Published by: Indiana University Press
In Four Seminars, Heidegger reviews the entire trajectory of his thought and offers unique perspectives on fundamental aspects of his work. First published in French in 1976, these seminars were translated into German with Heidegger's approval and reissued in 1986 as part of his Gesamtausgabe, volume 15. Topics considered include the Greek understanding of presence, the ontological difference, the notion of system in German Idealism, the power of naming, the problem of technology, danger, and the event. Heidegger's engagements with his philosophical forebears—Parmenides, Heraclitus, Kant, and Hegel—continue in surprising dialogues with his contemporaries—Husserl, Marx, and Wittgenstein. While providing important insights into how Heidegger conducted his lectures, these seminars show him in his maturity reflecting back on his philosophical path. An important text for understanding contemporary philosophical debates, Four Seminars provides extraordinarily rich material for students and scholars of Heidegger.
Preliminary Table of Contents:
Seminar in Le Thor 1966
Seminar in Le Thor 1968
Seminar in Le Thor 1969
Seminar in Zähringen 1973
German Translator's Afterword to Vier Seminare
Martin Heidegger, "The Provenance of Thinking"
Martin Heidegger, "Parmenides..."
German Editor's Afterword to Collected Works, volume 15
Endnotes on the Translation
"[This] brilliant translation will prove indispensable for theory and criticism in English. . . . On Kant, Marx, and the meaning of technology, these seminars contain some of Heidegger's most thoughtful insights and arguments. . . . Highly recommended."~Choice
"Overall Four Seminars is essentially a glimpse into Heidegger's way of working with students. Its pages recount his effortless command of the sweep of the history of Western philosophy from Anaximander to Husserl and Wittgenstein, his modesty about the accomplishments of Being and Time fifty years after writing the book, his conviction about the fundamental philosophical importance of phenomenological method . . . . Genuine teaching, then, is the demonstration of listening and thinking, not the presentation of content.26.1 2005"~Graduate Faculty Philosophy Journal