The Educational Theory of Immanuel Kant

L IP P IN CO T T ED UCA TIO N A L S ER IES
THE
Ed u c a t i o n a l T h e o r y
IM M A N U EL
Tr
a n s
W IT H
l
a
t e
AN
d
d
a n
KA N T
Ed i
t e
d
IN T R O D U CT IO N
BY
EDW A R D FR A N KLI N B U C H N ER , PH D
.
Profe ssor
o
f Ph ilos oph y
an d
z
r
Edu ca i on in t h e Unive s it y
o
PH ILA DELPH IA 59 LO N DO N
J
B
.
LI PPI N C O T T
CO
l
Y
(
f A ab am a
°
.
.
M PA N Y
)
A LE
H B RARY of GO NGEE§ 3
TWO copies fl ew wm
APR 7
”8
6 808
m m ay
CO P Y R IGH
BY J
ELECT RO TY
P
ED AND
P
.
B
RINTED B Y
.
T
,
LIP P IN CO
J.
PP
LI
190 8
TT CO M
P
PA
INCO TT CO M A NY
,
NY
PH l LA DELPHIA , U . 8
.
A
.
T R A N S LA T O R S
’
PR EFA C E
KANT conti nues to b e such an i mportant fi gure
both
the e ducati onal and t h e cultural t e nd e nc i e s o f t h e pres e nt
day that i t i s not suffic i e nt for on e to kn ow t h e scant
outl i n e s of some of h i s v i ews on educati onal probl e ms
as th e y may be gi ven place i n th e usual summari es i n
Thes e v i e ws
t h e manuals on t h e h i story o f e ducati on
should b e s e t forth i n th ei r e nti rety wh i ch has not been
done h i therto i n E ngl i sh A gai n t h e r e newed i nt e re st
i n Kant as a gr e at p e dag ogi cal Kla s s i /cer d i splayed i n th e
r e cent d e cades by the appearance of s e v e ral ed iti ons o f
h i s Ueb er P d d a gogi lc i n G e rmany and of a translati on
o f it i n F ranc e and th e i ncreas i ng study o f e ducati onal
h i story by di rect app e al to the vi ews of thos e wh o hav e
mould e d that h i story o ffer ampl e j usti ficati on for th e a p
r
n
ce
of
the
pr
e
sent
translat
i
on
A
nd
finally
the
ea
a
p
contrib uti ons wh i ch ph i losophy and ph i losoph e rs hav e
m ade to the syst e mati c developm e nts o f pedagogy
should be gi ven a larg e r e xplo i tati on than h as been done
h i therto by th e stud e nts of e ducati onal foundati ons
Th e translati on on wh i ch t h e pr e s e nt volum e i s bas e d
was mad e a d e cade ago as a p ort i on of larg e r h i stori cal
studi e s an d w i thout an y thought of hav i ng i t ge t b e yond
I n the course of ti me it r e
th e form o f manuscri pt
n
f
i
l
g
ave
serv
ce
to
stud
e
nts
i
the
fields
o
the
a
t
d
e
e
y
p
h i story of the Kanti an ph i losophy and of modern e d u
I t i s hop ed that the scop e of th i s
cat i ona l theory
in
,
.
,
.
,
,
,
,
.
,
,
.
,
.
.
V
T RAN S LATO R S PRE FACE
vi
’
do ub l e s e rvi ce may now b e enlarg e d by t h e add iti ons
and i nt e rpr e tati ons wh i ch hav e brought th e volum e to
i t s pr e sent form
I t has not b e e n an easy task to put Kant s Ueb er P a d
a g ogi lc i nto
smooth readabl e E ngl i sh
M any of t h e
s e nt e nc e s i n t h e ori gi nal are i mp e rfe ct b ei ng m e r e not e s
bri e f r e m i nd e rs to a l e cture r as i t w e re S om e of t h e
fre e r e nd e ri ngs adopted w e re mad e n e c e ssary by reas o n
o f t h e g e n e ral charact e r o f th e materi al
Th e r ead e r
can also b e profit e d i f h e r egards many of th e Notes as
“
l i t e ral t e xts wh i ch can b e mad e to y i eld th ei r ri p e st
mean i ngs by r e fl e cti ng up o n th e m as such
To th e t ranslati on of Ueb er P a d a gogi k I hav e add e d
—
i n th e fo ot not e s and t h e app e nd e d S e l e cti ons —all th e
translati ons b ei n g n e wly m ad e — passage s fro m Kant s
oth e r t e chn i cal and popular writi ngs By th i s means I
hav e end e avor e d to bri ng tog e th e r all o f t h e mat e ri al
Kant has to o ffe r on t h e g e neral th e m e of e ducati on
F rom th e s e it w i ll b e s e e n that aft e r t h e awak e ni ng of
h i s educati onal i nt e rest h i s v i e w s conti nu e d to b e very
much i n accord w ith t h e g e neral s ch e m e lai d dow n i n
t h e lectur e s
M ost o f t h e e d i ti ons (not i ncludi ng Ri nk s ) of the
Ueb er P d d a g ogi k hav e b ee n consult e d i n t h e pr e para
ti on o f t h e pr e s e nt e d i t i on most ass i s tanc e pr obably b ei ng
d e ri v e d from D r V ogt s H i s e d i tori al n ovelty o f num
b e ri ng t h e S e cti ons g i v e s a g o od arti culati on to t h e con
t e nts and i s therefore r e tai n e d i n t h e pres e nt translati on
Th e margi nati ons a r e add i ti ons of the present e d i tor
The S e lecti ons have been tak e n un i formly exc ept i n the
fe w i nstanc e s otherwi se i nd i cated from H art en s t ei n s
.
’
,
.
,
,
,
.
.
”
,
.
,
,
7
,
.
.
,
,
.
’
,
,
,
’
.
.
,
.
.
,
’
,
T RAN S LATOR
Ka n t s
’
S
Vii
PRE FACE
Wcr kc e i ght volum e s Le ip
z ig 1 8 6 7 —1 8 6 8
The pr e parati on o f th i s volum e had
b e e n c ompl e t e d b efor e M i ss Ch urt on s translati on i n
Ka n t on Edu ca ti on cam e t o my hand
I t i s a gre at pl e asure to acknowledge t h e a id of m y
w i fe whos e i nt e re st and ski ll hav e b een of sp e ci al s e r
v i c e i n t h e rev i s i on of the translat i ons I am also i n
d ebted to my fri ends an d form e r coll e agu e s Profe ssor
G e org e M D uncan of Y al e Un i v e rs i ty for t h e use o f hi s
l i st of t h e E ngl i sh translati ons of Kant s wri ti n gs whi ch
h e has brought down to dat e for th i s volume and Pr e s i
d ent G S tanl e y H all of Clark Un i vers i ty for access to
speci al monographs i n h is pri vat e l ibrary
Im m a n u el
’
,
S a mm tli che
,
,
.
’
.
,
.
,
.
,
,
’
,
,
,
,
.
.
EDW AR D FR ANKLIN B UCH NER
T US CALOO S A A LAB AMA Octob er
,
,
16
,
1 903
.
.
ED IT O R S
’
PR EFA C E
KANT has profoundly i nflu e nc e d th e m o d e rn
world H i s system of thought has b e e n d i sc i pl i n e and
i nsp i rat i on to t h e cultur e -asp i rin g m i nds o f th e last
century H i s i nflu e nc e w i ll conti nu e I t i s n ot gen
e ra l l y known that h e appl i e d hi s ph i losoph i cal sp e cula
ti o ns to t h e probl e ms of publ i c e ducati on
That h e
sh o ul d do s o i s not strang e H e r e cogn i z e d that e duca
t i on i s the sourc e o f progre ss among i nd i vi duals and
nati ons That h e should fe e l i t i ncumbent to a i d c on
cr e t e l y and sp e c i fically t h e gr e at work o f e ducati on i s
i n harmony w i th h i s l i fe acti vi ti e s and h i s ph i los oph i c
th e ory
Tw o typ e s of p e dagogi cal l i t e ratur e are to b e deplored
thos e produced by enthus i asts w h o lack i ns ight and
thos e produc e d by th e o ri sts w h o lack sympathy or touch
w i th actual e ducati onal ag e nc i e s Th e form e r a re usu
ally i n p o or taste and lack d ue prop orti on ; th e y mak e
“
much ado about the nothi ngs of e ducati on a n d fai l
to s e e the broad fundamental pri nc ipl e s that c o nd i
ti on and control tru e p e dagogi c progr e ss Th e latt e r
a r e usually so far r e mov e d from t h e e xp e ri e nc e of
t e ach e rs and s o att e nuat e d i n analys i s as to los e a l l
V i tal i zing gu i danc e Cl e arly w e have constant n e e d of
tre ati s e s w i t h a bas i s in ph i losoph i c i ns ight and w i th a
r e cogn i ti on of th e fundam e ntals i n t h e s i mpl e phas e s o f
practi cal exp eri enc e
I MMANUEL
.
.
.
.
.
.
.
,
.
.
.
.
EDI TO R S PRE FACE
"
’
S uch a contributi on Kant h e re makes
Th e s e Lec
t a r e N otes a r e o f gr e at pract i cal valu e b e caus e th e y con
s i s t e n t l y unfo ld i n outl i n e a rat i onal p e dag ogi cal syst e m
Th e v ital m att e r i s n ot wholly what syst e m th e y um
Th e
fold but rath e r that th e y do unfo ld a syst em
d i scern i ng stud e nt w i ll b e abl e t o supply such d etai ls
and such
o n t h e c oncr e t e s i d e as e xp e ri e nc e a ffo rds
as Kant no doubt suppl i e d i n hi s expos iti ons b e for e h i s
class
I n a s ens e i t i s to b e r egre tt e d that t h e full e r tr e atm ent
by th e mast e rful thi nk e r i s n ot avai labl e I n anoth e r
s e ns e th i s i s matt e r fo r c o ngratulati on I t l e av e s th e
stud e nt fr e e t o th i nk and i t c omp e ls analys i s and v eri fi
cati on A mast e ry of th e tr e ati s e w i ll l e ad t o o rigi nal
S uch a maste ry wi ll e ve n t u
i n q u i ry and ampl i ficati on
a t e i n t h e tru e fo rmulat i on of a s vs t e m of e ducat i onal
th e ory i n wh i ch th e e ss e nti al gu i danc e i s suppl i e d a n d
t h e d e tai l e d v e ri ficati on i s l e ft t o t h e stud e nt
S uch a
study w i ll n e c e ssari ly carry conv i cti on and fost e r tho ught
Th e e ducati o nal d o ctri n e s o f H e g e l and of H e rbart hav e
b ee n fai rly w e ll r e p o rt e d to A m e ri can e ducators Th e
e ducati o nal d o ctri n e s o f I mmanu e l Kant ar e pract i cally
unkn own t o t h e gr e at t e ach i ng b o dy of t h e Uni t e d S tat e s
I t i s unfo rtunat e that on e should b e c om e ac q uaint e d
w i th o nly a part of th e G e rman th e o ry of e ducati on and
as a r e sult attach h i ms e lf as
d i sc i pl e t o th i s or that
l e ad e r assum i ng hi s nam e and acc e pti ng h i s doctri n e s as
if t h e whol e of e ducati onal w i sdom w e r e found i n t h e
w o rks of on e man I t i s sti ll mor e unfortunat e for
A m e ri can t e ach e rs t o follow bl i ndly i n d e tai l any for eign
syste m of e ducati on Th e fundam e nta l q ual i ty of t h e
.
.
.
,
,
.
.
.
