ABSTRACT
The chapter attempts to extend our argument about the existential connectedness of thinking by tendencies employing the doctrine to legitimate their ever more questionable principles, It also considers certain conclusions that have been drawn from it to be dangerous. The chapter opposes cultivational and specialized knowledge to one another in the present context, it cannot on this occasion provide systematic grounding for this contrast; nor the chapter presents the sources of the distinction in intellectual history. sociology has neither the possibility nor the function of offering, all by itself, the cultivational matter that goes beyond the specialized. In a retrospect prepared as he was planning his English classes, Mannheim lists: In line with the argument he spelled out in his 1932 lecture on the curriculum, the historical-conceptual units originated in a discussion of current questions and returned to them.
