• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Studies in Philosophy and Education >The Individualist? The autonomy of reason in Kant’s philosophy and educational views
【24h】

The Individualist? The autonomy of reason in Kant’s philosophy and educational views

机译：个人主义者？康德哲学和教育观点中的理性自治

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Immanuel Kant is often viewed by educational theorists as an individualist, who put education on “an individual track,” paving the way for political liberal conceptions of education such as that of John Rawls. One can easily find evidence for such a view, in “Answer to the Question: ‘What is Enlightenment?’,” as well as in his more metaphysical, moral inquiries. However, the place of reason in Kant’s philosophy––what I call the “autonomy of reason”––spells out a negative rather than positive conception of freedom, from which stems a less individualistic or political liberal education than many presume. I cite both well known and lesser known works in the essay to demonstrate that Kant defended universal freedom only as a means towards developing the “autonomy of reason”, and I consider comparatively the education it entails with that spelled out by Rawls, despite the common conflation of the two.
机译：教育理论家经常将伊曼纽尔·康德（Immanuel Kant）视为个人主义者，他们将教育置于“个人轨道”上，为约翰·罗尔斯（John Rawls）等政治自由主义教育理念铺平了道路。在“问题的答案：'什么是启蒙？'”以及他更为形而上的，道德的询问中，可以轻易找到这种观点的证据。但是，康德哲学中的理性位置-我称之为“理性自治”-阐明了对自由的消极而非积极的观念，从中产生了比许多假定更少的个人主义或政治自由主义教育。我在文章中引用了众所周知的和鲜为人知的作品，以证明康德捍卫普遍自由只是为了发展“理性自主”的一种手段，尽管有共同点，但我认为它与罗尔斯所阐述的教育相对应。两者的融合。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号