understanding

Understanding had to precede learning, and, according to the Jesuits, the teacher’s first task was careful preparation of the material to be taught (the prelection). But even with that greater awareness of the learner’s needs, the concept of mental discipline still underlay the whole process…

…turn if we are to understand the value of the aesthetic realm—our reason for engaging with it, studying it, and adding to it. Until we understand that value, we will not know why we ought to construct such a concept as the aesthetic, still less why we should erect a…

…historical reason, who viewed “understanding” (Verstehen) as the procedure and thus as the proper method of the human sciences. Understanding, according to Dilthey, consists in the reliving and reproducing of the experience of others. Hence, it is also a feeling together with others and a sympathetic participation in their…

…the distinction between sense and understanding. Sense is not, as Leibniz had supposed, a confused form of thinking but a source of knowledge in its own right, although the objects so known are still only “appearances”—the term that Leibniz also used. They are appearances because all sensing is conditioned by…

…the levels of intuition and understanding (or between the receptivity and spontaneity of the mind) had to be rejected—for the three transcendentals—space and time, the categories, and the ideas of reason—were not existents but were only functions of thought. Finally, these disciples argued that the existence of a single transcendental…