,
.
.
.
.
.
.
,
,
.
.
,
EDI TO R S PRE FACE
"i
’
A m e ri can scho o l syst e m e sp e ci ally i n it s organ i zati on
and adm i n i strati v e asp e cts i s un i q u e A study of any
syst e m of e ducati onal thought pro duc e s i t s b e st re sults
by sti mulati ng i n q ui ry and by pro v i di ng a syst e mati c
th e o r e t i c o utl i n e i nto whi ch e xp e ri e nc e and r e fl e cti on
may cast th e mselv e s and by wh i ch old and acc e pt e d
th e ori e s may mould th e ms e lv e s i nto n e w forms I n
th i s plan of study curr e nt acti v i t i e s may b e put to
rati onal t e sts I t i s o n e th i ng to b e a bl i nd and ad o ri ng
fo llow e r ; i t i s q u i t e anoth e r th i ng to hav e an i ns ight
broad e nough to promot e rati onal i n q ui ry and to arri ve
at tru e conclus i ons A study such as thi s t e xt a ffords i s
o f the m o st sp e c i fic valu e i n furtheri ng t h e loft i e st i d e als
o f profe ss i o nal i n q u i ry
We hav e no nati onal syst e m o f e ducati on nor hav e
O ur vari e d
w e as y e t a nati onal th e o ry of e ducati on
practi c e s d ue to l o cal and S tate contro l have gi v e n us
w i d e ly d i v e rg e nt v i e ws of educat i onal th e ory W e ar e
a gr e at nati onal lab o rat o ry i n wh i ch w i th n o un i form
pr e parat ory trai n i ng we hav e thousands of p e dagogi c
e xp e ri ment e rs e volv i ng b it by b i t e ducati onal i d e as o f
vary i ng valu e s
I f i t w e r e poss ibl e to trai n our t e ach e rs i n funda
mental e ducat i onal law thi s d i v e rs i fied study i n i t s
many s i d e d asp e cts would e v e ntuate i n a syst e m of
educati onal doctri n e i nd ig e nous to our own soc i al and
c i vi c l i fe ; whence ari s e s the n e e d of wi der agi tati on
for th orough profess i onal study for our t e achers I n
ach i e vi ng such a result it i s un q u e sti onably w i s e to
know all tha t has b ee n thought by great m i nds and all
that has be e n d o ne by gre at t each e rs in t h e past To
,
.
,
.
.
.
.
,
.
,
,
.
,
,
,
,
.
,
,
-
,
‘
.
.
EDI TO R S PRE FACE
xi i
’
mast e r any e ducati onal syst e m i s to gi v e t h e stud e nt
pow e r to mast e r h i s o w n exp e ri e nc e and to organ i z e it
i nto law and s e t i t forth i n pri nc i pl e s
I f as Kant c on cei v e s e ducati on s ign i fi e s trai n i ng up
th e m i nd to an i d e al t h e first pr obl e m o f th e t e ach e r i s
to d et e rm i n e th i s i d e al and havi ng onc e conc e i v e d
cl early what i t i s pre s e nt th i s conc epti o n i n cl e ar lan
guag e I mp ortant as th i s i s as a pri mary cond i ti on of
all study o f e ducati onal d o ctri n e i t i s usually n ot s e ri
o us l y att e mpt e d
A ll tha t i s fre q u e ntly att empted i s to
s e e k a d e fin i ti o n o f th i s i d e al or e n d i n s ome tre ati s e
and to m e mori z e i t fo r e xam i nati o n purpos e s I t m ight
b e w e ll to cons i d e r to what e xt e nt such a group o f
m e m ori z e d words can co n d i ti on pract i c e What t e ach e r
e v e r c o nsc i o usly and d e l i b e rat e ly s e t to work to r e al i ze
i n e ach pup i l such an i d e al ? I s i t not tru e that most
a r e content to fo llow th e day s rout i n e w i th o ut e v e r
dr e am i ng unto what all th i s acti v i ty t e n ds ? Wi ll i t
n ot m i ght i ly m o d i fy t h e b urd e n
of r o uti n e i f i nto
dai ly duti e s a l i v e i deal i s mad e t o fit ? Th e t e l e ol ogi c
“
asp e cts of e ducati ona l th e ory a r e as y e t m or e honor e d
i n th e br e ach than t h e obs e rvanc e
i f i nd e e d th e y a r e
not wholly ov e rlook e d
To fix up on som e e n d to d et e rm i n e so m e purp os e
and th e n to harmon i z e all practi ces th e r e w i th ar e e l e
m e nts of pri m ary s i gn i ficanc e
S uch an e n d w i ll by
c o mmon consent be conce i v e d as an e th i cal e n d and
n o o th e r i s worthy of s e ri ous thought o r att e nt i on from
t e ach e rs Th e e n d must be expre ss e d i n t e rms o f con
duct — i n altrui sti c s e rvi c e t o manki nd and i n ab i d i n g
fai th i n t h e di vi ne order at work i n the un i v e rse
.
,
,
,
,
,
,
.
,
.
.
.
’
”
,
,
,
.
,
,
.
,
.
,
.
EDI TO R S PRE FAC E
x iii
'
cons i der th i s i deal t oo h i gh let h i m
r e m e mb e r tha t n o on e ri s es t o h i s b est i n the r e alm o f
It
t h e real and actua l w h o do e s n o t v i s i on a gr e at i deal
i s W e ll also t o rem e mber that teach e rs l i v e s o c on
s tan t l y i n t h e plan e o f t h e commonplac e that i t r e q u i r e s
al l t h e i nsp i rat i on o f masterful a i ms t o k e e p t e ach in g
process e s upon the h igh plane of enthus i asti c end e av o r
N0 syst e mo f educati onal thou gh t w i ll ever gi v e j ust the
ri ght atti tude t o t h e treatm e nt of ch i ldhood that fai ls t o
reco gn i ze the relati on between thought an d conduct ,
b e tw e en l i fe on man s plan e and l i fe on God s plane
Th e goal o f all t hought i s conduct
The goal of conduct
i s w i ll i n g j oyous surr e nd e r to t h e l e ad i ngs of t h e i nfin i t e
A nd s o i t i s tru e that th e end of all e nd e avor i s t o kno w
and t o e nj oy th e D i v i ne
D ogmati c teach i ng an d p e dantry ab ound i n b ooks for
A tt e mpts t o create a sc i e nti fic sp i ri t a r e n ot
t eachers
i n fr e q uently r e nd e r e d abort i ve by th e complacent arro
f
i
n
gance o sup e rfic al trai n i ng i r e ady mad e m e th o ds
The l i terature that creat e s unre st by arous ing i n q ui ry i s
I t i s b e l i e v e d that th i s volume w i ll d o
a l l t o o rar e
much t o q ui cken an i nt e rest i n fundam e ntal e ducati onal
pri nci pl e s D r Buchner has furn i sh e d a car e fully r e n
d ere d t e xt and wi s e ly guard e d gui dance
H e has s u c
ce e d e d i n mak in g the author s ow n vi e ws transpar e nt
t o E ngl i sh r e ad e rs and i n supply i ng only such add e nda
as a di scri mi n ating and d e vot e d t e ach e r finds n e c e ssary
t o conn e ct at e v e ry ess e nti al po i nt t h e th o ught of the
author w i th the e xperi e nce and i nsi ght of th e teach e r
S hould
an y on e
,
.
,
,
.
’
’
.
.
,
.
.
.
.
.
.
.
.
’
,
.
M G B
.
.
.
C O N T EN T S
I N TR O DUCT IO N
.
PA GE
Th e
C hr on o l ogy
H i story
Th e
of
of
of
and I mp ortant Wri t i ngs
Li fe
L e ctur e -N ot e s
th e
S ourc e s
Kant s
’
on
Pe
dagogy
Kant s E ducat i onal Th e ory
’
h l os oph i cal Bas i s
Th e P i
Kant s Psych ol ogy and
’
of
his
Kant s E du cat i onal Th e ory
’
E ducati o nal Th e ory
Kant s E v oluti onal and E ducati onal Th e ori e s
’
Kant s C once pti on
’
Th e
Th e
D i vi s i on
L i m i tat i ons
of
of
of
E ducat i on
E ducati onal Acti v i t i e s
Kant s E ducati onal Th eory
’
L i t e ratur e
TR A N S LAT IO N
K AN T
or
’
S
“
LECT UR E-N O T ES O N P EDAGO GY
I ntr oduct i on
Th e
Tre at i s e
hys i cal E ducat i on
P
Moral
E ducat i on
l g us E d ucati on
Re i io
Conclus i on
.
11
C O N T EN TS
III
S ELECT IO N S O N E DUCAT IO N
I
.
II
.
Pe
.
O M K AN T
S
O T H ER W R IT IN GS
H uman Pe rfe ct i on ,
Le tt e rs
Pe
H uman
P
r ogre ss and
,
dag ogy t o E th i cs
h lanthrop i num at D e ssau
the P i
on
IV I llustrati ng Kant s T e chn i cal T e rms
’
.
V
.
Mus i c
Mm ry
e
o
Phys i cal Ge ography
Kn owl ed ge and
Th e Pe
X
.
Th e
dag ogy
Lo g i cal
of
A c q u i s i t i on
Me th ods
h l os ophy
P i
of
C haract e r
XI Me th od i n Moral I nstructi on
.
1
2
"II
.
.
I mplant i ng
“
.
"IV
I N DE"
.
o
Meth od
th e
I dea O f
Duty
E th i cal D i dacti cs
Moral I nstructi on
"III C nsci e nc
.
.
dag ogi cal Fragm e nts
lati on O f
III
FR
’
and
Me tap h ys i cs
e
in E
sth eti c I nstructi on
t he R e
IN T R O D U C T IO N
C H R ON O L OG Y O F K AN T S L I FE
A N D I M PO RT AN T W R I T I N G S
TH E
’
FR O M 1 7 2 4 to 1 8 0 4 there w a s l i v e d i n Kon igsb e rg,
Pruss i a , t h e
north e rn fronti e r post of G e rman ci vi l i za
ti on o n e of th e few l i ves re ally i mp ortant for
K t me
d W i t i n gs
the culture of mod e rn ti mes E v e ry p e rson
w h o i s struggl i ng i n i nd i v i dual e fforts t o g et a substanti al
v i ew of the world and O f human l i fe and e sp e c i ally
every teacher who i s seeki ng the r a ti on a le of h i s art and
i deals should know someth i n g of t h e un i q ue and force
ful l i fe l i ved and wrought by I mmanuel Kant That
l i fe i s devo i d of those events whi ch usually mak e b i ogra
phy s o i nt e r e s ti ng N0 l i fe co uld b e more s i mpl e than
h i s ; y e t i t had a charm wh i ch has held t h e att e nti on
of t h e c e ntury i nterven i ng an d a charm wh i ch S ti ll cap
t i va t e s us
Hi s l i fe w a s i ndeed un i que b ei ng e x
pressed i n four gre at i nterests —namely those of a uni
ver s i t
h
er a n a u thor a
h
r and a m a n wi th a
t
e
a
c
i
l
os
o
h
e
y
p
p
cha r a ct er
TO us e a stri ki ng mod e rn phrase he made a
1
“
bri ll i ant success i n each O f thes e p o i nts
an
,
an
’
s
r
.
,
,
,
,
.
.
,
.
,
,
,
,
,
,
,
,
.
,
”
.
I t w oul d
far b e y on d our pr e s e nt n e e ds t o prepar e an e w
a mem
th s l fe Th e chr onol ogy w i ll b e ad eq uat e for i mm e
Th e r e ad e r w i ll find th e foll ow i ng b ooks t o c on
d i ate re fer e nce
go t oo
i
i
oi r of
.
