Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772033
Title: Interpreting Kant in education : dissolving dualisms and embodying mind
Author: Webb, Sheila
ISNI:       0000 0004 7660 8696
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
Immanuel Kant is one of the most influential thinkers of modern philosophy but he receives some fierce criticisms by theorists of education - mostly for intellectualism, a disconnect between mind and reality, and a 'detached' mind making and imposing meaning. This thesis challenges the typical 'Kantian' picture that is widespread in education, suggesting that some deep-seated assumptions about mind and world rooted in empiricist epistemology have shaped interpretations. Drawing on contemporary literature from philosophy of mind and epistemology, it argues that Kant can be read in quite a different way - as non-dualist, with mind as embodied and his subject responsive and sensitive to context. In the increasingly 'standards' culture in education, in which knowledge is too readily seen as a commodity, Kant's first person 'capacity' view, with judgement at its core, offers a way to think about knowledge that has more in common with Aristotle than the dominant paradigms in education of empiricism and constructivism. Kant's epistemology when read through a non-dualist lens offers rich conceptions of knowledge, mind and cognition that, due to the prevalence of the conventional 'Kantian' picture, have yet to be appreciated in educational thought.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.772033  DOI: Not available
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