David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Dover Publications (1899)
"One of the greatest problems of education," Kant observes, "is how to unite submission to the necessary restraint with the child's capability of exercising his free will." The famous philosopher explores potential solutions to this dilemma, stressing the necessity of treating children as children and not as miniature adults. Rather than a systematic study of theories, this succinct treatise encompasses Kant's thoughts on the subject of education. His positive outlook includes a conviction that human nature can be continually improved. To achieve this end, he advocates raising the science of education to academic status-an innovative notion for the 18th century, and a landmark in modern Western education theory. Annette Churton translation.
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Guoping Zhao (2015). From the Philosophy of Consciousness to the Philosophy of Difference: The Subject for Education After Humanism. Educational Philosophy and Theory 47 (9):958-969.
Ruyu Hung (2008). Educating For and Through Nature: A Merleau-Pontian Approach. Studies in Philosophy and Education 27 (5):355-367.
Marianna Papastephanou (2014). To Mould or to Bring Out? Human Nature, Anthropology and Educational Utopianism. Ethics and Education 9 (2):157-175.
Birgit Schaffar (2014). Changing the Definition of Education. On Kant's Educational Paradox Between Freedom and Restraint. Studies in Philosophy and Education 33 (1):5-21.
Liz Jackson (2007). The Individualist? The Autonomy of Reason in Kant’s Philosophy and Educational Views. Studies in Philosophy and Education 26 (4):335-344.
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