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.
That is partially because "neo-Kantianism" is a broad term that applies to the "Marburg School
" as well as to the "Southwest School." B.
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.
The philosophers who cut their teeth on the debate include Trendelenburg's student, the founder of the Marburg school
, Hermann Cohen, and Fischer's student, one of the founders of the Baden school, Wilhelm Windelband.
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.
The Neo-Kantian movement encompassed two major schools, the Marburg school
, founded by Herman Cohen, leading members of which included Paul Natorp and Ernst Cassirer, and the Southwest school, founded by Wilhelm Windelband, leading members of which included Heinrich Rickert and Emil Lask.
Also touched on are the "Marburg School
" for historical narrative studies; the "New Munich School" (including Kurt Badt and Erich Hubala); and Franz Wickhoff's three types of narration as critiqued by Michael Fehr (1978) and Volker Schupp (1993).