The pedagogical teaching of Immanuel Kant in the light of his philosophical anthropology

Abstract

Introduction. The humanistic understanding of the goals and objectives of upbringing and education presupposes the expediency and fruitfulness of the fundamental idea of the comprehensive and harmonious development of human. The task of forming a personality comes to the fore here, and not just transferring a certain amount of knowledge and skills to a student. One of the founders of this approach in upbringing and education is Immanuel Kant (1724–1824), which makes the analysis of his philosophical and pedagogical views relevant. The object of study in the article is the critical philosophy he created in unity with other parts of his system, and the subject is his pedagogical legacy. The purpose of the work is to analyze the main provisions of the concept of upbringing and education of Kant in the light of the project of philosophical anthropology developed by him, to determine the relationship between his pedagogy and anthropology. Materials and methods. The general basis of the study was the method of philosophical and anthropological reconstruction and the method of content-semantic interpretation, through which the analysis of the pedagogy of the German thinker was carried out. The work also used the modeling method and the method of ascent from the abstract to the concrete. Research results. Kant created pedagogical doctrine on the basis of the doctrine of human, the essence of which lies in the reason. The philosopher saw the rationale for the need for upbringing and education in morality. The goal of the development of society is the moral improvement of mankind on the basis of the development of abilities given by nature in the individual. Schooling refers to physical upbringing and involves the development of bodily properties and mental abilities of individuals; it is aimed at acquiring knowledge, developing skills and acquiring skills. Education refers to practical upbringing; it is aimed at the development of morality and the spiritual world of the individual. The main goal of upbringing is the formation of a person as a rationally thinking and freely acting member of society. Therefore, upbringing, together with care and discipline, includes education and training. The task of school-mechanical education is the acquisition of skills useful for life, the task of pragmatic education is the achievement of rationality, the task of moral education is the formation of morality. Conclusion. Contained in the three “Critiques”, the ideal of “educational human”, as a comprehensive and harmonious moral personality, is based on his understanding as a rational, free and creative being. The programs of transcendental anthropology, moral anthropology and empirical anthropology developed by Kant were implemented by him in the conceptual models of “physiological human science” (the study of what nature makes of a person) and “pragmatic human science” (the study of what he, as a free being, makes of himself), which are steps on the way to building a holistic doctrine of human. But the philosophical anthropology of the Koenigsberg scientist is not a “concrete human science”, but rather his idea, a project where the doctrine of upbringing and education in individual development and in the course of social history serves as the basis for meaningful knowledge about a human as a representative of the genus Homo sapiens with reason.