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Kant’s Theory of Education in Ethical Perspective
Zeljko Senkovic
orcid.org/0000-0001-6831-6130
; Odsjek za filozofiju, filozofski fakultet sveučilišta josipa jurja strossmayera u Osijeku, Lorenza jägera 9, HR-31000 Osijek
Sažetak
If we consider (self)education within the scope of long-lasting work on ones maturity and autonomy, the following maxims are important in Kant’s philosophy: 1) think on your own 2) imagine yourself (in conversation with people) in everybody else’s shoes 3) always think in accordance with yourself. The first principle is negati¬ve, nonviolent; the second is positive, liberal, it intends on other people’s terms; the third is a coherent way of thinking. With the term “radical evil” in Kant and his followers, a shift occurred in the understanding of human nature. The problem was reduced to the individual, and the debate is primarily postulated through the concept of freedom: only in freedom and through freedom can a person become good or evil. Kant claims that we are animal rationabile, which means that we still have to attain and constantly try to assert our own capacity. According to Kant, there is no such thing as a precisely defined idea that should, in its entirety, be realized through disciplining and educatingappreciation of the innate dispositions is what is important. There are a number of examples for pragmatic education that should be achieved by civilizing in UberPadagogik. The mind is enabled through discipline, but is also divided into other fields of action that refer to each other. Therefore, they are all methods of working on the mind that have different levels of value attributed to them.
Ključne riječi
Kant; education; maxim; morality; discipline
Hrčak ID:
79796
URI
Datum izdavanja:
9.4.2012.
Posjeta: 4.900 *