The editor has organized the thirty-three contributions that make up the main body of the text in four parts devoted to the beginnings of the resurgence as shown in the writings of Hermann Von Helmholtz, Otto Liebmann, Friedrich Albert Lange, and Rudolf Hermann Lotze, the Marburg School
, the Southwest School, and responses and critiques.
Moynahan (history, Bard College) highlights the influence of the Marburg School
's Hermann Cohen and the 18th century mathematician Gottfried Liebniz and uses those influences as a means of understanding how Cassirer and the Marburg school
sought to transform the philosophical project of Immanuel Kant in order to investigate the leading edge of contemporary science (particularly in fields such as group theory and logic), radically recast the problem of appearance and reality, and to construct a basis for the political definition of rights and democracy.
This approach has a venerable tradition, going back to the Marburg school
of Hermann Cohen and Paul Natorp, contrasting with ontological interpretations offered by thinkers such as Heidegger and more recently Guyer.
At the end of the 19th century, German academic philosophy was dominated by the two major schools of Neo-Kantianism, the Marburg School
, and the Baden, or Southwest, School.
Nevertheless, such philosophizing survived in the works of both philosophers such as Losev and writers such as Platonov and Pasternak, the latter of whom has eschewed a promising philosophical career as a member of the Marburg School
of neo-Kantianism in favour of a career as a philosophical novelist.
First, the Marburg school
saw mathematics as completely within the category of logic, whereas the Southwest school (especially Rickert) saw mathematics as having an extra-logical component.
He introduces us to the Marburg School
and to Neo-Kantianism, which he characterizes as a nuanced reaction to positivism and scientism and a rejection of irrationalism.