Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively little has been written on Kant’s contribution to education theory. Recently, however, internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, Susan Shell, and others have begun to turn their attention to Kant’s writings on education and the role of education in cultivating moral character. Kant and Education: Interpretations and Commentary has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory (or some combination).

Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant. The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. It discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being. This book will be of great interest for academics and researchers and post graduate students in the fields of education, philosophy, and philosophy of education.

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This book, sure to become a standard reference work, is a comprehensive, lucid, and systematic commentary on Kant's practical (or moral) philosophy. Kant is arguably the most important moral philosopher of the modern period; yet, prior to this area in a single volume. Using as nontechnical a language as possible, Professor Sullivan offers a detailed, authoritative account of Kant's moral philosophy - including his ethical theory, his philosophy of history, his political philosophy, his philosophy of religion, and his philosophy of education - and demonstrates the historical, Kantian origins of such important notions as â€~autonomy', â€~respect for persons', â€~rights', and â€~duties'. An invaluable resource, this book will be extremely useful to advanced undergraduates, graduates, and professional philosophers alike.

This 2007 volume contains all of Kant's major writings on human nature.

In Kant's Human Being, Robert B. Louden continues and deepens avenues of research first initiated in his highly acclaimed book, Kant's Impure Ethics. Drawing on a wide variety of both published and unpublished works spanning all periods of Kant's extensive writing career, Louden here focuses on Kant's under-appreciated empirical work on human nature, with particular attention to the connections between this body of work and his much-discussed ethical theory. Kant repeatedly claimed that the question, "What is the human being" is philosophy's most fundamental question, one that encompasses all others. Louden analyzes and evaluates Kant's own answer to his question, showing how it differs from other accounts of human nature. This collection of twelve essays is divided into three parts. In Part One (Human Virtues), Louden explores the nature and role of virtue in Kant's ethical theory, showing how the conception of human nature behind Kant's virtue theory results in a virtue ethics that is decidedly different from more familiar Aristotelian virtue ethics programs. In Part Two (Ethics and Anthropology), he uncovers the dominant moral message in Kant's anthropological investigations, drawing new connections between Kant's work on human nature and his ethics. Finally, in Part Three (Extensions of Anthropology), Louden explores specific aspects of Kant's theory of human nature developed outside of his anthropology lectures, in his works on religion, geography, education ,and aesthetics, and shows how these writings substantially amplify his account of human beings. Kant's Human Being offers a detailed and multifaceted investigation of the question that Kant held to be the most important of all, and will be of interest not only to philosophers but also to all who are concerned with the study of human nature.

Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)