Chapter 11 Contrasting Readings of Kant

Autor/in	Webb, Sheila
Titel	Chapter 11 Contrasting Readings of Kant
Quelle	In: Journal of Philosophy of Education, 54 (2020) 6, S.1658-1672 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12539
Schlagwörter	Educational Philosophy; Educational Theories; Epistemology; Experience; Criticism + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; Erfahrung; Kritik
Abstract	In this final chapter of "Interpreting Kant in Education," I revisit and expand on some of the main differences in interpretation between the reading of Kant being presented and the familiar Kant found in education theory. It has been maintained that some deep-seated presuppositions from empiricist epistemology have influenced interpretations of Kant's terms, which have led to widespread 'mind-imposes-meaning' characterisations of his view. This 'Kantian' picture receives extensive criticism for intellectualism and a conception of mind as detached from real life. I have attempted to free Kant from this picture and to show that his Copernican view can be read in an altogether different light. Alternative understandings of Kant's central terms and insights have been introduced and developed in each chapter, with a spiralling effect. In this last chapter I consider some interpretations by Anglophone theorists and comments by contemporary Kantians to further elucidate these understandings, which illustrate some of the richness to be found in a renewed engagement with Kant's philosophy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01