INTERPRETING KANT FOR EDUCATION
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 exposesthe 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.
Table of Contents:
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
About the Author :
SHEILA WEBB is an independent scholar whose main areas of research lie in the philosophy of mind, language and epistemology, and how these relate to theories of learning in education.
