Chapter 1 Empiricism and Dualisms

Autor/in	Webb, Sheila
Titel	Chapter 1 Empiricism and Dualisms
Quelle	In: Journal of Philosophy of Education, 54 (2020) 6, S.1510-1521 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12530
Schlagwörter	Educational Philosophy; Educational Theories; Epistemology; World Views + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; World view; Weltanschauung
Abstract	In this, the first chapter of "Interpreting Kant in Education," contrasting interpretations of some of Kant's central terms and insights are introduced. It is argued that some central assumptions about mind and world, rooted in traditional empiricist epistemology, have acted as obstacles in interpreting Kant. Discussion of John McDowell's work and Wilfred Sellars's Myth of the Given Argument helps to reveal conceptual inconsistencies in this mind-independent approach to knowledge and the conceptual dualism it supports. McDowell draws on Kant's resources to show that, by thinking differently about mind and world, the perceived dualism is 'exorcised'. This begins the process of introducing a different understanding of Kant's philosophy. In the chapters that follow, the "unity" of mind and world, of subject and object, is emphasised. Through the discussion of his terms, a more contemporary and valuable reading of Kant's Copernican view is gradually developed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01