Chapter 8 The 'Layer-Cake' versus 'Transformative' Conceptions of Human Mindedness

Autor/in	Webb, Sheila
Titel	Chapter 8 The 'Layer-Cake' versus 'Transformative' Conceptions of Human Mindedness
Quelle	In: Journal of Philosophy of Education, 54 (2020) 6, S.1615-1628 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12534
Schlagwörter	Educational Philosophy; Educational Theories; Epistemology; Sensory Experience + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; Sinnerfahrung
Abstract	Chapter Eight of "Interpreting Kant in Education" again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all-powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from contemporary Kantian exegesis and commentary, are contrasted with interpretations that make up the familiar 'Kantian' picture in education. Drawing on the work of James Conant, attention is given to pictures of human mindedness that are involved in different conceptions of experience and sensibility. These differences are central to understandings of the relation between mind and reality, subject and object, and affect how Kant's overall view is comprehended. John McDowell's work is used to illustrate both the objective and unreflective nature of most of our ongoing sense experience, which is obscured in typical 'mind imposes meaning' characterisations in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01