.
11
EDUCA T I O NAL T HE O RY OF IMMAN U EL K AN T
12
1 7 24
A pr i l
B i rth of I mmanu e l Kan t at K on i gsb e rg H i s
par e nts w er e p oor but p i ous p e opl e
Kant e nt e rs t h e Collegi um F i ed er i ci a num
D e ath of Kant s m oth e r
Kant c o mpl e te s t h e c ours e at t h e sch ool and e nte rs t h e u n i
ve rs i ty i n h i s nat i v e c i ty Th e i nsti t uti on w a s rath e r b e
lat e d i n i t s e q u i pm e nt and t each i ng
De ath o f Kant s fath e r
Kant s first b ook Th oughts on
.
22
.
.
.
1 7 32
r
.
1 7 37
.
1 7 40
.
.
’
.
.
.
17 46
’
.
’
.
t he Tr u e Va l ua t i on
p
Li vi ng For ces
f
o
.
unc e rtai n n i n e y e ars dur i ng wh i ch Kant s e rv e d
as pri vate tut or i n a fe w fam i l i e s of cultur e n ot far d i s
tant from h i s nati ve c i ty
Kant adm i tt e d t o t h e d e gre e of D o ctor o f Ph i l os ophy Kant
q ual i fi e s as a D o c e nt i n math e mat i cs phys i cs and p h i l os o
phy at t h e un i ve rs i ty i n Ko n i gsbe rg pre s e nti ng h i s
N ew Exp os i ti on of t h e Fi r s t P i n cip l es of Met ap hy s i ca l
Kn owl edge and gi v i ng h i s first l e cture s dur i ng t h e
w i nt e r s e m e st e r O f 1 7 5 5 -5 6
1 7 4 6 —1 7 5 5
.
Th e
,
.
17 5 5
.
.
,
,
,
r
,
.
I t i s i nt e resti ng to n ot e the acad e m i c r e gulari ty and
the wi d e scop e of Kant s profess i onal acti vi ty H i s lec
tures cov e r e d as was not altog e th e r uncommon i n t h e
work of som e memb e rs of t h e ph i losoph i cal faculti e s O f
on e an d two c e nturi es ago the ent ir e rang e of the the o
exclud i ng t h e h i s t ori cal
r e t i ca l sc i e nces of h i s t i me
sci e nc e s The follo wing data r egard i ng hi s l e ctur e s not
i ncludi ng h i s pri vate and c ri ti cal s e m i nari e s and exe r
c i ses have be e n comp i l e d from origi nal sources by
’
.
,
,
,
,
.
,
tai n m ore
l ess full and cl e ar acc ounts of h i s l i fe and w orks
W allac e
S t u ck e n b u r g L ife of Im m a n u el Ka n t Lo nd on 1 8 8 2
Ka n t B lackw ood s Ph i l os oph i cal C lass i cs E d i nburgh 1 8 8 6
Translat ed by
Pauls e n Im m a nu el Ka n t H i s Life a n d D oct i n e
Ne w Y ork 1 90 2
J E Crei gh ton a n d A Le fevr e S cr i bn e r s
or
.
,
,
,
,
‘
r
,
,
.
,
,
,
.
’
.
.
.
,
.
,
.
EDUC A T I O NAL T H E O RY O F IMM A N U EL K AN T
14
17 6 6
.
Dr ea m s
f
o
h
i
s
p y cs
a
.
Sp i r i t -s eer exp la i n ed b y t he D r ea m s of
Kant app oi nte d ass i stant l i brari an i n t h e
Met a
r oyal
palac e
Kant promote d t o t h e pr ofe ss orsh i p O f l og i c and m e tap h ys i cs
H i s Lat i n d i ss e rtat i on was On t he For m s a n d P r i n cip l es
.
17 7 0
.
.
f
t h e S ens uous
o
a nd
On t he P hi l a n t hr op i nu m
Cr i t i que
f
o
P ur e R eas on
P r ol egom en a t o
Id ea
f
a
o
Wew
ever y
Wor l ds
t he In t el l ect u a l
D es s a u
at
.
.
.
Fut ur e Met ap hy s i cs
Un i ver s a l H i s t or y
f
r om
,
et c
.
Cos m op oli t a n P oi n t
a
f
o
.
Fun d a m en t a l P r i n cip l es of t h e Met ap hy s i cs of Mor a ls
Th e P r ob a b l e B egi nn i ngs of H um a n H i s t or y
Met ap hy s i ca l Foun d a t i ons of t h e Na t ur a l S ci en ces
.
.
1 7 88
.
1 7 90
.
1 7 92
.
1 7 93
.
17 96
.
1 7 97
.
Cr i t i que
Cr i t i qu e
Kant c e as e d
1 80 0
.
1 8 02
.
1 80 3
.
1 8 04
.
.
.
.
R eli gi on wi t hi n t he Li m i ts
f Mer e
o
R ea s on
.
l e cture b e caus e of O ld a ge
Th e D octri n e of
The Met ap hy s i cs of Et hi cs Pt I
Pt II
The D oct r i n e of Vi r t u e
to
.
,
.
.
Mot i ves
a
Logi c
R i ght ,
.
S upp os ed R i ght t o Di e fr om H u m a n i t a r i a n
A n t hr op ol ogy wi t h R efer en ce t o P r a gm a t i c En ds
On
.
P r a ct i ca l R eas on
On R a d i ca l Evi l
.
1 7 98
f
of Ju d gm en t
o
.
.
a
s ch e
d
i
t
e
d
by
J
(
)
Phy s i ca l Geogr ap hy ( e d i t e d by R i nk)
On P ed agogy ( e d i t e d by R i nk)
F e bruary 1 2 Th e d e ath O f Kant i n K o n i gsb e rg
e
.
.
.
.
.
.
H I S T O RY O F T H E
L ECT U R E-N OT ES
ON P EDA GOGY
“
”
educati onal th e ory e nt e rta i n e d by Kant c on s id
e r e d from o n e po i nt of v i e w
i s rath e r an i nd e fin i t e
-total o f hi s
uant
i
ty
I
t
stands
as
th
u
m
e
s
q
Th e S cop of
labors i n the i nter e st of sc i e nce and O f K t Ed ca
l Th o y
ti
human desti ny The d e p e nd e nc e of man
upon t h e fo rmati v e i nfluenc e s of e xp e ri e nc e consti tuted
for Kant t h e ch i e f reason for gi vi ng att e nti o n to th e
structure of that e xp e ri enc e It was thus that t h e care
ful e laborati on of h i s th e oreti cal vi e ws on t h e nature o f
sc i e nc e ph i losophy moral i ty and art r e pre s e nts t h e
great overflow of h i s i nte re st i n e ducati on i nto t h e basi c
channels of human spe culati on Th e author of th e
Cri ti cal Ph i losophy h e re i n becomes on e O f the fe w gre at
men of h i story who have affirm e d that th e re i s a ph i lo
S oph i cal bas i s to a true p e dag ogy
The educati onal th e ory v i nd i cat e d b y Kant s s y s
t e m a t i c a n d t e chn i cal sci e nti fic efforts r e pre s e nts t h e
larg er s e tting of h is v i e w s on educati on
Th e se fortunat e ly rec e i ved the i r d e fin i t e
e xpress i on
i n t h e l e ctur e s on p e dagogy
wh i ch he gave to t h e uni v e rs ity stud e nts i n K o n igsb e rg
duri ng four sem e st e rs betwe e n th e w i nt e rs O f 1 7 7 6
1 7 7 7 and 1 7 8 6 —1 7 8 7 accord i ng t o t h e dat e s e stab
li s h e d by the r e s e arch e s o f D r A r n oldt
Th e exter n a l
ori gi n of these lectures i s t o b e fo und i n an O ld rul e at
the uni vers i ty wh i ch re q ui r e d one of the profe ssors of
TH E
,
,
.
e
'
an
s
OD a
.
.
,
,
,
.
.
’
.
,
,
,
.
.
,
15
u
e r
°
ED U C AT I O N A L T HE O RY O F IMMANUEL K AN T
16
the phi losoph i cal faculty to gi ve l ectur e s p u b li ce on
1
pedagogy two hours a we e k t o t h e S tud e nts
Thi s
re qui rem e nt was m e t by Kant four d i ffe r e nt t i m e s
The arrangement o f rotati on was gi ven up wh e n H er
bart as Kant s successor to t h e chai r of ph i losophy
gav e all th e l e ctur e s on p e dagogy h i mself
Kant began to l e cture on p e dagogy to thi rty audi t ors
17 7 6
an d conti nu e d un ti l M arch 1 9
on O ctob e r 2 3
17 7 7
Th e ti tl e of h i s cours e was P a d a
2
o i k u b er
A
ft
r
B
s ed ow s Method en b u ch
a
e
g g
1 7 8 0 h e us e d a bo o k by hi s form e r co l
l e ague D r F S Bock Lehr b uch d er Erz i ehungs hu ns t
W e kn ow practi cally l i ttle or n othin g i n d etai l about
t h e actual lecture s gi v e n on th e g e n e ral th e me o f
p e dagogy b e yond th e fact that th e y w e re r e p e at e d
thre e ti m e s and b e yond t h e cont e nts of t h e l i t e rary re
m ai ns translat e d b e lo w under th e t i tl e Lectur e-Notes
on P ed a g og
Kant
s
method
of
l
ctur
ng
w
to
e
i
a
u
s
s
e
y
an acc e ptabl e t e xt-book an d to e xpand i t w i thout
n e c e ssari ly acc e pti ng it s pri nc i pl e s by t h e a i d of h i s
ow n not e s i nsert e d on t h e marg i ns and betw e e n the
l i n e s H e w a s also i n the hab i t o f j otti ng down much
o f hi s l e cture mat e ri al o n l o ose p i e c e s of pap e r wh i ch
“
serv e d h i m i n h i s lectur e s
Thes e
sk e tch e s
as
H arte nst ei n calls th e m were publi sh e d at E ast e r 1 8 0 3
— 1i k e hi s tr e ati se on Lo i o —b e caus e of th e d e s i r e
g
,
,
.
.
’
,
,
.
,
,
,
.
’
.
.
.
.
,
.
,
,
,
’
.
,
,
,
.
,
”
.
,
,
,
,
,
that t h e g ov e rnm e nt o rd e r e stabl i sh i ng
th i s rul e had i t s c onstrai n i ng e xampl e i n t h e p e dag og i cal s e m i nary
wh i ch Ge sn e r i nsti tute d at Gotti ng e n ( ab out 1 7 35 ff )
Arn ol d t Ib i d pp 5 7 2 5 7 3
1
It i s
n ot
i mpr obabl e
”
‘
,
.
,
.
,
.
