Interpreting Kant for Education Dissolving Dualisms and Embodying Mind

No thinker in the modern world has laid the way for the development of philosophy so influentially as Immanuel Kant, and it is hard to think of the philosophy of education without some sense of Kant in the background. Yet simplified exegeses and synoptic accounts abound, making for a ‘Kantian’ picture that readily succumbs to caricature. Interpreting Kant for Education exposes the errors in this picture. Through a spiralling series of arguments, Sheila Webb dismantles the sclerotic dualisms of fact and value, subject and object, and body and mind that have done so much to hamper appreciation of Kant and to harm education. This ground-breaking work in the philosophy of education allows a reappraisal of Kant; it plays its part in the reengagement with Kant in the wider analytic tradition and provides a secure footing for better research and practice in education.

Preface vii

Author’s Preface and Acknowledgements ix

Interpreting Kant in Education xi

1 Empiricism and Dualisms 1

2 Dualisms, Distinctions and Unity 15

3 Kant as a Revolutionary 29

4 Naturalisms, Materialisms and the Ideal World 43

5 Methodologies and Standpoints 65

6 Mind-Dependent Views of Knowledge 83

7 A Disappearing World 101

8 The ‘Layer-Cake’ versus ‘Transformative’

Conceptions of Human Mindedness 123

9 On Concepts: The General and the Particular 139

10 Situated and Sensitive Agents 155

11 Contrasting Readings of Kant 171

References 189

Index 201

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