 The efficient causes of this portentous change were not limited to the social-political sphere: in the numerous departments that came to make up the philosophical, or lower, faculty of the university, other important developments were also afoot. First, and foremost, there must be numbered the emergence of new, separate disciplines—such as geology, chemistry, biology and psychology—and the resulting squabbles over relative positions, proper boundaries, and the subsequent agon of “role purification” (see Kusch, 1995). In addition, the rapid advances in the scientific discovery had multiplied the previously manageable amounts of data and, hence, suggested to some that the task of philosophy was now to restrict itself to explaining “how the problems of speculation still connect themselves with the ever increasing mass of special knowledge that the labours of the new generation have accumulated” (Adamson, 1885b, p. 573). In this context, the cognate conceptions of philosophy as a synthesizing or supervisory endeavor began to gather adherents. Indeed, the “rehabilitation of philosophy” [Rehabilitierung der Philosophie] (see Schnädelbach, 1984, pp. 103ff) is perhaps the central foundational issue of the day and names “the attempt to allot to philosophy, in a scientific age, a domain of problems that would be independent of the special sciences” (ibid., p. 103). Here, as elsewhere, Lotze emulates Fichte: while science can surely explain what is, it can never elucidate the ultimate value or meaning of the phenomena it reveals—that alone is the task of philosophy (cf. ibid., p. 178).