THE
“
LEC T URE -N OT E S O N PEDA GO GY
17
”
some O f h i s lat e r pup i ls w h o w e r e v e ry anx i o us that
non e O f Kant s t e ach i ngs S hould b e l o st Th i s loos e
1
p e dago gi cal materi al was gi v e n to Th e o dor R i nk who
alon e se e ms re sp o ns ibl e i n hi s e d i ti ng for th e arrange
m e nt gi v e n t o th e not e s whi ch w e r e p ubl i sh e d und e r
R i nk s
t h e ti tl e Im m a n u el Ka n t
Ueb er P d d a gogi h
arrange m e nt cannot b e looked up o n as p e rfe ct n or can
i t b e h e ld that i t r e pres e nts t h e ord e r i n wh i ch Kant
gave h i s l e cture s A t th e sam e t i m e Kant cannot b e
e xcus e d from h i s
S hare o f th e r e spons ib i li ty for t h e
lo gi cal i mpe rfe cti ons i n hi s N otes
I t can well b e b e
l i eve d how e v e r that t h e att e nti on , gi v e n by th e more
r e cent edi tors to th e s e Notes has r e sult e d i n gi vi ng
2
th e m as c ompl e t e an o rd e r a s th e y r e ally contain
I t h as b e e n a q u e sti on as to wh e n Kant put h i s hand
“
last to thes e Notes and gav e th e m th e i r
fin i sh i ng
t o uch i f th e y can b e sai d to poss e ss on e
I n hi s pre fac e Ri nk re marks that th e bo ok
“
“
would b e m or e i nt e r e st i ng an d m or e
i f Kant s t i m e for l e cturi ng on
e xhausti v e
th e subj ect had n ot be e n as l i m i t e d as it actually was
and if h e had only found O pportun i ty to d e v e lop t h e
of
,
’
.
,
,
’
,
.
,
.
,
.
,
,
.
”
,
.
,
’
,
nk was a un i v e rs i ty S tude nt at K o n i gsb e rg fro m 1 7 8 6 t o
17 89
I n 1 7 92 93 h e was fre q u e ntly a gu e st at Ka nt s tabl e
H e w as aga i n i n K on i gsb e rg h old i ng t h e un i v e rs i ty p osts O f
va t d ocen t and e xtra o rd i nary pr o fe ss or o f ph i l os o phy and th e o l
i
p
o gy fr o m 1 7 95 t o 1 80 1
From h i s e arl i e st r e s i d e nc e th e re h e con
t i n u e d a cl os e stud e nt O f Kant s p h i l os ophy
F rom 1 80 1 t o 1 8 1 1
h e was a pre ach e r i n Dan z i g wh e r e h e d i e d
S e e t h e s e par a te e d i t i ons m e nt i on e d i n t h e l i te ratur e at t h e e nd
O f th e I ntr oduct i on p 96
1
Ri
’
-
.
.
,
r
.
’
‘
.
,
2
,
.
.
.
EDUCA T I O N A L T HE O RY O F IMMAN U EL K AN T
18
1
Th e r e p e at e d di v i s i ons of e duca
duca ti on
ti on a l act i v i ty wh i ch w e re l e ft stand i ng w i th o ut any
mark e d att e mpt at sol i d i fyi ng th e m i nto on e broad
s w e ep i ng v i e w of e ducati on wi th wh i ch th e y w e r e t o b e
co ord i nat e d may p e rhaps b e tak e n as an i nd i cati on
that Kant t o ok a new d e parture as h e approach e d th e
pr obl em o f e ducati on at succ e ss i v e ti m e s Wi llmann
sugg e sts that h e di d n ot re vi s e hi s n ot e s on p edagogy at
any t i m e a ft e r the m i ddl e O f th e e i ghti e s whi ch w o uld
b e a ft e r th e last c o urse o f l e ctur e s o n p edagogy gi v e n by
2
hi m
Th e ch i e f groun d on wh i ch th i s sugg e sti on r e sts
i s t h e fact that n ot on e of t h e many d i vi s i ons of th e fac
tors i n e ducati on m e nti ons th e tabl e o f th e tw e lv e cat e
n
1
1
o
r
i
s
e
i
8
i
first
publ
sh
d
wh
ch
Kant
was
e
i
7
i
n
th e
g
hab i t o f applyi n g to all sorts of sc i enti fic materi al
O n t h e oth e r hand th e r e s e e ms to b e s e veral s ugges
t i ons w i th i n th e se Notes t e nd i ng to S how that Kant d id
n ot negl e ct th i s pr o duct o f h i s e arl i e r academ i c i nt e r e sts
H i s ow n foot-not e— not e 2 S e cti o n 6 9 (p 1 7 3 ) -r e fe rs
to works dat e d 1 8 0 1 and 1 8 0 2 H i s th e ory of t h e m e n
tal faculti e s s o far a s contain e d i n th e s e Notes i s t h e
psychology w hi ch grew apac e i n h i s lat e r y e ars rather
than that fully accre di ted i n the sev e nti e s and t h e
A nd finally th e tow e ri ng conc epti on of
e arly e i ght i e s
m oral i ty o n wh i ch he mak e s e ducati on rest b oth th e o
i s t h e moral i ty wh i ch h e e x
r e t i ca ll y and practi cally
pounded lat e rather than e arly i n th e c ri ti cal stage of
subj e ct
of e
.
,
,
,
,
,
.
,
.
,
,
.
,
.
,
.
.
,
,
,
,
.
,
,
Th i s pre fac e i s repri nte d
d a gogi / v ii i pp 45 5 45 6
1
Pa
2
c,
Im m a n uel
.
.
,
Ka n t Ueb er
,
in
H a r ten s t e i n
’
s
e
d i ti o n
.
P a d a gogi h,
p
.
1 1 8,
n ot e
19
.
Of
Ueb er
T HE
“
LEC T U R E -N OT E S O N PEDA GO GY
"
19
d e velopm ent I hav e e nd e avor e d to scatt e r
throughout my foot n ot e s t h e dat e s O f t h e c omp o s i ti o n
o f thos e passag e s fr o m h i s oth e r wri ti ngs s e l e ct e d for
c o mpari s on w i th t h e v i e ws e xpre ss e d i n th e t e xt Th e s e
dat e s w i ll also ai d t h e r e ad e r i n fram in g h i s own conclu
s i ons on th i s g e n e ral q u e sti on
Th e much m o r e i nt e r e sti ng and v i tal p oi nt i s th i s
What i s t h e i n ter n a l origi n O f Kant s e ducati o nal th e o ry
Wh e n d i d Kant d e v e l op an i nt e r e st i n p e da
—
e
e
M
r
e
xt
e
rnal
n
c
ss
i
ty
that
i
s
o
e
e
g gy
i th
f
—
acad e m i c ob e d i e nc e t o an O ld rul e w i ll
ffi
fi
ffi
fi
f
i
e
L
e
t
r
Not es
al
n
acc
o
unt
for
th
s
e
c
u
e
n ot
o e
F urth er than th i s w e hav e scarc e ly any data for d e fin i t e
asserti ons I t i s tru e that hi s e arl i e st w ri ti ngs S h o w that
h e had at l e ast a curr e nt i nt e r e st i n e ducati o n as on e o f
the prop e r t op i cs wi th whi ch human und e rstand i ng
should e ngag e i ts e lf Th e r e i s also hi s ow n e xp e ri e nc e
o f n i n e y e ars as a pri vat e tutor i n s e v e ral fam i l i e s near
hi s nat i v e c i ty wh i ch put h i m i nto p oss e ss i on o f
much practi cal knowl e dg e of t h e n e e d and p oss i b i l iti es
I t may e v e n safe ly b e
of i nstructi on and tra i n i ng
affirm e d that hi s i nt e r e st in e ducati on d e fin i t e ly ant e
dat e d t h e l e ctur e s ; for duri ng thos e e arl i e r y e ars O f
“
e mp i ri cal
stag e by h i s
t h e S i xti e s O ft e n call e d h i s
b i ograph e rs h e was fam i l i ar w i th M o ntai gn e and R o us
s e au t h e latt e r e ffe ctin g a gr e at chang e i n hi s m i nd if
M or e
o n e can j udg e by s o m e o f t h e fragm e nts h e l e ft
un q u e sti onabl e sti ll as an i nd e x o f t h e i nn e r growth of
h i s e ducati o nal i nt e r e st i s t h e announc e m e nt o f hi s
l e ctures for th e w i nt e r of 1 7 6 5 — 6 6 wh i ch i s a v e ri tabl e
profess i on and confe ss i on of pedag ogi cal fai th A s may
h is
ow n
.
.
.
’
,
n
o
.
.
.
,
.
”
,
,
,
,
.
,
,
,
,
,
.
EDUCA T I O NAL T H E O RY O F IMMANUEL K AN T
20
b e seen from th e translat e d passag e s i n S e lecti ons V II
and I" h e s et forth a h i gh i d e al for h i s o w n teach i ng i n
d e mand i ng that youth should b e taught n ot m e r e i n for
mati on but h o w to th i nk H e r e i s wh e re e ducati on
was r egard e d as that d e fin i t e fo rmati v e exp e ri e nc e
wh i ch mak e s man to b e what h e can i n real i ty b e
Kant as i t w e r e hav i ng b ee n awak e n e d by vari ous i n
fl u en c e s to t h e probl e m O f e ducat i on on e i s l e ft to
wond e r why thi s i nt e r e st did n o t survi ve w i th i t s first
e nthus i asm and l e ad hi m to d e v e lop t h e q u e st i o n s y s
t em a t i ca l ly and e xhaust i v e ly
F i nally and much more sugge sti ve than all t h e fore
go i ng i ndi cat i ons i s t h e fact that Kant had a p e renn i al
i nter e st i n e ducat i on and t h e r e lati on of i t s practi ces t o
t h e ph i los oph i cal doctri n e s wh i ch he w as slowly work i n g
o ut i n th e
e i ght i e s
Th e s c op e o f th i s i nt e r e st can
e as i ly b e gath e r e d from t h e fact that num e rous pas
sag e s i n hi s t e chni cal wri ti ngs hav e d i re ct r e fe r e nc e to
e ducat i o n from h i s many undat e d fragm e nts and from
(
)
A nd
h i s fre q u e nt allus i ons t o the O ffic e of t h e t e ach e r
on e sh o uld not fa i l to take acc o unt o f th e p e dagogi cal
valu e to h i m of h i s acti v e academ i c car e e r whi ch stre tch e d
R e gard e d fro m thes e p oi nts O f
o ut ov e r for t y years
v i e w educati onal theory i s an e ss e nt i al i t e m i n Kant s
vi ews on man and not a m e r e acci d e nt of hi s O ffic e
I t i s i n th i s s e ns e and wi th th i s full j ust i ficati on that
1
D avi ds on h as s e t hi m forth as th e most i mp ortant hi s
t or i ca l i nd i vi dual i n t h e whol e o f m od e rn e ducat i on
.
.
,
,
,
.
,
.
,
,
,
,
.
,
,
.
,
,
.
.
’
,
.
,
,
,
.
1
A H i s t or y
f
o
Ed u ca t i on New
,
Y ork
,
1 900 ,
pp
.
22 0— 2 2 4
.
