our consciousness and recognize actual existence; where can the leap be made from our subjective experiences to what lies beyond them? When such an assumption is not made, the situation is different. Both consciousness and the representation of the “I” are, to begin with, only parts of the directly given and the relationship of the latter to the two former must be discovered by means of cognition. Cognition is not to be defined in terms of consciousness, but vice versa: both consciousness and the relation between subject and object in terms of cognition. Since the “given” is left without predicate, to begin with, the question arises as to how it is defined at all; how can any start be made with cognition? How does one part of the world-picture come to be designated as perception and the other as concept, one thing as existence, another as appearance, this as cause and that as effect; how is it that we can separate ourselves from what is objective and regard ourselves as “I” in contrast to the “not-I?”

[ 2 ] We must find the bridge from the world-picture as given, to that other world-picture which we build up by means of cognition. Here, however, we meet with the following difficulty: As long as we merely stare passively at the given we shall never find a point of attack where we can gain a foothold, and from where we can then proceed with cognition. Somewhere in the given we must find a place where we can set to work, where something exists which is akin to cognition. If everything were really only given, we could do no more than merely stare into the external world and stare indifferently into the inner world of our individuality. We would at most be able to describe things as something external to us; we should never be able to understand them. Our concepts would have a purely external relation to that to which they referred; they would not be inwardly related to it. For real cognition depends on finding a sphere somewhere in the given where our cognizing activity does not merely presuppose something given, but finds itself active in the very essence of the given. In other words: precisely through strict adherence to the given as merely given, it must become apparent that not everything is given. Insistence on the given alone must lead to the discovery of something which goes beyond the given. The reason for so insisting is not to establish some arbitrary starting point for a theory of knowledge, but to discover the true one. In this sense, the given also includes what according to its very nature is not-given. The latter would appear, to begin with, as formally a part of the given, but on closer scrutiny, would reveal its true nature of its own accord.

[ 13 ] The whole difficulty in understanding cognition comes from the fact that we ourselves do not create the content of the world. If we did this, cognition would not exist at all. I can only ask questions about something which is given to me. Something which I create myself, I also determine myself, so that I do not need to ask for an explanation for it.

[ 14 ] This is the second step in our theory of knowledge. It consists in the postulate: In the sphere of the given there must be something in relation to which our activity does not hover in emptiness, but where the content of the world itself enters this activity.

[ 15 ] The starting point for our theory of knowledge was placed so that it completely precedes the cognizing activity, and thus cannot prejudice cognition and obscure it; in the same way, the next step has been defined so that there can be no question of either error or incorrectness. For this step does not prejudge any issue, but merely shows what conditions are necessary if knowledge is to arise at all. It is essential to remember that it is we ourselves who postulate what characteristic feature that part of the world-content must possess with which our activity of cognition can make a start.

[ 16 ] This, in fact, is the only thing we can do. For the world-content as given is completely undefined. No part of it of its own accord can provide the occasion for setting it up as the starting point for bringing order into chaos. The activity of cognition must therefore issue a decree and declare what characteristics this starting point must manifest. Such a decree in no way infringes on the quality of the given. It does not introduce any arbitrary assertion into the science of epistemology. In fact, it asserts nothing, but claims only that if knowledge is to be made explainable, then we must look for some part of the given which can provide a starting point for cognition, as described above. If this exists, cognition can be explained, but not otherwise. Thus, while the given provides the general starting point for our theory of knowledge, it must now be narrowed down to some particular point of the given.

[ 17 ] Let us now take a closer look at this demand. Where, within the world-picture, do we find something that is not merely given, but only given insofar as it is being produced in the actual act of cognition?

[ 18 ] It is essential to realize that the activity of producing something in the act of cognition must present itself to us as something also directly given. It must not be necessary to draw conclusions before recognizing it. This at once indicates that sense impressions do not meet our requirements. For we cannot know directly but only indirectly that sense impressions do not occur without activity on our part; this we discover only by considering physical and physiological factors. But we do know absolutely directly that concepts and ideas appear only in the act of cognition and through this enter the sphere of the directly given. In this respect concepts and ideas do not deceive anyone. A hallucination may appear as something externally given, but one would never take one's own concepts to be something given without one's own thinking activity. A lunatic regards things and relations as real to which are applied the predicate “reality,” although in fact they are not real; but he would never say that his concepts and ideas entered the sphere of the given without his own activity. It is a characteristic feature of all the rest of our world-picture that it must be given if we are to experience it; the only case in which the opposite occurs is that of concepts and ideas: these we must produce if we are to experience them. Concepts and ideas alone are given us in a form that could be called intellectual seeing. Kant and the later philosophers who follow in his steps, completely deny this ability to man, because it is said that all thinking refers only to objects and does not itself produce anything. In intellectual seeing the content must be contained within the thought-form itself. But is this not precisely the case with pure concepts and ideas? (By concept, I mean a principle according to which the disconnected elements of perception become joined into a unity. Causality, for example, is a concept. An idea is a concept with a greater content. Organism, considered quite abstractly, is an idea.) However, they must be considered in the form which they possess while still quite free of any empirical content. If, for example, the pure idea of causality is to be grasped, then one must not choose a particular instance of causality or the sum total of all causality; it is essential to take hold of the pure concept, Causality. Cause and effect must be sought in the world, but before we can discover it in the world we ourselves must first produce causality as a thought-form. If one clings to the Kantian assertion that of themselves concepts are empty, it would be impossible to use concepts to determine anything about the given world. Suppose two elements of the world-content were given: a and b. If I am to find a relation between them, I must do so with the help of a principle which has a definite content; I can only produce this principle myself in the act of cognition; I cannot derive it from the objects, for the definition of the objects is only to be obtained by means of the principle. Thus a principle by means of which we define objects belongs entirely to the conceptual sphere alone.

