David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 45 (3):433-454 (2011)
The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus, while Kant takes the educational process to be a radically moral enterprise all the way through—and hence, placed in a relational context—he also aspires to constitute education as a science, to be improved through experiments, thereby paving the way for a systemic approach to education; in spite of its moral inspiration, his systemic approach not only could enter into conflict with the moral demand of taking each individual subject as an end, but is also marked by an intrinsic paradox, already involved in the ambiguity of the term ‘humanity’, which might mean a) humanity as a moral disposition present in each individual human being or b) humanity as a whole, as the ‘human species’
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References found in this work BETA
Immanuel Kant (2006). Anthropology From a Pragmatic Point of View. Cambridge University Press.
Immanuel Kant (2007). Groundwork of the Metaphysics of Morals. In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell Pub. Ltd.
Immanuel Kant (2000). Critique of the Power of Judgment. Cambridge University Press.
Oliver Sensen (2009). Kant's Conception of Human Dignity. Kant-Studien 100 (3):309-331.
Immanuel Kant (1909/2004). Critique of Practical Reason. Dover Publications.
Citations of this work BETA
Stein M. Wivestad (2013). On Becoming Better Human Beings: Six Stories to Live By. Studies in Philosophy and Education 32 (1):55-71.
Marianna Papastephanou (2014). To Mould or to Bring Out? Human Nature, Anthropology and Educational Utopianism. Ethics and Education 9 (2):157-175.
Janez Krek (2015). Two Principles of Early Moral Education: A Condition for the Law, Reflection and Autonomy. Studies in Philosophy and Education 34 (1):9-29.
Predrag Krstić (forthcoming). Three Naive Questions: Addressed to the Modern Educational Optimism. Studies in Philosophy and Education:1-16.
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