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
22
as a man as a ci ti z e n and as a m e mber of a k i ngdom
o f e th i cal ends
A n att e mpt to e numerat e th e sourc e s of th e s e v i e ws
must i nclud e both m e n and Kant s o w n e xp e ri enc e as a
t e acher
th e m e n m o st l i k e ly to have
O
f
Th
In fl en e
fM n
d hi
had an i nflu e nc e upon h i m i n th i s co nn e c
Ex P fi e c
t i on w e must nam e M o ntai gn e R o uss e au
and Bas e dow and hi s assoc i at e s Th e r e w e re oth e r
men wh o se c o nc e pti ons bor e i n up o n Kant but th e y a re
Th e s e cond group of
n ot O f pri m e i mportanc e h e r e
sourc e s i ncl ud e s h i s years o f e xp e ri e nce as a pri vate
tutor and as a publi c un i ve rs i ty t e ach e r hi s k e e n pow e rs
O f O bs e rvati on and analys i s out of wh i ch gre w hi s A n
thr op ology — a gr e at r e p os i tory for p edagogi cal mat e ri al
— and the c o nclus i ons O f hi s ph i losoph i cal r e fl e cti ons
The e ffe ct s of som e of thes e i nflu e nc e s a re m or e or l e ss
cl early trac e abl e i n hi s e ducati onal d i scuss i ons wh i le
oth e rs n e c e ssari ly l i e buri e d far b e n e ath the surfac e
Wi th M ontai gn e Kant was v e ry fam i l i ar F or a t i m e
th i s advocat e of defin i te e ducati onal e nds was on e of h i s
f
Kant
was
probably
the
a v o ri t e authors
Hi
R el ati o ns
“
Th
R
m o st i llustri o us d i sci pl e of R ouss e au as
t
f m s"
Th e Em i le
h e i s not i nfr e q u e ntly called
produced a gre at i mpr e ss i on up o n h i m S O gre at that h e
gav e up h i s dai ly afterno o n walks wh i l e re adi ng it — s o
th e story runs
e S e l e ct i on I F ragments NO S 2 5
S
e
(
2 8 4 2 43
Th e Ph il a nt h r op i n is t s r e c e i v e d h i s e n
t h us i as t i c support i n call i ng for publ i c subscri pti ons and
confirm e d h i s b e li e f i n t h e n e c e ss i ty of mak i ng sci enti fic
exp e ri m e nts i n t h e wh o l e fi e ld of e ducati on (S e e S e
lecti on III ) H i s adopti on of th e or b i s p i ctus i d e a i n
,
,
.
’
.
u
e
an
e
o
c
n
e
s
e
‘
,
,
,
.
,
.
,
,
,
,
.
,
.
.
.
s
o
“
ree
or
er
”
e
,
,
.
,
.
,
,
.
.
,
,
,
.
.
,
S O URCE S
O F K AN T S ED U CA T I O NAL T HE O RY
’
23
l a nguage i nstructi on may also have been d e ri ved from
t h e e xp e ri m e nts at the I nsti tut e O f D essau
Kant s ow n acti vi ty gav e h i m t h e right o f fi rs t -hand
exp e ri e nc e to e nt e rtai n an e ducati onal th e ory H ow
much hi s t he ory may b e an outcom e of hi s H i Expe i
n d h i S Th e
y
r e flecti ons up on h i s own e xp e ri ences i t i s
l
n ot e asy t o stat e defin i t e ly ]
S e cti on 3 4 very probably
i s a d i r e ct r e coll e cti o n of hi s n i n e y e ars sp e nt as a pri
vat e tut o r W e k now l ittl e or noth i ng of th e s e years
pass e d i t i s sai d i n at l e ast thre e fam i l i e s O f cultur e
whi ch open e d t o h is v i e w t h e l i fe of th e world i n a
large r way than h e had e v e r e xp e ri e nc e d b e for e H e
sai d o f h i ms e lf lat e r that th e r e could n e v e r hav e b ee n
a wors e tutor i n th e world than h i mself becaus e h e
could not ev e n apply thos e p e dagogi cal rul e s whi ch h e
kn e w Ne v e rth e l e ss h e m a y w e ll be re gard e d as know
i ng b oth e ducati o nal v i rtues and v i ces at first hand
H is
pedag ogi cal re acti on agai nst Pi eti sm also stands out
rath e r cl e arly i n S e cti ons 1 0 6 and follow i ng
Kant w as als o awar e of som e o f the sp ec i al probl e ms
conn e ct e d w i th the h i gh e r trai n i ng o f th e adolescent
r
I n th e Lec tu e Notes th i s latest stag e O f e ducati on i s
n ot touch e d upon b e y o nd ment i on of i t s e arl i e r b eg i n
.
’
.
r en c e
s
a
or
.
,
,
,
,
.
,
,
.
,
.
.
.
fa i r t o ask h ow far t h e h om e and sch oo l trai n i ng
but t h e data
o f Kant may hav e i nflu e nc e d h i s e ducat i onal th e o ry
t o answ e r such a q u e st i on a re n ot asc e rta i nabl e e xc e pt p e rhaps
“
h on e st
i n t h e tr i bute h e pa i d lat e i n h i s l i fe t o t h e m e m ory O f h i s
“
m orally e x e mplary and e sti mabl e pare nts w h o h e sai d gav e
m e an e ducat i on wh i ch on i t s m oral S i d e c o uld n ot p oss i bly hav e
b e e n b e tt e r and for wh i ch I am profoundly thankful e ve ry t i m e I
"
th i nk of i t
H art e nst e i n v ii i p 80 5
1
I t w ould
be
,
,
,
,
”
,
,
,
.
,
.
.
.
,
,
ED U CA T I O NAL T HE O RY OF IMMANUE L K A N T
24
pub e rty I n S e l e cti ons VII an d I" especi ally
Kant s e arly re cogni ti on of th e great duty of a un i v e r
s it y to the y o uth w i th i n i t s walls i s cl e arly s e t forth
Kant h i ms e lf was a most i nt e re sti ng teach e r maki ng
lasting i mpress i ons upon h i s students The glowi n g t e s
t i m on y of H e rd e r t o h i s mark e d p e dagogi c powers even
b e fore hi s advancem e nt to the profe ssorsh i p i s s up
port e d i n t h e tributes pai d by lat e r S tudents Thi s i n
fl u e n ce can hardly b e regard e d as solely d ue t o peda
o
i
c
i
i
h
nst
ncts
wh
ch
i
e m i ght hav e possessed for he
g g
consci ously strov e towards t h e gr e at ai m of awak e n i ng
h i s S tud e nts to ri p e i ndi v i dual th i nk i ng
Th e ex t e nt Of
Kant s i nsight i nto t h e pri me n e ed fo r educati onal
reforms parti cularly i n the un i vers i ti es i s eas i ly t o be
gath e re d from t h e fact that he strove t o bri n g ab out a
compl e te change i n b oth t h e a i m an d the sp i ri t O f that
i nstruct i on
A lthough he was trai n e d i n early youth
und e r th e strong i nflu e nc e s o f Pi eti sm he n ow cam e to
be t h e v ibrant vo i c e wh i ch call e d most loudly i n th e
e ighte e nth c e ntu ry for an e ducati on whi ch should b e i n
sp i re d by and organ i z e d und e r the new i d e al of the
wor th a n d b ea u ty of a fr ee hum a n i ty
The A ufklar ung
o f t h e c e ntury wh i ch struggl e d agai nst the concepts o f
“
t h e us e ful
e i th e r i n r e l i gi on or III i ndustry
thus
found it s champ i on and i t s vi ct o r as Pauls e n calls
Kant i n the new human i sm wh i ch has i nsp i red th e
e ducat i on
both e lementary and h igh e r of the n i n e
t e e nth c e ntury
The so urc e of th i s Vi e w i s not to be
found i n any parti cular psycholo gi cal spri ng n or d id i t
bre ak forth at a parti cular moment whose dat e can be
fixed But that Kant became it s c i vi l i zi ng oracle i s the
n i ngs
at
.
.
,
.
’
.
,
.
,
,
.
,
.
’
,
,
.
,
,
,
’
.
,
”
,
,
”
,
,
,
,
.
,
.
SO URCE S
OF
K AN T S EDUCAT I O NAL T HE O RY
’
25
hi stori cal i mportanc e i n e ducati on I nd e e d th e
v e ry constructi on and t h e i nflu e nc e o f th e Cri ti cal Ph i
l os op h y i ts e lf a r e supr e mely q uest i ons o f a true and a
h igh e r p e dagogy
I t r e mai ns to speak a l i ttl e mor e fully of t h e i n
flu e n ce of R ouss e a u th e fi e ry apostle of nat ure upon
Kant th e p e dagogu e Th e n ot uncomm o n
K n t na
R ‘IS GW
hab i t of h i stori ans i s to regard Kant as
m e re ly work i ng out th e i mpress i ons mad e upon hi m by
1
the author O f Em i le
But t o s e t thi s down as the s ourc e
O f h i s e ducati onal theo ry g oes fa r beyond th e h i st o ri cal
warrant as t h e followi ng schem e of th e agr e e m e nts and
d i sagre e m e nts on p o i nts i n e ducati onal th e o ry of t h e t w o
thi nk e rs amply shows
Kant and R ousseau agre e i n regard i ng p e dagogy as a
form Of human i nt e re st whose foundati ons must l i e as
fact
of
.
,
.
,
,
,
.
a
O
a
S
.
,
.
1
r e gard i ng Kant
to
Cr i t i qu e d es D oct r i n es
t oi r e
s ei z
gi ve n
Com p ay r é i s
i em e S i ecl e,
and als o
1 8 8 9 pp
,
c i n q u i em e
.
The H i s t or y
in his
.
éd
de l
,
’
th i s l i ght
in
Edu ca ti on
'
t om e
i n h is H i s
Fr a n ce d ep ui s l e
en
ari s 1 8 8 5 pp
of P ed a gogy
E ng tran s
ii
.
,
P
,
,
.
,
.
,
94—1 0 0 ,
Bo
st on
,
3 3 3 ff
.
als o re pre s ents Kant s e xtre m e d ep e nd e nc e up on R ous
s e au i n h i s Ka nt et Fi cht e et l e p r ob l em e d e l Ed uca ti on Ge n e va
1 8 95 Chapte r ii i
No l e ss a wr i t e r than Dav i ds on for e xampl e e nt e rta i ns th i s
op i n i on i n i t s e xtr e m e form
A ft e r Kant w a s ar ous e d by H um e
H e dr e w h i s ch i e f i nsp i rati o n fr om R ouss e au
S p e c i fy i ng a
fe w fe ature s O f t h e Kant i an syst e m O f i d e as h e adds
I t i s hardly
an e xa gg e rati on th e re fore t o s ay that Kant i n h i s thr ee C i
t i ques d oe s l i ttl e m or e than pr e s e nt i n ph i l os oph i cal garb t h e l e ad
i n g d o ctr i n e s of R ouss e au — R ous s ea u e t c Ne w Y ork 1 8 98 pp
Duproi x
’
’
’
,
,
.
,
,
,
,
.
”
.
,
,
,
r
,
,
,
”
.
2 24 , 2 25
.
,
.
,
,
,
.
EDUCAT I O NAL T HE O RY O F IMMAN U EL K AN T
26
d e ep as th e human nature it att e mpts to mod i fy rath e r
than as compri s i ng a s e t of volun ta ry q u ibbl i ngs and
o
t
e
carp
n
g
s
ab
ut
h
way
of
do
ng
th
s
or
that
i
i
i
f
Th e ir P o i n t s
Ag e m e t
pa rti cular task of school r o uti n e Th e y also
agre e on t h e nec e ss ity for a fresh start i n e stabl i sh i ng
t h e pri nc i pl e s O f e ducati on
Kant follows R ouss e au i n
S tart i ng w i th the very b egi nn i ngs of i nfancy (an alm o st
r
n
e
s
c
i
e
t
fi
ch
i
ld
study
Both
ar
e
part
i
al
to
a
r
e
i
c
p
)
s t ri ct e d and f n e gati v e
e ducat i on duri ng t h e e arly y e ars
of th e ch i ld s l i fe
Wh e n e ducati on can at all app e al
p os i ti v e ly t o th e chi ld t h e methods sk e tch e d and rul e s
lai d down S pri ng fro m a rath e r common bel i e f i n th e
prom i s e and pot e ncy of s e lf-acti vi ty
E ach se e ms to
“
approach t h e oth e r i n t h e i d ea of t h e phys i cal cultur e
O f t h e m i nd and th e y un it e In t h e i nt e rd i cti on o f r o
m an ces
I n moral and r e l igi ous e ducat i on th e re app e ars
a c e rtai n approx i mati on of Kant s vi e ws to th o s e of
“
R ouss e au ; but h e s o on d e parts fro m h is mast e r i n
b oth i t e ms To Kant moral i ty r e q u i r e s it s p e dag ogi cal
b egi nn i ngs i n d i sc i pli n e t h e first tru e st ep i n e ducati on
and re l igi ous i nstructi on i s n e cessary e ven as an e xp e
d i e nt for soc i al r e sp e ct H e not only acc epts R ouss e au s
i d ea of natural pun i shments but adds t o th e s e both p os i
ti ve and art i fici al mod e s of d i sc i pl i n e as b e i ng n e c e ssary
W e may add finally
i f e ducati on i s to fit man for l i fe
that Kant do e s at ti m e s mak e us e O f R ouss e au s thoughts
e v e n o f hi s words and phras e s
Not o nly do w e find Kant mak i ng add i t i ons to s o m e
of thos e p o i nts on wh i ch h e i s i n agr e e ment w i th R ous
s e au ; but i f we look to t h e oth e r s i d e of the i r r e la
ti ons w e shall d i scov e r Kant t o b e o n e O f t h e sharp e st
,
o
n
r e
.
