Abstract
Chapter Eight of Interpreting Kant in Education again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all-powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from contemporary Kantian exegesis and commentary, are contrasted with interpretations that make up the familiar ‘Kantian’ picture in education. Drawing on the work of James Conant, attention is given to pictures of human mindedness that are involved in different conceptions of experience and sensibility. These differences are central to understandings of the relation between mind and reality, subject and object, and affect how Kant's overall view is comprehended. John McDowell's work is used to illustrate both the objective and unreflective nature of most of our ongoing sense experience, which is obscured in typical ‘mind imposes meaning’ characterisations in education.
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