Abstract
In the earlier chapters of Interpreting Kant in Education, a reading of Kant was developed that contrasts sharply with the widespread ‘Kantian’ picture in education theory. Having discussed aspects of Kant's view in relation to empiricist and naturalist (mind-independent) epistemologies, I turn in this sixth chapter to contrast them with Richard Rorty's social consensus (mind-dependent) view of knowledge. Attention is drawn to empiricist understandings of epistemological concepts to illustrate the enduring influence of the Cartesian legacy, which, I argue, has shaped interpretations of Kant in education. Alternative understandings of some familiar concepts (previously introduced) are expanded on, with mind, world and their relation again being a point of discussion. Drawing on the work of John McDowell, I focus particularly on the ideas of objectivity and ‘worldly constraint’ as a basis for arguments developed in Part Two and in order to bring into view a richer and more acceptable picture of Kant's idealist view of knowledge.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