[ 19 ] Before proceeding further, a possible objection must be considered. It might appear that this discussion is unconsciously introducing the representation of the “I,” of the “personal subject,” and using it without first justifying it. For example, in statements like “we produce concepts” or “we insist on this or that.” But, in fact, my explanation contains nothing which implies that such statements are more than turns of phrase. As shown earlier, the fact that the act of cognition depends upon and proceeds from an “I,” can be established only through considerations which themselves make use of cognition. Thus, to begin with, the discussion must be limited to the act of cognition alone, without considering the cognizing subject. All that has been established thus far is the fact that something “given” exists; and that somewhere in this “given” the above described postulate arises; and lastly, that this postulate corresponds to the sphere of concepts and ideas. This is not to deny that its source is the “I.” But these two initial steps in the theory of knowledge must first be defined in their pure form.

• 1. Differentiation of the given, indistinct, world picture into distinct entities is already an act of thought-activity.
• 2. Hartmann, Grundproblem

[ 1 ] Concepts and ideas, therefore, comprise part of the given and at the same time lead beyond it. This makes it possible to define what other activity is concerned in attaining knowledge.

[ 2 ] Through a postulate we have separated from the rest of the given world-picture a particular part of it; this was done because it lies in the nature of cognition to start from just this particular part. Thus we separated it out only to enable us to understand the act of cognition. In so doing, it must be clear that we have artificially torn apart the unity of the world-picture. We must realize that what we have separated out from the given has an essential connection with the world content, irrespective of our postulate. This provides the next step in the theory of knowledge: it must consist in restoring that unity which we tore apart in order to make knowledge possible. The act of restoration consists in thinking about the world as given. Our thinking consideration of the world brings about the actual union of the two parts of the world content: the part we survey as given on the horizon of our experience, and the part which has to be produced in the act of cognition before that can be given also. The act of cognition is the synthesis of these two elements. Indeed, in every single act of cognition, one part appears as something produced within that act itself, and, through the act, as added to the merely given. This part, in actual fact, is always so produced, and only appears as something given at the beginning of epistemological theory.

[ 3 ] To permeate the world, as given, with concepts and ideas, is a thinking consideration of things. Therefore, thinking is the act which mediates knowledge. It is only when thinking arranges the world-picture by means of its own activity that knowledge can come about. Thinking itself is an activity which, in the moment of cognition, produces a content of its own. Therefore, insofar as the content that is cognized issues from thinking, it contains no problem for cognition. We have only to observe it; the very nature of what we observe is given us directly. A description of thinking is also at the same time the science of thinking. Logic, too, has always been a description of thought-forms, never a science that proves anything. Proof is only called for when the content of thought is synthesized with some other content of the world. Gideon Spicker is therefore quite right when he says in his book, Lessings Weltanschauung, (Lessing's World-View), page 5, “We can never experience, either empirically or logically, whether thinking in itself is correct.” One could add to this that with thinking, all proof ceases. For proof presupposes thinking. One may be able to prove a particular fact, but one can never prove proof as such. We can only describe what a proof is. In logic, all theory is pure empiricism; in the science of logic there is only observation. But when we want to know something other than thinking, we can do so only with the help of thinking; this means that thinking has to approach something given and transform its chaotic relationship with the world-picture into a systematic one. This means that thinking approaches the given world-content as an organizing principle. The process takes place as follows: Thinking first lifts out certain entities from the totality of the world-whole. In the given nothing is really separate; everything is a connected continuum. Then thinking relates these separate entities to each other in accordance with the thought-forms it produces, and also determines the outcome of this relationship. When thinking restores a relationship between two separate sections of the world-content, it does not do so arbitrarily. Thinking waits for what comes to light of its own accord as the result of restoring the relationship. And it is this result alone which is knowledge of that particular section of the world content. If the latter were unable to express anything about itself through that particular relationship established by thinking, then this attempt made by thinking would fail, and one would have to try again. All knowledge depends on man's establishing a correct relationship between two or more elements of reality, and comprehending the result of this.

[ 4 ] There is no doubt that many of our attempts to grasp things by means of thinking, fail; this is apparent not only in the history of science, but also in ordinary life; it is just that in the simple cases we usually encounter, the right concept replaces the wrong one so quickly that we seldom or never become aware of the latter.

