Paul Natorp

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Natorp, Paul


Born Jan. 24, 1854, in Düsseldorf; died Aug. 17, 1924, in Marburg. German idealist philosopher. Head, along with his teacher, H. Cohen, of the Marburg school of neo-Kantianism. Professor at the University of Marburg from 1885.

Natorp interpreted the Kantian concept of the thing-in-itself as merely a thought of a limit (Grenzbegriff), an incentive for scientific knowledge. Correspondingly, the fundamental Kantian distinction between a priori forms of sense experience and categories of reason is eliminated and converted into a purely logical problem of how the entire content of scientific knowledge is determined by the initial act of thinking (primary source)— by the linking of opposite activities (differentiation and unification). Natorp considered mathematical analysis a classic example of scientific knowledge, seeing in the history of mathematics and natural science a tendency to supplant all specific objects of investigation with constructions of pure thought.

Natorp evaluated ancient philosophy, especially the works of Plato, in the spirit of modern idealism. In particular, he pointed out the resemblance of Plato’s method to the Kantian transcendental method as interpreted by the Marburg school.

Natorp devoted considerable attention to what is known as social pedagogy, the latter being closely related to ethical socialism, which originated within the Marburg school. The basic idea in Natorp’s social pedagogy is the education of the individual as a participant in the endless movement of humanity toward an ideal society, where each individual would be viewed not only as a means but as an end as well. Natorp’s sociopolitical views are a variation of bourgeois liberalism.


Platons Ideenlehre, 2nd ed. Leipzig, 1921.
Gesammelte Abhandlungen zur Sozialpädagogik, 2nd ed., vols. 1–3. Stuttgart, 1922.
Philosophie; Ihr Problem und ihre Probleme, 3rd ed. Göttingen, 1921.
Die logischen Grundlagen der exakten Wissenschaften, 3rd ed. Leipzig, 1923.
Philosophie und Pädagogik, 2nd ed. Marburg, 1923.
Pestalozzi, 5th ed. Leipzig-Berlin, 1927.
Philosophische Systematik. Hamburg, 1958.
In Russian translation:
Sotsial’naia pedagogika. St. Petersburg, 1911.
Kul’tura naroda i kul’tura lichnosti. St. Petersburg, 1912.
“Kant i Marburgskaia shkola.” In Novye idei ν filosofii, anthology 5. St. Petersburg, 1913.


Sovremennaia burzhuaznaia filosofiia. Moscow, 1972. Pages 38–43.
Grafe, I. Das Problem des menschlichen Seins in der Philosophie P. Natorps. Würzburg, 1933.
Ruhloff, J. P. Natorps Grundlegung der Pddagogik. Freiburg im Breisgau, 1966.


References in periodicals archive ?
Resumen: Paul Natorp sostiene que el problema del metodo es el problema fundamental de la filosofia.
Anna Macias Garcia aborda la faceta tal vez menos conocida de Maria de Maeztu (1881-1948): su traduccion de textos pedagogicos ingleses y alemanes donde destaca el volumen Religion y Humanidad (1914) del filosofo Paul Natorp.
10) His thesis on 'Die Atomistik und Faradays Begriff der Materie: eine logische Untersuchung' (Atomism and Faraday's notion of matter: a logical analysis) (Buek 1905a; see also Buek 1904 and 1912) won him a prize essay competition Around Cohen and Paul Natorp in Marburg a Kantian-socialist group had formed, which included Robert Michels, Kurt Eisner and Otto Buek, and which sympathised with syndicalism and anarchism, drawing inspiration in particular from Tolstoy's works (Hanke 1993: 130).
Hermann Cohen (1842-1918) abandona a los 70 anos la Universidad de Marburgo, donde habia ensenado casi durante cuarenta, y fundado junto a Paul Natorp la Escuela de Marburgo, neokantiana.
Dada a enorme dificuldade em torno dessas questoes, o ponto de partida heideggeriano sera analisa-las a partir da consideracao de dois filosofos que trataram do problema: Paul Natorp e Wilhelm Dilthey.
This approach has a venerable tradition, going back to the Marburg school of Hermann Cohen and Paul Natorp, contrasting with ontological interpretations offered by thinkers such as Heidegger and more recently Guyer.
Kim discusses the key question of the influence of Plato on Neo-Kantianism and on phenomenology, and focuses on the virtues of the reading of Plato of Paul Natorp, a member of the Marburg school, and on Heidegger's criticisms of that reading.
He was rejected by the former university--mainly on account of the spirit of his investigations not being in conformity with the tradition of the respective university--, but accepted at Marburg due mainly to the positive reviews about this text by the renowned Paul Natorp and Nicolai Hartmann.
Inspirado en su maestro Franz Brentano, Husserl intenta a traves de un metodo descriptivo allanar el camino hacia una teoria del conocimiento alejada de los presupuestos de un yo puro tal y como por entonces defendia en su Psicologia el neokantiano de Marburgo, Paul Natorp.
En una segunda parte, se centra en la Pedagogia Social de Paul Natorp e intenta mostrar las claves de interpretacion de algunas tematicas que inspiraron las tendencias de principio de siglo y que aun siguen ocupando a la Pedagogia Social: el problema del metodo, la unidad teoria-praxis, el papel de la teoria de los valores como propuesta para orientar la vida, el problema de la formacion y el rol del educador.
El joven Ortega, seguidor de Natorp, es quien propicia los contactos de la pedagogia espanola con la neokantiana de Paul Natorp y Hermann Cohen.