{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"8d2fa07d-9d78-4c34-bef3-077110a9fb0d","title":"西方哲学史 第2版","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300121413","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"8d2fa07d-9d78-4c34-bef3-077110a9fb0d","id":"8d2fa07d-9d78-4c34-bef3-077110a9fb0d","uuid":"8d2fa07d-9d78-4c34-bef3-077110a9fb0d","title":"西方哲学史 第2版","normalized_title":"西方哲学史第2版","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300121413","isbns":["9787300121413"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":591,"navigation_url":"https://workshop.closeclaw.top/ai/book/8d2fa07d-9d78-4c34-bef3-077110a9fb0d","title_url":"https://workshop.closeclaw.top/ai/title/%E8%A5%BF%E6%96%B9%E5%93%B2%E5%AD%A6%E5%8F%B2%20%E7%AC%AC2%E7%89%88","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/8d2fa07d-9d78-4c34-bef3-077110a9fb0d/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/8d2fa07d-9d78-4c34-bef3-077110a9fb0d/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/8d2fa07d-9d78-4c34-bef3-077110a9fb0d","page_url":"https://workshop.closeclaw.top/api/ai/books/8d2fa07d-9d78-4c34-bef3-077110a9fb0d/page","search_url":"https://workshop.closeclaw.top/api/ai/books/8d2fa07d-9d78-4c34-bef3-077110a9fb0d/search"},"page":{"printed_page":572,"pdf_page":579,"physical_index":579,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"a29759408be1f44310d42218d2e52b3f608798340f1b802c8a04884985b3205a"},"chapter":"第十章","content":"第四，哲学对社会现实的影响。启蒙主义构成了近代哲学的主导精神，哲学家们不仅试图在认识上达到真理，而且以改造社会为己任。近代哲学所处的历史时期，正是欧洲社会大变革的时期，哲学作为时代精神的体现，为社会变革进行了思想和理论上的准备。启蒙主义与宗教迷信、封建专制与愚昧落后为敌，试图通过提倡理性、发展科学、推进知识、教化大众的方式促进社会的进步，作为一场大规模的持久的思想文化运动，对于西方文明产生了极其深远的影响。在这个历史时期，哲学不仅是黄昏才起飞的猫头鹰(黑格尔语)，也是清晨报晓的雄鸡。\n\n第五，形而上学的完成。如果不考虑19世纪下半叶黑格尔后哲学向20世纪西方哲学的过渡，近代哲学从笛卡尔哲学开始，以黑格尔哲学而告终，我们可以把这一历史时期看做是形而上学的完成时期。笛卡尔从一开始就提出了建立形而上学体系的设想，黑格尔则通过他的辩证法使形而上学变成了“科学”。如果再向前追溯，我们可以将从亚里士多德到黑格尔的发展过程看做是形而上学从“潜能”到“现实”的过程。由于黑格尔将古典哲学形而上学的观念发挥到了极致，从而亦使形而上学走上了绝路。黑格尔之后，尤其是20世纪西方哲学，几乎始终都在激烈地反对形而上学。因而从另一方面看，这也表明形而上学虽然在黑格尔那里“完成”或者“终结”了，但是仍然有其深远的影响，这种现象值得我们深思。\n\n572","previous_page":571,"next_page":573}