[ 5 ] When Kant speaks of “the synthetic unity of apperception” it is evident that he had some inkling of what we have shown here to be an activity of thinking, the purpose of which is to organize the world-content systematically. But the fact that he believed that the a priori laws of pure science could be derived from the rules according to which this synthesis takes place, shows how little this inkling brought to his consciousness the essential task of thinking. He did not realize that this synthetic activity of thinking is only a preparation for discovering natural laws as such. Suppose, for example, that we detach one content, a, from the world-picture, and likewise another, b. If we are to gain knowledge of the law connecting a and b, then thinking must first relate a to b so that through this relationship the connection between them presents itself as given. Therefore, the actual content of a law of nature is derived from the given, and the task of thinking is merely to provide the opportunity for relating the elements of the world-picture so that the laws connecting them come to light. Thus there is no question of objective laws resulting from the synthetic activity of thinking alone.

[ 6 ] We must now ask what part thinking plays in building up our scientific world-picture, in contrast to the merely given world-picture. Our discussion shows that thinking provides the thought-forms to which the laws that govern the world correspond. In the example given above, let us assume a to be the cause and b the effect. The fact that a and b are causally connected could never become knowledge if thinking were not able to form the concept of causality. Yet in order to recognize, in a given case, that a is the cause and b the effect, it is necessary for a and b to correspond to what we understand by cause and effect. And this is true of all other categories of thinking as well.

[ 7 ] At this point it will be useful to refer briefly to Hume's description of the concept of causality. Hume said that our concepts of cause and effect are due solely to habit. We so often notice that a particular event is followed by another that accordingly we form the habit of thinking of them as causally connected, i.e. we expect the second event to occur whenever we observe the first. But this viewpoint stems from a mistaken representation of the relationship concerned in causality. Suppose that I always meet the same people every day for a number of days when I leave my house; it is true that I shall then gradually come to expect the two events to follow one another, but in this case it would never occur to me to look for a causal connection between the other persons and my own appearance at the same spot. I would look to quite different elements of the world-content in order to explain the facts involved. In fact, we never do determine a causal connection to be such from its sequence in time, but from its own content as part of the world-content which is that of cause and effect.

[ 8 ] The activity of thinking is only a formal one in the upbuilding of our scientific world-picture, and from this it follows that no cognition can have a content which is a priori, in that it is established prior to observation (thinking divorced from the given); rather must the content be acquired wholly through observation. In this sense all our knowledge is empirical. Nor is it possible to see how this could be otherwise. Kant's judgments a priori fundamentally are not cognition, but are only postulates. In the Kantian sense, one can always only say: If a thing is to be the object of any kind of experience, then it must conform to certain laws. Laws in this sense are regulations which the subject prescribes for the objects. Yet one would expect that if we are to attain knowledge of the given then it must be derived, not from the subject, but from the object.

[ 9 ] Thinking says nothing a priori about the given; it produces a posteriori, i.e. the thought-form, on the basis of which the conformity to law of the phenomena becomes apparent.

[ 10 ] Seen in this light, it is obvious that one can say nothing a priori about the degree of certainty of a judgment attained through cognition. For certainty, too, can be derived only from the given. To this it could be objected that observation only shows that some connection between phenomena once occurred, but not that such a connection must occur, and in similar cases always will occur. This assumption is also wrong. When I recognize some particular connection between elements of the world-picture, this connection is provided by these elements themselves; it is not something I think into them, but is an essential part of them, and must necessarily be present whenever the elements themselves are present.

[ 11 ] Only if it is considered that scientific effort is merely a matter of combining facts of experience according to subjective principles which are quite external to the facts themselves,—only such an outlook could believe that a and b may be connected by one law to-day and by another to-morrow (John Stuart Mill).¹ Someone who recognizes that the laws of nature originate in the given and therefore themselves constitute the connection between the phenomena and determine them, will not describe laws discovered by observation as merely of comparative universality. This is not to assert that a natural law which at one stage we assume to be correct must therefore be universally valid as well. When a later event disproves a law, this does not imply that the law had only a limited validity when first discovered, but rather that we failed to ascertain it with complete accuracy. A true law of nature is simply the expression of a connection within the given world-picture, and it exists as little without the facts it governs as the facts exist without the law.

[ 12 ] We have established that the nature of the activity of cognition is to permeate the given world-picture with concepts and ideas by means of thinking. What follows from this fact? If the directly-given were a totality, complete in itself, then such an elaboration of it by means of cognition would be both impossible and unnecessary. We should then simply accept the given as it is, and would be satisfied with it in that form. The act of cognition is possible only because the given contains something hidden; this hidden does not appear as long as we consider only its immediate aspect; the hidden aspect only reveals itself through the order that thinking brings into the given. In other words, what the given appears to be before it has been elaborated by thinking, is not its full totality.