.
.
”
‘
’
.
,
”
.
”
,
.
’
”
.
,
,
,
’
.
,
,
,
.
’
,
.
,
,
SO URCE S O F K AN T S EDUCAT I O NAL T HE O RY
’
27
cri ti cs t h e paradox i cal natural i st i n p e dagogy e v e r had
Wi th R o uss e au t h e e n d of e ducati on was t h e producti on
and th e p e rfe cti on of t h e man k nown t o Th e i Poi n ts f
natural i sm ; wi th Kant m oral i d e ali sm alon e D i g m e t
e nclos e d th e s e cr e t goal o f man s p e dagogi cal d e v e lop
“
m e nt
Both wri te rs us e d the wor d l ib e rty as d e s cri p
ti ve of man s ess e nce Y e t how d i ffe re ntly e ach appl i e d
it both to th e cultur e of h i s age and to th e norms o f logi c
and psychology "R ouss e au S tarts wi th soc i ety and works
back t o natur e Kant firs t exam i n e s nature and savag e ry
and constructi v e ly fe e ls hi s way upward to an e thi cally
consti tut e d soc i al whol e Th e r e form e r e ste e m e d a l l
“
natur e good as it com e s fr om the h and o f it s A uth o r
Th e ph i losoph e r d e clar e s man to b e n ei th e r go o d nor
bad at b i rth and trac e s th e ori gi n of th e bad to a lack
On e prai s e s barbari ty
o f rul e s i n fo rmat i v e trai n i ng
and att e mpts to ush e r i n th e t i m e when natur e shall b e
all ow e d to work out h er own pot e nc i e s unhi nd e r e d by
human i d e as and t h e conv e nti o nal iti e s of a soc i al e d u
i
i
k
e
cati on I nsti nct and i ncl nat on a re
y words i n th i s
proc e ss Th e oth e r wh i l e starti ng w i th natur e S h o ws
h o w w e ak are i nsti ncts and h ow rud e i s savag e ry and
thus i nvokes the i nt e ll ige nc e O f wh i ch man i s i n n e e d i n
ord e r prop e rly to d i r e ct thos e i nsti ncts i n h i m wh i ch
a r e l e ss trustworthy than th e y are i n an i mal natur e
For hi m r e ason and duty a re to tri u m ph ov e r both
H e nc e Kant sh ows h ow e d u
i nst i nct and i ncl i nati on
ca ti o n i s a p os i ti ve constructi v e fo rc e i n human charact e r
i n th e fo rm ati on of wh i ch i t is mor e prom i n e nt i n h i s
th e ory than i t i s i n R ouss e au s I n morals and i n t h e
th e y d i ffe r e ven more w i d e ly :
e ducat i on for moral i ty
.
,
r
sa
o
r ee
n
,
’
”
.
’
.
,
,
,
.
”
.
,
.
,
.
,
.
,
,
,
.
.
,
,
’
.
-
,
,
28
EDUCAT I O NAL T H E O RY OF IMM ANUEL K AN T
R ouss e au s pedagogi cal eth i cs i s all sympathy as the
tap ro ot whi ch Kant r ej e cts as unb e fi tt i ng a truly e th i cal
charact e r A nd finally i n th e d e ta i ls of educati onal
routi n e the S wi ss ban i sh e s b o oks and stud i e s and clos e s
scho o ls where as t h e German s e es i n i nstructi on a n d i n
i nt e ll e ctual organ i zat i o n t h e great p e dagogi cal prom i s e of
ch aract e r and h op e s for t h e e arly day when true scho o ls
shall b e a welc om i ng sh e lt e r for a youthful human i ty
grow i ng i nto i t s h ighes t values and b e auty
S uch i nd e e d w i thi n the narrow e r field of e ducati onal
th e ory n ot t o go i nto the w i d e r rang e O f ph i losoph i cal
d octri n e i s the alle g ed R ous s eaul ian d i sci plesh i p of
Kant "
’
,
,
.
,
,
,
,
,
.
,
,
,
,
EDUC A T I O NAL T HE O RY O F IMMANUEL K AN T
30
longe r world appropri ati on but w o rld bu i ldi ng E ach
man by hi s ow n m e ntal proc e ss e s bui lds up h i s o w n
w o rld Th e q u e sti o n i s H ow i s th i s d o n e ? and Kant
1
und e rtak e s to r e ply
Kant s re ply was gi v e n i n th e thre e ch i e f i nstalm e nts
th e Cr i ti qu e of P u r e R ea s on
of Transc e nd e ntal i sm :
on
t
t
r i ti u e
o
P
r a cti ca l
R
ea
s
and
h
e
h
e
C
f
q
f hi
O t li
Ph i lo ph y
Th e auth o r of th e s e
Cr i ti qu e of J u dgm en t
epoch-maki ng b ooks e xpl o i t e d a n ew m eth o d i n
—
i
ph i los oph i z i ng namely cri t ci sm and appl i e d a n e w
touch ston e of truth — nam e ly re ason I n t h e r e sults of
an i nt e rp e n e trati ng comb i nat i on of th e s e two gui d e s a r e
to b e fo und if at all t h e ph i l o s oph i cal bas i s of h i s e d u
th e ory H e rai s e d thre e fundam e ntal and
ca t i on a l
s e arch i ng q u e st i ons H ow i s it that man can hav e
kn owl e dge ? o r H ow a r e h i s vari ous sc i e nces of natur e
and of hi ms e lf p oss i bl e ? H ow i s human conduct to b e
und e rst o od i n t h e l i ght of t h e natur e of knowl e dg e or
H ow must man act p oss e ss i ng th e sci e nc e s h e has ?
A nd finally H ow a r e th e t w o re alms o f kn o wl e dg e and
acti on of natur e and c o nduct r e lat e d i n the uni tary
e xp e ri enc e of th e l i v i ng i nd i v i dual ?
To answ e r e ach q u e sti on Kant t o ok a whol e s i ngle
Th e first q u e sti o n l e d hi m to an ep i s t e m o
Cr i ti qu e
l ogi cal v i e w O f t h e world ; t h e second to an e th i cal
vi e w ; and t h e th i rd t o an aesth e ti cal and t e l e ol ogi cal
v i e w H i s answ e rs S pri ng fro m a subj e cti v e analys i s of
th e know e r th e actor and t h e fe e l e r and n ot from an
O bj e cti v e O bs e rvati onal t o ur o f t h e w or l d o f nature as
—
-
.
,
,
,
,
.
”
.
’
,
u
n es o
so
,
s
.
.
,
,
,
,
.
,
,
,
.
.
,
,
,
,
,
,
,
,
,
.
,
,
.
,
,
1
A H i s t or y
,
f
o
E d u ca ti on ,
pp
.
2 2 0 ff
.
PHIL OSO PHICAL B A S I S O F K AN T S T H E O RY
’
O bj e ct of our sc i e n ce
31
cond iti on of o ur b e havi ors
and th e sourc e o f o ur typ i cal sati sfacti ons
The first Cr i ti qu e d e fe nd e d human s ci e nc e by d e
cl a ri ng i t t o b e but a m i rror o f that natur e wh i ch i s a
cr e atur e o f man s und e rstandi ng Fi n i te 6 “,q f P M
R
re as o n i s di scov e r e d to b e a b e e hi v e of
know i ng acti vi ti e s I t com e s upon t h e dawn i ng confin e s
o f e xp e ri e nc e w i th a d e fin i t e e q u i pm e nt for mak i ng t h e
world O ur p e rcepti on by the s e nses i s a comp ound
o f s e nsati ons
i magi nat i on and und e rstand i ng
S pac e
and ti me a r e but forms of o ur i nn e r e xp e ri e nc e Th e
i ntell e ct has twelv e ways of maki ng rules for t e ll i ng
what a gi v e n obj e ct S hall prov e to b e whi ch a r e t h e
tw e lve categori e s R e ason her e com e s i n wi th it s ov e r
“
rul i ng and uni fy i ng acti vi ti e s maki ng our knowledge
a c ompos i te of part i cular sci e nces o f natural O bj e cts
and of i d e als of those suppos e d r e al i ti e s lyi ng beyond
t h e vi s ibl e known world
Th e s e cond Cr i ti qu e goes even furth e r and declari ng
man to hav e a doubl e character on e lyi ng c ompl e t e ly
abov e th e r e gi o n o f sense sc i e nc e and t i m e
wi g q f h
l R
“
n
d efends th e la w s of th e w i ll or the re ason i n
conduct as b e i ng truthful H uman acti ons are not t h e
m e re corollari e s of the pri nc i pl e s of t h e diffe r e nt s ci
e n ce s ; but they are t h e ab s olut e r e q ui r e m e nts o f t h e
supre me law of duty or consci enc e
I nd e ed i t i s a
“
cat egori cal i mperati v e wh i ch pr e s i d e s ov e r t h e i nn e r
s e lf and it s re lati ons of w i ll t o oth e r s e lve s H ere
w e hav e transc e nd e ntal fre e dom and tru e charact e r ;
wh e r e as i n i nt e ll e ct w e hav e i nc e ssant and n e c e ssary
condi ti ons wh i ch must b e fulfill e d b e fore knowledge
th e
,
th e
.
’
.
o
ea s on
.
.
,
,
.
.
,
.
”
,
,
.
,
,
,
,
,
ue o
,
ca
,
.
,
.
