Subject, Education, Truth

Abstract

Two processes develop in human culture and society that implicate each other. The first is, according to Hegel, the development of universal experience and knowledge in any individual since individuals are never born complete as what they are supposed to be. The second is the subjectivization of the universal experience and knowledge into unique and singular forms of the self and self-consciousness. An analysis of these two processes in the history of philosophy has revealed the interconnections between the cognizing subject, truth and education and paideia. A hermeneutical principle of "self-care" that develops the skill of ruling and caring for others represents one of the traditions that includes these features in unity and determines a type of paideia. This principle is developed by Socratic, Platonic, Epicurean and Stoic morality, and was actualized by Descartes in his movement to the cogito. "Self-care" was considered in the 17th century as a condition of acquiring scientific knowledge; later, however, it was labeled as egotism and individualism and replaced by self-cognition. Foucault gives proof of the necessity to revive the "self-care" principle in its initial sense as a foundation of the modern hermeneutical conception of upbringing. Hence, the role of philosophy as "an adviser" or "tutor" is to be revived in the process.