By James Scott Johnston
James Scott Johnston's incisive examine attracts on a holistic interpreting of Kant: person who perspectives him as constructing and trying out an entire approach (theoretical, functional, historic and anthropological) with schooling as a necessary part. As such, the publication starts off with an in depth assessment of Kant's leader theoretical paintings (the Critique of natural Reason), and from that evaluate distils the most important discussions (the position of useful cause; the claims of the 3rd antinomy) for his ethical thought. a longer dialogue of Kant's ethical and political theories and where of pedagogy in it stick with, with recognition to all of Kant's vital ethical works in addition to his leader non secular paintings, faith in the Bounds of Mere cause. A dialogue of tradition and personality follows, mainly via a dialogue of Kant's Critique of the ability of Judgment and Anthropology from a practical perspective, including convinced lectures and released essays on historical past and politics. eventually, an in depth dialogue of Kant's released works on schooling, including just recently released letters and bulletins (in English), is supplied. This culminates in Johnston's estimation of what a Kantian schooling, systematically conceived, may perhaps seem like: an schooling that's aware of theoretical, ethical, cultural-historical, and pedagogic domain names of Kant's considering.
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Additional info for Kant's Philosophy: A Study for Educators
The Lectures are notoriously unreliable as a stand-alone if one wants to understand Kant’s moral pedagogy. Nevertheless, they are valuable if read in the context of his other educational and moral writings. In Conclusion, I pull together the arguments of the previous chapters and try to outline what I think a Kantian education that takes into consideration morals, character, culture, political rights, and pedagogy would look like. Here, I develop an account of a Kantian pedagogy and curriculum that tries to come close to the spirit (if not the letter) of Kant’s metaphysical, political, historical, cultural, and anthropological theories.
As I will argue, these examples of what constitutes a good will are just that: examples, not proofs. Second, Kant’s Categorical Imperative has been misunderstood to consist in only the Formula of Universal Law (FUL), whereas the actual content of the Categorical Imperative lies elsewhere. This misunderstanding also extends to the uses of the Categorical Imperative, which is thought to be a formal and abstract rule we simply bring to bear on specific moral judgements in cases where moral judging is necessary or (alternately) is thought to be the final arbiter of all human conduct to which we can directly appeal.