,
,
”
.
ac
.
ea s o
EDUCAT I O N A L T HE O RY O F IMMANUEL K AN T
32
gai ned Thus it happ e ns that duty and the moral
law a r e more truly r e pre s e ntati ve of man s natur e and
t h e d e sti ny of h i s ea r thly car e e r than t h e i nt e ll e ct and
Man s soul i s w i ll not
t h e ac q u i s i ti on o f knowl e dge
But th i s rati o nal w i ll must be d et e r
i ntell e ct ch i e fly
m i n e d and arrang e d b e for e t h e i ndi vi dual h a s any e x
“
n
r
i
c
The
pur
i
ty
th
cat
g
o
r
i
s
o
f
th
nt
l
e
e
e
e
o
f
e
e
e
e
i
p
“
l e ct i s far e xce e d e d by t h e transc e nd e ntal puri ty of
th e moral law and i t s p ers i st e nt call to duty
Exp eri
e nce
i s thus d e fin e d i n t e rms of c e rtai n factors wh i ch
l i e outs i d e o f and a r e known prev i ous t o e xp eri
enc e
Th e s e cond Cr i ti que carri ed out the sp i ri t and t h e
m ethod i ntro duc e d by th e first and thus consti tut e s an
i nt e gral porti on of Kant i an ph i losophy
R e ason as
know i ng and r e ason as w i ll i n g howev e r stood at vari
anc e i n t h e syst e m Th e latter brought back i n a ffi r m a
ti o n what th e form e r s et forth i n n egat i on —a t l e ast i n
—
i
l i m i tat o n but fai l e d to bri dge the chasm thus cre at e d
Th e thi rd Cr i ti qu e app e ar e d as an att e mpt to h a r m o
n i z e man s rati o nal and practi cal
moral ) nature s
Th
i
s
was
accompl
i
sh
e
d
by
a
sp
e
c
i
al
tr
at
e
n
ow " ”
J d gm m "
m e nt of th os e p e cul i ar forms o f fe e l i ng sati s
facti ons wh i ch are i nvolved i n th e h igh est e x e rci s e of
“
j udg m e nt
and e sp e c i ally by a d e clarati o n o f th e
d o ubl e re lati on of fe e li ng— nam e ly to i nt e ll e ct on th e on e
—
hand a n d to w i ll on the o th e r as a d e fin i t e p s y c h ol og
B e auty and purp os e art and t e l e ology thus
i cal truth
b e com e t h e cro w ni ng fe atur e o f th e cri ti cal e xpl oi tati on
The ph i losophy thus d e v e lop e d i s
o f human natur e
“
as Z i egl e r well puts i t
no ph i losophy for chi ldre n an d
is
.
’
’
,
.
,
.
”
.
”
.
”
,
,
.
,
.
,
,
,
.
,
,
.
’
.
ue ,
u
”
,
,
,
,
,
.
,
,
.
,
,
,
PHIL OSO PHICAL B A S I S O F K AN T S T HE O RY
’
t
e
y
i t is th e
33
c o rn e r ston e and fo undati o n of our e nti re
1
mod e rn ph i losoph i z i ng
Th e r e ad e r o f Kant s e ducati onal th e ory i s d o ubtl e ss
struck by t h e appar e nt abs e nc e i n i t of almost all h is
p e cul i ar phi losoph i cal t e nets A t th e sam e H i P d g gy
11
ti m e on e i s r e ady to ask H o w i s a p e da
2
12
55552; 32,
h i Ph i l
hy
n
h
o
o
poss
bl
ph
l
soph
i
cal
syst
m
i
e
i
i
s
i
e
p
?
g gy
Th i s s e arch fo r un i versal pri nc ipl e s hardly s e e ms ge r
man e to t h e labors of th e e ducati on i st who m us t deal
concr e tely w i th i nd i vi duals H ow can th e re b e any con
n e cti on whatso e v e r b e tw e e n t h e a
r i or i
cat
e g o ri e s o f
p
the i ntellect and the transc e ndental fre e do m of the w i ll
on t h e o n e hand
and th e cond i ti ons o f t h e d e v e lop
m e nt und e r wh i ch alon e e ducati on can tak e plac e on t h e
other ? Would not thos e two d o ctri n e s mak e for e v e r
i mposs i bl e— i n fact s i mply pr e clud e— all e ducati on and
tra i ni ng ?
I n the first place and n egati v e ly w e m ust not con
L
e
t
r
t
f
t
h
e
c
u
e
Notes w i th t h e Kant o f
found h e Kant o
t h e Cr i ti qu es ; nor does a r e c ogn i ti on of a ph i losoph i cal
bas i s t o the fo rmer necessari ly i nvolv e an i mm e d iat e
acc e ptance of t h e latt e r
M or e ov e r on e should n ot
-
”
.
’
s
.
3
3
a
e
o
1
,
,
s
os o
,
.
,
,
,
,
,
,
,
.
1
Ges chi ch t e d er P a d a gogi /e,
c
H a n db u h d er Er z i ehu n gs
E rste r B d
und
.
,
l s t Ab t h
.
Baum e i ste r s
’
of
Un t er r i cht s l ehr e fur h oh er e S chu len
'
'
,
p 246
For a d e ta i l e d stat e m e nt of h ow Kant answ e r e d h i s thr e e gr e at
q u e st i ons t h e r e ad e r i s r e fe rr e d t o t h e b i ographi e s m e nti on e d and
t o t h e var i ous h i st ori e s o f ph i l o s o phy acc e ss i bl e i n E ngl i sh such
as Ueb e rw e g F alke nb e rg W e be r et c Pauls e n has br o ught t o
geth e r t h e lat e st r e sults of th e num e r ous i nve sti gat i ons and d i s
c u s s i on s r e lat i ng t o Kant s syst e m
Mii n ch e n
,
1 8 95 ,
.
.
,
,
,
,
,
’
.
3
.
34
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
gre at blund e r of suppos i n g that Kant first
work e d out h i s phi losophy and th e n proc e e d i n g on th i s
as a bas i s del ib e rately e laborat e d h i s rul e s as t o how
man should b e handl e d i n ord e r t o b e c o m e e ducat e d
as a m e re corollary th e reto Thi s i s larg e ly untru e
h i stori cally ; and t h e i nt e rnal e v i d e nc e pr e s e nt e d i n the
Lectur e-Notes mak e s i t somew h at i mprobabl e that he
c o mpl e t e ly r e work e d th e m i nto adaptati on to t h e c on
O f both sp e culati ve and practi cal phi losophy
e lus i ons
F urth e rmore i t i s tru e t h at t h e plac e an d functi on wh i ch
wer e gi v e n i n t h e Cri ti cal Ph i l o sophy t o educati on as an
obj e ct o f m e taphys i cal i n q ui ry a r e pract ically n il I t has
also re p e ate dly b e e n h e ld that th e r e i s a vi ol e nt contra
d i cti on b e twe e n affirm i n g t h e n e e d O f e ducati on for man
and di scov e ri ng man to hav e a mechan i cally operati ve
r e as o n wh i ch would r e s i st all att e mpts at i nstructi on
and a transc e nd e ntal fre e dom wh i ch would fore v e r
mak e i mposs i bl e th e trai ni ng o f wi ll and the ac q ui s iti on
O f charact e r Transc e nd e ntal fre e dom i nd e e d h a s b e e n
storm e d an d batt e r e d agai n and agai n i n e ducati onal
l i t e rature parti cularly t h e H e rbarti an A s a final con
s i derati o n to supp o rt t h e p os i ti on that i t i s e rron e ous to
S p e ak O f a ph i l o soph i cal bas i s to h is p e dagogy o n e could
po i nt out t h e fact that Kant h i ms e lf has appar e ntly
d e n i e d any phi losoph i cal v i rtu e i n e duca ti on A mong
t h e vari ous m o d e s o f d e t e rm i ni ng conduct r e c ogn i z e d i n
l
t h e Cr i ti qu e of P r a cti ca l R ea s on
Kant menti ons M on
“
—
tai gn e s V i ew whi ch took e ducati on
an
e xt e rnal sub
t
v
e
c
i
e
e
o
f
e
i
i
pract
cal
mat
r
al
pr
nc
pl
det
rm
nat
on
i
e
i
i
i
j
m ak e t h e
,
,
,
.
.
,
,
.
,
,
,
,
,
.
,
,
.
,
,
.
,
’
,
,
”
,
,
1
H arte nst e i n v p
,
.
.
43
.
PHIL OSO PHICAL B A S I S OF K AN T S T HE O RY
’
35
as th e foundat i o n o f moral i ty Th i s h e r ej e ct e d on
e mp i ri cal
and th e r e for e cannot
t h e gr o und that i t i s
“
furn i sh t h e un i v e rsal pri nci pl e o f moral i ty
O n t h e oth e r hand and affirmat i v e ly Kant was a
p e dagogu e i n th e full e st and b e st s e ns e of t h e t e rm an d
i s anoth e r bri ll i ant i nstanc e o f th e d o ubl e
B t th y
1
1Y
l t ¢
truth that t h e tru e t e ach e r must b e ph i l o
S oph i cal and that t h e tru e ph i losoph e r finds a p e re n
n i al th e m e i n th e probl e ms o f e ducati on That th e r e i s
a clos e r elati o n b e tw e e n hi s cr e e d o f transc e nd e ntal i sm
and hi s de ep i nt e r e st i n a w o rthy e ducati o n i s i nd i cat e d
i n a forc e ful mann e r by th e n ot i nfr e q u e nt e fforts o f
num e rous lat e r p e dag ogi cal wri t e rs to s e t as i d e or at
least t o r e v i s e many o f h i s pri nc i pl e s o f ph i losophy
Th e H e rbarti an e ra was w e ll saturat e d w i th th i s Ka nt
h
ob i a
i
n
u
d
e
wh
i
ch
p
rs
sts
pr
e
s
nt
m
thod
e
i
o
r
e
a
o
f
y
p
w o rk i ng o ut t h e sc op e and n e e ds o f human e ducat i on
“
from t h e sci e nti fic p oi nt o f V i e w
Th e susp i c i on i n favor of Ka n t thus apt t o b e
arous e d gr o ws i nto pos it i v e c o nv i ct i on w h e n on e r e
vi e ws t h e many i ndi cati ons wh i ch show h im
K t I t
to have b e e n tru e t o th e a i ms of p e dagogy m iiii 11222:
5i l
Kant was a p e dagogue b oth by th e nec e ss i ty
g g
O f law and par ti cularly by tast e th e latte r appeari ng a
decade e arl i e r than t h e form e r H e d i d n ot b e l ong t o
t h e typ e o f t h e musty dry-as -dust pr o fe ss o r w h o m ight
hav e spun out h i s p e dagogi cal cobw ebs w i th t h e i n dif
fe renc e of m e re abstracti on H e was a p e dag ogu e both
by pr e c ept and by practi c e H e want e d to t e ach s t u
“
dents to thi nk and t o d e v e lop th e i r personal i ti e s i nto
i nd e p end e n c e of school m e chan i sm
H e taught no
-
,
.
,
”
.
,
,
,
u
a re
e
C 0 5€
fe a e
,
.
,
.
,
,
”
.
,
,
an
’
n er
s
1 1
.
en z
o
,
.
,
,
.
.
,
.
ca
.
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
36
fix e d and clos e d syst e m of ph i los ophy but strov e to
awak e n the i mpuls e t o and t o d e v e l o p th e capac i ty for
ph il o s oph i cal i nv e stigati on
H e was S ocrat i c i n h i s
practi c e but h e d i d not e xpl oi t h i s o w n th e o ri e s at t h e
e xp e nse o f hi s pup i ls and oth e r academ i c O pp ortun i ti e s
H i s gr e at b oo ks l i k e wi s e att e st h i s p e dagogi cal i nsti ncts
“
and i ns i ghts Th e y each had a part on m ethod and
a s an author h e d i d not fa i l to addr e ss h i ms e lf to th e
probl e m of how t h e doctri n e s h e d e v e l op e d so ab
1
s t ra c t l y could b e fitt e d to t h e pract i cal n e e ds o f man
I nd e e d Kant was a p e dag ogu e thr o ugh o ut th e whol e
Cri ti cal Ph i l osophy wh i ch was ch i e fly an a ffa i r of
m e thod I n th i s ach i e vem e nt h e b e cam e a tru e t e ach e r
not of s i ngl e i ndi v i duals i n a class -r o om but o f an age
a nati on and in truth of t h e o cci d e n t al race of m e n
By cl os i ng up c e rtai n bl i nd all e ys of sp e culati on he
turn e d i ntellectual i mpuls e s i nto t h e gre at chann e ls o f
producti vi ty marki ng t h e n i n e t e e nth c e ntury Ca n w e
not thus s a y w i th full b i ograph i ca l profe ss i onal and
sci enti fic re ason that Kant e v e n as t h e author o f th e
ph i losophy of cri ti cal i d e al i sm would hav e b e e n a p e da
g ogu e w i thout ha ving ev e r thought about or l e cture d
upon p e dagogi cs ? Y e s For e v e ry i mp ortant syst e m
of ph i losophy i n e v i tably contai ns the ge rms of a p e da
or later
i
i
e
e
wh
ch
man
f
st
th
r
nfluenc
s
soon
r
i
i
e
e
o
g gy
,
,
,
.