[ 13 ] This becomes clearer when we consider more closely the factors concerned in the act of cognition. The first of these is the given. That it is given is not a feature of the given, but is only an expression for its relation to the second factor in the act of cognition. Thus what the given is as such remains quite undecided by this definition. The second factor is the conceptual content of the given; it is found by thinking, in the act of cognition, to be necessarily connected with the given. Let us now ask: 1) Where is the division between given and concept? 2) And where are they united? The answers to both of these questions are undoubtedly to be found in the preceding discussion. The division occurs solely in the act of cognition. In the given they are united. This shows that the conceptual content must necessarily be a part of the given, and also that the act of cognition consists in re-uniting the two parts of the world-picture, which to begin with are given to cognition separated from each other. Therefore, the given world-picture becomes complete only through that other, indirect kind of given which is brought to it by thinking. The immediate aspect of the world-picture reveals itself as quite incomplete to begin with.

[ 14 ] If, in the world-content, the thought-content were united with the given from the first, no knowledge would exist, and the need to go beyond the given would never arise. If, on the other hand, we were to produce the whole content of the world in and by means of thinking alone, no knowledge would exist either. What we ourselves produce we have no need to know. Knowledge therefore rests upon the fact that the world-content is originally given to us in incomplete form; it possesses another essential aspect, apart from what is directly present. This second aspect of the world-content, which is not originally given, is revealed through thinking. Therefore the content of thinking, which appears to us to be something separate, is not a sum of empty thought-forms, but comprises determinations (categories); however, in relation to the rest of the world-content, these determinations represent the organizing principle. The world-content can be called reality only in the form it attains when the two aspects of it described above have been united through knowledge.

• 1. John Stewart Mill (1806–1873). A stern parent, James Mill taught his son Greek at the age of three, and at seven he studied Plato's dialogues. When he was eight he had to teach his sister Latin. His introduction to the utilitarian teachings of Bentham (the greatest happiness to the greatest number) at the age of fifteen was decisive for his life. His great work, System of Logic, 1843, is the analysis of inductive proof. He was a great champion of human rights, and in the second half of the i9th century his influence throughout Europe was very great. Today it is recognized that—to use Mill's description of Bentham—“He was not a great philosopher but a great reformer in philosophy.” For details on Mill's life and thought, consult any standard encyclopedia.

[ 1 ] We have now defined the idea of knowledge. In the act of cognition this idea is directly given in human consciousness. Both outer and inner perceptions, as well as its own presence are given directly to the “I,” which is the center of consciousness. (It is hardly necessary to say that here “center” is not meant to denote a particular theory of consciousness, but is used merely for the sake of brevity in order to designate consciousness as a whole.) The I feels a need to discover more in the given than is directly contained in it. In contrast to the given world, a second world—the world of thinking—rises up to meet the I and the I unites the two through its own free decision, producing what we have defined as the idea of knowledge. Here we see the fundamental difference between the way the concept and the directly given are united within human consciousness to form full reality, and the way they are found united in the remainder of the world-content. In the entire remainder of the world picture we must conceive an original union which is an inherent necessity; an artificial separation occurs only in relation to knowledge at the point where cognition begins; cognition then cancels out this separation once more, in accordance with the original nature of the objective world. But in human consciousness the situation is different. Here the union of the two factors of reality depends upon the activity of consciousness In all other objects, the separation has no significance for the objects themselves, but only for knowledge. Their union is original and their separation is derived from the union. Cognition separates them only because its nature is such that it cannot grasp their union without having first separated them. But the concept and the given reality of consciousness are originally separated, and their union is derived from their original separation; this is why cognition has the character described here. Just because, in consciousness, idea and given are necessarily separated, for consciousness the whole of reality divides into these two factors; and again, just because consciousness can unite them only by its own activity, it can arrive at full reality only by performing the act of cognition. All other categories (ideas), whether or not they are grasped in cognition, are necessarily united with their corresponding forms of the given. But the idea of knowledge can be united with its corresponding given only by the activity of consciousness. Consciousness as a reality exists only if it produces itself. I believe that I have now cleared the ground sufficiently to enable us to understand Fichte's Science of Knowledge through recognition of the fundamental mistake contained in it. Of all Kant's successors, Fichte is the one who felt most keenly that only a theory of consciousness could provide the foundation for knowledge in any form, yet he never came to recognize why this is so. He felt that what I have called the second step in the theory of knowledge, and which I formulated as a postulate, must be actively performed by the I. This can be seen, for example, from these words:

“The science of knowledge, insofar as it is to be a systematic science, is built up in the same manner in which all possible sciences, insofar as they are systematic, are built up, that is, through a determination of freedom; which freedom, in the science of knowledge, is particularly determined: to become conscious of the general manner of acting of the intelligence. ... By means of this free act, something which is in itself already form, namely, the necessary act of the intelligence, is taken up as content and put into a new form, that is, the form of knowledge or of consciousness. ...”¹

What does Fichte here mean by the “acting of intelligence” if we express in clear concepts what he dimly felt? Nothing other than the production of the idea of knowledge, taking place in consciousness. Had Fichte become clear about this, then he would have formulated the above principle as follows: A science of knowledge has the task of bringing to consciousness the act of cognition, insofar as it is still an unconscious activity of the I; it must show that to objectify the idea of knowledge is a necessary deed of the I.

