Chapter 10 Situated and Sensitive Agents

Autor/in	Webb, Sheila
Titel	Chapter 10 Situated and Sensitive Agents
Quelle	In: Journal of Philosophy of Education, 54 (2020) 6, S.1644-1657 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12538
Schlagwörter	Educational Philosophy; Educational Theories; Ethics; Constructivism (Learning); Epistemology + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Ethik; Erkenntnistheorie
Abstract	In this Chapter Ten of "Interpreting Kant in Education," I respond to critique of Kant's ethics in education theory. Typically presented as a constructivist, with mind (detached from desire) imposing meaning and maxims, Kant's ethics are regularly disparaged and subject to the same charges of a dualism and disembedded mind that are made against his epistemology. Again drawing on contemporary Kant commentary, I argue that Kant's moral and practical theories, like his epistemology, can be read in a very different way. Kant's ethical subjects, for instance, can be understood as dependent on their relations with others to become moral and rational at all, and are always embedded in a particular context that provides the content of thought about what to do. Interpretations of Kant's central terms, previously introduced, are reviewed in light of his ethics, further elaborating and differentiating Kant from the familiar 'Kantian' picture in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01