Education, Learning and Freedom

Journal of Philosophy of Education 51 (2):430-442 (2017)
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Abstract

This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom—the power to put learning to question. An emancipatory concept of education requires that formative freedom lies at the heart of the educative endeavour, to which learning must be seen as secondary. The proposal of the two types of freedom is based on a relatively detailed consideration of Kant's Critique—this is necessary in order to ensure that the concepts of instrumental and formative freedom have a credible philosophical basis.

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original Hinchliffe, Geoffrey (2016) "Education, Learning and Freedom". Journal of Philosophy of Education 50(4):

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Geoff Hinchliffe
University of East Anglia

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References found in this work

Critique of Pure Reason.I. Kant - 1787/1998 - Philosophy 59 (230):555-557.
Authority and education.R. S. Peters - 1966 - Ethics and Education 237:265.
Can Kant have an account of moral education?Kate A. Moran - 2009 - Journal of Philosophy of Education 43 (4):471-484.
Kant's compatibilism.Hud Hudson - 1994 - Ithaca: Cornell University Press.

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