[ 2 ] In his attempt to define the activity of the I, Fichte comes to the conclusion: “The I as absolute subject is something, the being (essence) of which consists merely in postulating its own existence.”² For Fichte, this postulation of the I is the primal unconditioned deed, “it is the basis of all consciousness.”³ Therefore, in Fichte's sense too, the I can begin to be active only through an absolute original decision. But for Fichte it is impossible to find the actual content for this original activity postulated by the I. He had nothing toward which this activity could be directed or by which it could be determined. The I is to do something, but what is it to do? Fichte did not formulate the concept of knowledge which the I must produce, and in consequence he strove in vain to define any further activity of the I beyond its original deed. In fact, he finally stated that to investigate any such further activity does not lie within the scope of theory. In his deduction of representation, he does not begin from any absolute activity of the I or of the not-I, but he starts from a state of determination which, at the same time, itself determines, because in his view nothing else is, or can be contained directly in consciousness. What in turn determines the state of determination is left completely undecided in his theory; and because of this uncertainty, one is forced beyond theory into practical application of the science of knowledge.⁴ However, through this statement Fichte completely abolishes all cognition. For the practical activity of the I belongs to a different sphere altogether. The postulate which I put forward above can clearly be produced by the I only in an act which is free, which is not first determined; but when the I cognizes, the important point is that the decision to do so is directed toward producing the idea of cognition. No doubt the I can do much else through free decision. But if epistemology is to be the foundation of all knowledge, the decisive point is not to have a definition of an I that is “free,” but of an I that “cognizes.” Fichte has allowed himself to be too much influenced by his subjective inclinations to present the freedom of the human personality in the clearest possible light. Harms, in his address, On the Philosophy of Fichte, (p. 15) rightly says: “His world-view is predominantly and exclusively ethical, and his theory of knowledge has no other feature.” Cognition would have no task to fulfill whatever if all spheres of reality were given in their totality. But the I, so long as it has not been inserted by thinking into the systematic whole of the world-picture, also exists as something merely directly given, so that it does not suffice to point to its activity. Yet Fichte is of the opinion that where the I is concerned, all that is necessary is to seek and find it. “We have to search for the absolute, first, and unconditioned fundamental principle of human knowledge. It cannot be proven nor determined if it is to be absolute first principle.”⁵ We have seen that the only instance where proof and definitions are not required is in regard to the content of pure logic. The I, however, belongs to reality, where it is necessary to establish the presence of this or that category within the given. This Fichte does not do. And this is why he gave his science of knowledge a mistaken form. Zeller⁶ remarks that the logical formulas by which Fichte attempts to arrive at the concept of the I only lightly hide his predetermined purpose to reach his goal at any cost, so that the I could become his starting point. These words refer to the first form in which Fichte presented his science of knowledge in 1794. When it is realized that, owing to the whole trend of his philosophy, Fichte could not be content with any starting point for knowledge other than an absolute decree, it becomes clear that he has only two possibilities for making this beginning appear intelligible. One possibility is to focus the attention on one or another of the empirical activities of consciousness, and then crystallize out the pure concept of the I by gradually stripping away everything that did not originally belong to consciousness. The other possibility is to start directly with the original activity of the I, and then to bring its nature to light through self-contemplation and self-observation. Fichte chose the first possibility at the beginning of his philosophical path, but gradually went over to the second.

[ 3 ] On the basis of Kant's synthesis of “transcendental apperception”⁷ Fichte came to the conclusion that the activity of the I consists entirely in combining the material of experience into the form of judgment. To judge means to combine predicate with subject. This is stated purely formally in the expression: a == a. This proposition could not be made if the unknown factor x which unites the two a's did not rest on an absolute ability of the I, to postulate. For the proposition does not mean a exists, but rather: if a exists, then so does a. In other words there is no question of postulating a absolutely. In order, therefore, to arrive at something which is valid in a quite straightforward way, the only possibility is to declare the act of postulating as such to be absolute. Therefore, while a is conditional the postulation of a is itself unconditional. This postulation, however, is a deed of the I. To the I is ascribed the absolute and unconditional ability to postulate. In the proposition a == a, one a is postulated only because the other a is already postulated, and indeed is postulated by the I. “If a is postulated in the I, then it is postulated, or then it is.”⁸ This connection is possible only on condition that there exists in the I something which is always constant, something that leads over from one a to the other. The above mentioned x is based on this constant element. The I which postulates the one a is the same as the I which postulates the other a. This means that I == I. This proposition expressed in the form of a judgment: If the I exists, then the I exists, is meaningless. The I is not postulated by presupposing another I; it presupposes itself. This means: the I simply is, absolutely and unconditionally. The hypothetical form of a judgment, which is the form of all judgments, when an absolute I is not presupposed, here is transformed into a principle of absolute existence: I simply am. Fichte also expresses this as follows: “The I originally and absolutely postulates its own being.”⁹ This whole deduction of Fichte's is clearly nothing but a kind of pedagogical discussion, the aim of which is to guide his reader to the point where knowledge of the unconditional activity of the I dawns in him. His aim is to bring the activity of the I emphatically home to the reader, for without this activity there is no I.

