REVISED AND EXPANDED EDITION
I
Why Hegel for teachers, the so-called philosopher of absolute knowledge?
The philosophy of Hegel (1770-1831), from the 20th century, experienced and, even today – the dawn of the century. XXI –, has experienced a great rebirth, and this fact was due and is due, in large part, to four important reasons:
1- Because Hegel was rediscovered and re-evaluated as the philosophical progenitor of Marxism (and not just by philosophically oriented Marxists);
2- Because the historical perspective (search for knowledge) that Hegel placed on everything, in a general sense, besides Karl Marx, also influenced:
A- Foucault's philosophy (1926-1984), with his so-called Archaeological Method;
B- Nietzsche's philosophy (1844-1900), with his “Genealogy of morals” and the so-called “theory of the three transformations of the spirit” (the camel, the lion and the child);
C- The philosophies of Sartre and Heidegger, with their different existentialisms, and also those of many others;
3- Because, at that time, and even more today, the recognition of the importance of its phenomenological epistemological foundations, under the bases of its dialectical idealism, of the search for knowledge, has been growing.
4- Because important philosophers (Georg Lukács, Herbert Marcuse, Theodor Adorno, Ernst Bloch, Alexandre Kojève and Gotthard Günther) were and still others have been directly and indirectly responsible for the rebirth of Hegel, highlighting the epistemological foundations of his philosophy or Phenomenology of Spirit.
II
In the same way, no philosopher has been and/or has been as mistranslated or interpreted as Hegel. His philosophy has in many cases been tragically misrepresented, and to this day, for this reason, it has been misunderstood or misunderstood by many, mostly professors. That is, many of those who spoke about Hegel did not know what they were talking about or, knowing, they did not know correctly about him.
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