نوع مقاله : مقاله علمی- پژوهشی
نویسنده
دانشیار گروه فلسفه، دانشگاه شهید بهشتی، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
In the nineteenth century, special attention was given to history and its relationship with understanding. Initially, Hegel, adopting a philosophical and meta-historical perspective on history grounded in an a priori and teleological principle, viewed the movement of history as deterministic yet progressing toward perfection. However, the emergence of the German Historical School in the nineteenth century arose as a reaction to Hegel’s philosophy of history. Ranke, Droysen, and Dilthey, the founders of this school, firmly maintained that the history of the world should not be understood through an a priori or meta-historical framework, arguing that humans, as historical beings, cannot observe the course of history from a meta-historical standpoint. Consequently, the Historical School, by connecting the understanding of history to hermeneutics, deemed the comprehension of world history possible only some posteriori, relying on empirical research. Furthermore, concerning the possibility of understanding past historical periods, the Historical School emphasized that an objective understanding of earlier eras is feasible only if we interpret the past not by our contemporary standards but by the standards of those times. Nevertheless, the Historical School encountered two significant challenges. The first was the prevailing belief in human historicity, which considered an objective understanding of the past unattainable. The more substantial issue was that, by rejecting God or Spirit as meta-historical factors determining historical events, the Historical School struggled to justify the coherence and unity of history. This article will elucidate the perspectives of Ranke and Droysen on how history should be understood while also addressing the criticisms directed at them.
کلیدواژهها [English]
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