[ 4 ] Let us now survey Fichte's line of thought once more. On closer inspection one sees that there is a break in its sequence; a break, indeed, of a kind that casts doubt upon the correctness of his view of the original deed of the I. What is essentially absolute when the I postulates? The judgment is made: If a exists, then so does a. The a is postulated by the I. There can, therefore, be no doubt about the postulation as such. But even if the I is unconditioned insofar as its own activity is concerned, nevertheless the I cannot but postulate something. It cannot postulate the “activity, as such, by itself,” but only a definite activity. In short: the postulation must have a content. However, the I cannot derive this content from itself, for by itself it can do no more than eternally postulate its own postulation. Therefore there must be something which is produced by this postulation, by this absolute activity of the I. Unless the I sets to work on something given which it postulates, it can do “nothing” and hence cannot postulate either. Fichte's own principle actually shows this: The I postulates its existence. This existence is a category. This means we have arrived at our principle: The activity of the I is to postulate, as a free decision, the concepts and ideas of the given. Fichte arrives at his conclusion only because he unconsciously sets out to prove that the I “exists.” Had he worked out the concept of cognition, he would then have arrived at the true starting point of a theory of knowledge, namely: The I postulates cognition. Because Fichte is not clear as to what it is that determines the activity of the I, he simply characterizes this activity as the postulation of being, of existence. In doing so, he also limits the absolute activity of the I. If the I is only unconditioned in its “postulation of existence.” everything else the I does must be conditioned. But then, all possible ways to pass from what is unconditioned to the conditioned are blocked. If the I is unconditioned only in the one direction described, it immediately ceases to be possible for the I to postulate, through an absolute act, anything but its own being. This makes it necessary to indicate the basis on which all the other activities of the I depend. Fichte sought for this in vain, as we have already seen.

[ 5 ] This is why he turned to the other of the two possibilities indicated for deducing the I. As early as 1797, in his First Introduction to the Science of Knowledge, he recommends self-observation as the right method for attaining knowledge of the essential being of the I:

“Be aware of yourself, withdraw your attention from all that surrounds you and turn it toward your inner being—this is the first demand that philosophy makes on the pupil. What is essential is not outside of you, but solely within yourself.¹⁰

To introduce the science of knowledge in this way is indeed a great advance on his earlier introduction. In self-observation, the activity of the I is actually seen, not one-sidedly turned in a particular direction, not as merely postulating existence, but revealing many aspects of itself as it strives to grasp the directly given world-content in thinking. Self-observation reveals the I engaged in the activity of building up the world-picture by combining the given with concepts. However, someone who has not elaborated the above considerations for himself—and who therefore does not know that the I only arrives at the full content of reality when it approaches the given with its thought-forms—for him, the process of knowledge appears to consist in spinning the world out of the I itself. This is why Fichte sees the world-picture more and more as a construction of the I. He emphasizes ever more strongly that for the science of knowledge it is essential to awaken the faculty for watching the I while it constructs the world. He who is able to do this appears to Fichte to be at a higher stage of knowledge than someone who is able to see only the construction, the finished product. He who considers only the world of objects does not recognize that they have first been created by the I. He who observes the I while it constructs, sees the foundation of the finished world-picture; he knows the means by which it has come into being, and it appears to him as the result of presuppositions which for him are given. Ordinary consciousness sees only what is postulated, what is in some way or other determined; it does not provide insight into the premises, into the reasons why something is postulated in just the way it is, and not otherwise. For Fichte it is the task of a completely new sense organ to mediate knowledge of these premises. This he expresses most clearly in his Introductory Lecture to the Science of Knowledge, delivered at Berlin University in the autumn of 1813:

“This science presupposes a completely new inner sense organ, through which a new world is revealed which does not exist for the ordinary man at all.” “The world revealed by this new sense, and therefore also the sense itself, is so far clearly defined: it consists in seeing the premises on which is based the judgment that ‘something is’; that is, seeing the foundation of existence which, just because it is the foundation, is in itself nothing else and cannot be defined.”¹¹

[ 6 ] Here too, Fichte lacks clear insight into the content of the activity carried out by the I. And he never attained this insight. That is why his science of knowledge could never become what he intended it to be: a philosophical foundation for science in general in the form of a theory of knowledge. Had he once recognized that the activity of the I can only be postulated by the I itself, this insight would also have led him to see that the activity must likewise be determined by the I itself. This, however, can occur only by a content being given to the otherwise purely formal activity of the I. As this content must be introduced by the I itself into its otherwise quite undetermined activity, the activity as such must also be determined by the I itself in accordance with the I's own nature. Otherwise its activity could not be postulated by the I, but at most by a “thing-in-itself” within the I, whose instrument the I would be. Had Fichte attempted to discover how the I determines its own activity, he would have arrived at the concept of knowledge which is to be produced by the I. Fichte's science of knowledge proves that even the acutest thinker cannot successfully contribute to any field of knowledge if he is unable to come to the right thought-form (category, idea) which, when supplemented by the given, constitutes reality. Such a thinker is like a person to whom wonderful melodies are played, but he does not hear them because he lacks an ear for music. Consciousness, as given, can be described only by someone who knows how to take possession of the “idea of consciousness.”

