Chapter 5 Methodologies and Standpoints

Autor/in	Webb, Sheila
Titel	Chapter 5 Methodologies and Standpoints
Quelle	In: Journal of Philosophy of Education, 54 (2020) 6, S.1565-1580 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12537
Schlagwörter	Educational Philosophy; Educational Theories; Epistemology; Bias; Intuition; Learning Processes + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; Learning process; Lernprozess
Abstract	In this fifth chapter of "Interpreting Kant in Education," different ideas about subjectivity and objectivity are explored. Kant's first-person stance for investigation, on which subjectivity cannot be escaped, is contrasted with what John McDowell calls the 'sideways-on' stance of scientific investigation, which looks to free itself from subjectivity for the sake of a supposed objectivity and neutrality. On Kant's Copernican view, objectivity does not stem from an external world but from a human standpoint within an already up-and-running system of concepts and norms. The idea that objectivity be understood as something within thought and not external to it is considered through a discussion of concepts. Kant's notion of intuition is elaborated to emphasise the factive and objective role it plays in perception and gaining knowledge. And Sebastian Rödl's work is used to show how, in providing the worldly "content" of thought, intuition 'situates' us at a particular time and place, revealing a conception of mind as situated and connected with reality, rather than as detached from it. The objectivity of Kant's view continues to be developed through these chapters, whereas it is largely obscured in the widespread 'Kantian' picture in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01