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The fourth chapter follows the ramifications of this investment in a Platonizing imagination of learning and knowledge into the discipline of philology, showing how such a template interacted with the tensions inherent in philology as a practice. If it is the case that the demands of an increasingly specialized scientific philology and the expectation of a fully personal and individualized formation of the self (Bildung) were increasingly drifting apart, I want to show that philology in its self-descriptions still tried to keep those poles together, especially through maintaining a rhetoric of philological feeling. The authors this chapter focuses on are Friedrich Creuzer, Friedrich Thiersch, August Boeckh, Friedrich Ritschl, and Hermann Usener.
Nineteenth-century German classical philology underpins many structures of the modern humanities. In this book, Constanze Güthenke shows how a language of love and a longing for closeness with a personified antiquity have lastingly shaped modern professional reading habits, notions of biography, and the self-image of scholars and teachers. She argues that a discourse of love was instrumental in expressing the challenges of specialisation and individual formation (Bildung), and in particular for the key importance of a Platonic scene of learning and instruction for imagining the modern scholar. The book is based on detailed readings of programmatic texts from, among others, Wolf, Schleiermacher, Boeckh, Thiersch, Dilthey, Wilamowitz and Nietzsche. It makes a case for revising established narratives, but also for finding new value in imagining distance and an absence of nostalgic longing for antiquity.
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