[ 7 ] Fichte once came very near the truth. In his Introduction to the Science of Knowledge (1797), he says that there are two theoretical systems: dogmatism—in which the I is determined by the objects; and idealism—in which the objects are determined by the I. In his opinion both are possible world-views. Both are capable of being built up into a consistent system. But the adherents of dogmatism must renounce the independence of the I and make it dependent on the “thing-in-itself.” For the adherents of idealism, the opposite is the case. Which of the two systems a philosopher is to choose, Fichte leaves completely to the preference of the individual. But if one wishes the I to retain its independence, then one will cease to believe in external things and devote oneself to idealism.

[ 8 ] This line of thought fails to consider one thing, namely that the I cannot reach any choice or decision which has some real foundation if it does not presuppose something which enables it to do so. Everything determined by the I remains empty and without content if the I does not find something that is full of content and determined through and through, which then makes it possible for the I to determine the given and, in doing so, also enables it to choose between idealism and dogmatism. This something which is permeated with content through and through is, however, the world of thinking. And to determine the given by means of thinking is to cognize. No matter from what aspect Fichte is considered, we shall find that his line of thought gains power and life when we think of the activity of the I, which he presents as grey and empty of content, as filled and organized by what we have called the process of cognition.

[ 19 ] The I is freely able to become active of itself, and therefore it can also produce the category of cognition through self-determination; in the rest of the world, by objective necessity the categories are connected with the given corresponding to them. It must be the task of ethics and metaphysics to investigate the nature of this free self-determination, on the basis of our theory of knowledge. These sciences will also have to discuss whether the I is able to objectify ideas other than those of cognition. The present discussion shows that the I is free when it cognizes, when it objectifies the ideas of cognition. For when the directly given and the thought-form belonging to it are united by the I in the process of cognition, then the union of these two elements of reality—which otherwise would forever remain separated in consciousness—can only take place through a free act.

[ 10 ] Our discussion sheds a completely new light on critical idealism. Anyone who has acquainted himself intimately with Fichte's system will know that it was a point of vital importance for this philosopher to uphold the principle that nothing from the external world can enter the I, that nothing takes place in the I which is not originally postulated by the I itself. Yet it is beyond all doubt that no idealism can derive from the I that form of the world-content which is here described as the directly given. This form of the world-content can only be given; it can never be constructed out of thinking. One need only consider that if all the colors were given us with the exception of one single shade, even then we could not begin to provide that shade out of the I alone. We can form a picture of distant regions that we have never seen, provided we have once personally experienced, as given, the various elements needed to form the picture. Then, out of the single facts given us, we combine the picture according to given information. We should strive in vain to invent for ourselves even a single perceptual element that has never appeared within our sphere of the given. It is, however, one thing merely to be aware of the given world: it is quite another to recognize its essential nature. This latter, though intimately connected with the world-content, does not become clear to us unless we ourselves build up reality out of the given and the activity of thinking. The essential What of the given is postulated for the I only through the I itself. Yet the I would have no occasion to postulate within itself the nature of something given if it did not first find itself confronted by a completely undetermined given. Therefore, what is postulated by the I as the nature and being of the world is not postulated without the I, but through it.

[ 11 ] The true shape is not the first in which reality comes before the I, but the shape the I gives it. That first shape, in fact, has no significance for the objective world; it is significant only as a basis for the process of cognition. Thus it is not that shape which the theory of knowledge gives to the world which is subjective; the subjective shape is that in which the I at first encounters it. If, like Volkelt and others, one wishes to call this given world “experience,” then one will have to say: The world-picture which, owing to the constitution of our consciousness, appears to us in a subjective form as experience, is completed through knowledge to become what it really is.

[ 12 ] Our theory of knowledge supplies the foundation for true idealism in the real sense of the word. It establishes the conviction that in thinking the essence of the world is mediated. Through thinking alone the relationship between the details of the world-content become manifest, be it the relation of the sun to the stone it warms, or the relation of the I to the external world. In thinking alone the element is given which determines all things in their relations to one another.

[ 13 ] An objection which Kantianism could still bring forward would be that the definition of the given described above holds good in the end only for the I. To this I must reply that according to the view of the world outlined here, the division between I and external world, like all other divisions, is valid only within the given and from this it follows that the term “for the I” has no significance when things have been understood by thinking, because thinking unites all opposites. The I ceases to be seen as something separated from the external world when the world is permeated by thinking; it therefore no longer makes sense to speak of definitions as being valid for the I only.

• 1. Fichte, Sämtliche Werke, Collected Works, Berlin, 1845, Vol. I, P. 71.
• 2. For fundamentals of the scientific teaching of Fichte, see his Collected Works, Berlin, 1845, Vol. I, p. 97.
• 3. Ibid. Vol. I, p. 91.
• 4. Ibid. Vol. I, p. 178.
• 5. Ibid. Vol. I, p. 91.
• 6. Eduard Zeller (1814–1908), Geschichte der deutschen Philosophie seit Leibnitz, History of German Philosophy Since Leibnitz, Munich, 1871–75, p. 605. Eduard Zeller studied and taught at Tübingen, later (1847) becoming professor of Theology at Bern, later (1849) professor of Theology, afterward of Philosophy at Marburg. In 1862 he was made professor of Philosophy at Heidelberg, afterward at Berlin to his retirement in 1895. His masterwork is the Philosophie der Greichen, Philosophy of the Greeks, 1844–52. He was recognized throughout the academic world for his learning and contributions to scholarship, and received many distinctions and honors. His Philosophie der Greichen has been transl. into English by S. F. Alleyne, 2 vols. 1881. In addition, an abridged version prepared by Zeller (1883) also appeared in English in 1896, as did a number of his other writings.
• 7. The perception of an object involving the consciousness of the pure self as subject. (Translator)
• 8. Fichte, Sämtliche Werke, Collected Works, Berlin, 1845, Vol. I, p. 94.
• 9. Ibid. Vol. I, p. 98.
• 10. Ibid. Vol. I, p. 422.
• 11. J. G. Fichtes nachgelassene Werke, J. G. Fichte's Posthumous Works, Edited by J. H. Fichte, Vol. I, Bonn, 1834, p. 4 and 16. (Einleitungsvorlesungen in die Wissenschaftslehre, Introductory Studies in the Scientific Teachings.)

[ 1 ] We have established that the theory of knowledge is a science of significance for all human knowledge. The theory of knowledge alone can explain to us the relationship which the contents of the various branches of knowledge have to the world. Combined with them it enables us to understand the world, to attain a world-view. We acquire positive insight through particular judgments; through the theory of knowledge we learn the value of this insight for reality. Because we have adhered strictly to this absolutely fundamental principle and have not evaluated any particular instances of knowledge in our discussion, we have transcended all one-sided world-views. One-sidedness, as a rule, results from the fact that the enquiry, instead of first investigating the process of cognition itself, immediately approaches some object of this process. Our discussion has shown that in dogmatism, the “thing-in-itself” cannot be employed as its fundamental principle; similarly, in subjective idealism, the “I” cannot be fundamental, for the mutual relationship of these principles must first be defined by thinking. The “thing-in-itself” and “I” cannot be defined by deriving one from the other; both must be defined by thinking in conformity with their character and relationship. The adherent of scepticism must cease to doubt the possibility of knowing the world, for there is no room for doubt in regard to the “given”—it is still untouched by all predicates later bestowed on it by means of cognition. Should the sceptic maintain that our cognitive thinking can never approach the world, he can only maintain this with the help of thinking, and in so doing refutes himself. Whoever attempts to establish doubt in thinking by means of thinking itself admits, by implication, that thinking contains a power strong enough to support a conviction. Lastly, our theory of knowledge transcends both onesided empiricism and onesided rationalism by uniting them at a higher level. In this way, justice is done to both. Empiricism is justified by showing that as far as content is concerned, all knowledge of the given is to be attained only through direct contact with the given. And it will be found that this view also does justice to rationalism in that thinking is declared to be both the necessary and the only mediator of knowledge.

[ 2 ] The world-view which has the closest affinity to the one presented here, built up on epistemological foundations, is that of A. E. Biedermann.¹ But to establish his standpoint, Biedermann uses concepts which do not belong in a theory of knowledge at all. He works with concepts such as existence, substance, space, time, etc., without having first investigated the process of cognition alone. Instead of first establishing the fact that in the process of cognition, to begin with, two elements only are present, the given and thinking—he speaks of reality as existing in different forms. For example, he says:

[ 3 ] “Every content of consciousness contains two fundamental factors; two kinds of existence are given to us in it, and these opposites we designate as physical and spiritual, or as bodily and ideal.” (¶ 15) “What exists in space and time is material, but the foundation of all processes of existence, the subject of life, this also exists, but as an ideal; it has ideal being.” (¶ 19)

[ 4 ] Such considerations do not belong in a theory of knowledge, but in metaphysics, which in turn can be established only by means of a theory of knowledge. Admittedly, much of what Biedermann maintains is very similar to what I maintain, but the methods used to arrive at this are utterly different. No reason to draw any direct comparison has thus arisen. Biedermann seeks to attain an epistemological standpoint by means of a few metaphysical axioms. The attempt here is to acquire insight into reality by observing the process of cognition.

[ 5 ] And we believe that we have shown that all conflicts between world-views result from a tendency to attempt to attain knowledge of something objective (thing, I, consciousness, etc.) without having first gained a sufficiently exact knowledge of what alone can elucidate all knowledge: the nature of knowledge itself.

• 1. Note by Rudolf Steiner: See his Christliche Dogmatik, Christian Dogmatics, and edition, 1884–85, the epistemological arguments, Vol. 1. A complete discussion of his point of view has been provided by Eduard von Hartmann; see Kritische Wanderungen durch die Philosophie der Gegenwart, Critical Survey of Contemporary Philosophy, p. 200 ff.