,
.
”
.
,
,
,
.
,
,
.
,
,
,
,
,
,
.
,
.
,
,
,
,
,
,
,
.
,
,
.
Th i s i s m ost cl e arly a fe ature o f t h e s e c ond C i t i qu e ( s ee
S e l e ct i on XI i ) Als o i n t h e P r olegom en a t o Eve y Fu t u e Met a
e pt i on
i
i
i
th
p
e dag og i cal
c
o
nc
and
nte r e st
s
t
s
e
h
i
s
c
p y
wh i ch spri ng first i nto m i nd Th e b ook was pre par e d n ot for t h e
u s e O f stu d e nts but for futur e t e ach e rs t o h e lp th e m t o d i sc ov e r
th e sci e nc e — H art e nste i n i v p 3
1
r
.
r
,
.
,
.
,
,
,
r
.
.
.
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
38
ph i los oph i cal i nt e rp r etati on of man and hi s l i fe as
d e mand i ng an e v e r-i ncr e as i ng p e dagogi cal asp i rati on for
O nly a fe w
t h e i deals o f e xp e ri e nc e th e r e by j usti fi e d
fe ature s of t h e e ducati o nal p o stulat e s d e fe nd e d by h i s
p hi losophy can r e c e i v e summary noti c e h e re
1 Kant s ph i los o ph i cal s u bj ec ti vi s m b oth i n it s m e th o d
and i n i t s i mm e d i at e r e sults i s t h e c o rn e r-st on e of h i s
Ed at i l e ducati onal th e ory Th e p o ss i b i li ty and t h e
l
m
ts
of
human
i
i
e ducat i o n w e r e by h i m first
iifiii tiy fii;
E
Ph i l o p h y
d e t e rm i n e d i n an e xpl o i tati o n of th i s last
advanc e up o n man s i nn e r c i tad e l I f w e say w i th
som e h i stori ans that S ocrat e s w a s th e fo und e r of p e da
f
i
o
b
e
caus
e
o
hi
s
tr
e
tm
e
nt
o
f
i
t
s
r
e
lat
i
o
ns
to
e
th
cs
a
g gy
w e must add that Kant compl e t e d t h e foundati ons thus
b egun by carry i ng to a fin i sh t h e m om e ntum of an anal
i
i
of
nn
r
l
f
s
i
s
t
h
e
e
e
y
2 Th e first Cr i ti qu e i n und e rta ki ng a sp e c i al S tudy
o f t h e structure of human knowl e dge r e sult e d i n a d i s
c ov e ry of ep i st e mology and thus n e c e ssari ly d e alt w i th
m e thods of thought ( condi ti ons of i nstructi on ) kno w l
e dge sc i e nc e
and nature and th ei r r e lati ons both real
and i d eal to human e fforts O ut of th i s w o rk t h e fol
lowi ng pri nc i pl e s and i nflu e nces b e c am e accred i ted to
educati onal th e o ry
a
r ea t cr ea ti ve
r o f th e act i vi ty o f pur e
The
o
w
e
g
p
( )
reas on was d e clar e d I ts pr o ducti vity i s t h e bas i s o f all
sc i ence and t h e tru e probl e m of ph i losophy I f nature
i s mad e by r e ason e ducati o n must d e al i n p ri nci pl e
w i th the latt e r and not wi th t h e form e r I nstructi on i s
seen to b e m or e and m ore an a ffai r o f i nn e r e xp e ri e nce
and l e ss and l e ss an a ffai r o f obj e cts and s o -called
in his
.
.
’
'
.
,
,
uc
on a
a e
.
c
s
so
.
’
.
,
,
,
.
.
,
,
,
,
,
,
,
,
,
.
.
.
,
,
.
,
PHIL OSO PHICAL B A S I S O F K AN T S T HE O RY
39
’
“
“
cont e nt
H e nc e p e dagogi cs can b e com e g e n e ti c
only i n t h e l ight o f a knowl e dge of t h e o rd e r o f re ason s
acti vi ti e s
S e lf acti vi ty has n e v e r r e c ei v e d a great e r
v i ndi cati on than i n th i s Cr i ti qu e F rom thi s re sult e d
.
’
”
.
.
b
Th
e
( )
t he
i n di vi d u a l m i n d
i n th e
f
worlds of both natur e and human s o c i e ty H e r e e d u
cati on c o m e s i nt o th e p o ss e ss i o n o f a n ew d e t e rm i n i ng
“
A mast e r p e dagogy of t h e sp i ri t to us e the
i d e al
“
terms of Ni e tzsche must re plac e t h e S lav e p e dagogy
of th i ngs
cen tr a li z a ti on
o
.
,
.
,
,
.
N a t u r e,
( )
c
or
s ci en ce,
b ecom es
ed u ca ti ve
b
ec a u s e
y
on l
e
an
d
not
b
e
caus
an
f
pp
e n cycl op e d i c ac q ua i ntanc e w i th it s facts i s e v e r a bar e
p oss i b i li ty O r vi ce ver s a knowl e dge of pri nc i pl e s and
not of obj ecti v e facts i s al o n e e ducati ve I n ducti ve
cri ti ci s m whi ch b egi ns w i th the env i ronm e ntal data
and mov e s upward e v e n to th e i d e als i nvolv e d i n e v e ry
ge n e ral i zati on thus becom e s an e ducati onal re qu i re
ment wh i ch i s only now b e i ng fully m et w i th i n the
“
w i d e n i ng appl i cati on of
sc i e nti fic i nstructi on
It
S hould n ot b e forgott e n that th e se foundati ons of hi s
theory man i fe st e d th e ms e lv e s m o st e ffe cti ve ly through h i s
larger i nflu e nc e upon lat e r ph i losophy and sc i e nc e and
thro ugh th e m p e rcolat e d down to e ducati onal practi c e s
I n on e parti cular at l e ast th is Cri ti qu e had dir e ct
e ffe ct upon e ducati on S ch o ol i nstruc ti on i n mathe
mat i es both in theory and i n practi c e b e cam e m o di fi e d
i n accordanc e w i th th e i nflu e nc e e x e rc i s e d by i t s first
part t h e Transc e nd e ntal fES t h e ti c s wh i ch pre s e nted th e
—
e
o
f
t
h
i
n
n
e m p i ri cal ori g i n of space
th ory
e ntra m e ntal
o
and ti m e and thus of g e om e try and ari thm e ti c
o
i ts
c ons tr u cti ve
.
ea l
a
,
to
r ea s on ,
,
,
.
,
,
,
,
,
”
.
,
.
,
,
.
,
,
,
,
,
,
.
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
40
alth o ugh i t i s t h e t i tular phras e o f tran
s ce n d e n t a l i s m
d e clari ng t h e e poch i n wh i ch i t o rigi
n at e d
i s no l e ss a contri butor t o t h e fo undati o ns o f
“
H e re pure r e ason b e com e s rati onal ca
e ducati o n
“
t
a
c
i
at
human
b
i
rth
and
harmon
i
ous
d
v
lopment
e
e
p
y
“
and p e rfe cti o n th e proc e ss and th e g oal whi ch i nsp i re
i nstruct i on
Wi th Kant r e ason i s pri mari ly som ethi ng
fu ncti on a l and h enc e not an e mp i ri cal c onte nt or e n u
m era ti o n wh i ch i s so fr e q uently th e cri ti c i s m br o ught
agai nst i t al o ng w i th t h e m i stak e n i nterpretati on o f it as
“
“
i nnat e
and mere fo rm
R e ason i s a n e c essary
pedagogi cal fact o r i n psych o logi cal i nt e grati on wh i ch i s
or ought to be t h e grow i ng i d e al of e v e ry tru e t e ach e r
Kant s ph i losophy s o un i fo rmly r egard e d as mere ly
bas e d on a m e chani cally op e rati ve r e as on i s i n truth a
ph i losophy of wi ll wh i ch i s t h e o nly fitti ng psychologi cal
“
t e rm for th e transc e ndental app erc epti on of the first
Cri ti qu e
A nd a wi ll phi losophy al o n e can ad e quately
und e rl i e and support a p e dagogy that shall b e con
“
s i stent w i th i ts e lf and s e cur e results i n human l i fe
Producti ve i nd i vi dual i ty can th u s becom e a tru e e d u
c at i on a l mott o
and r e al s chool i ng b e com e s a relati on
b e twe e n souls
as a substanti v e term
has p e rhaps d i sapp e ar e d i n t h e n om e nclature o f our
b i ologi cal e ra ; but d o e s it n o t l i nge r s igni fi cant l y i n t h e
“
“
sound healthy m i nd
rati o nal plan of studi es s ci
e nc e ver s us superst i ti on
and oth e r such touchstones of
curre nt p e d agogi cs
4 Th e emp i ri cal asp e cts of th i s subj ecti vi s m as
wrought out i n h i s psychology a r e reserv e d for the
follow i ng secti on
3
R ea s on ,
.
.
,
,
.
”
,
”
,
.
,
,
”
,
.
,
,
.
,
’
,
,
,
,
,
.
”
.
,
.
,
,
”
,
”
,
,
,
.
.
PHIL OSO PHICAL B A S I S OF K AN T S T H E O RY
’
41
Mor a li ty a r e the chi ef co m pl e menta ry
determ i nat i ons of t h e second Cr i ti que whi ch are de
cl ar e d to be the ult i mat e charact e ri st i cs o f pers o nal i ty
how e ver that pers onal i ty may theoreti cally b e d e scri b e d
and e xplai n e d F r e e dom i s th e condi t i on duty i s th e
i n e scapable demand and morally approvable conduct i s
t h e result
Th i s freedom app e ars i n t w o d i re cti ons : (a )
n o be i ng
outs i d e mys e lf can d e term i n e m e— absolute
poss ib i l i ty i s gi v e n w i thi n me ; ( b ) the i ndi vi dual i s not
“
le ft th e pr e y of i mpuls e s and i ncl i nati ons but t h e law
— w i ll— gi v e s an e levati ng mast e ry over th e m
Mo
ra l it y b e comes h e r e i n the h i ghest a i m of l i fe and a n other
c r ea ti ve i d ea l i s accred i ted to e ducati onal theory
Wi ll
i s the functi on and duty i s t h e a i m wh i ch a re to b e
c o m e r egula ti ve i n th e whol e proc e ss of educati on from
i t s b egi nn i ng to it s e n d
H ere ph i losophi cal th e ory and
p e d ag ogi cal theory l i nk hands i n gi vi ng exp eri ence it s
t e nd e nc i es towards p e rfecti on ; and t h e Lectur e-Notes
a r e filled w i th declarat i ons o f th i s final ai m of all cultur e
and educati on ( S ee S ecti o n s 5 1 1 1 2 1 6 l 8 d 1 9 2 7
5
.
Fr eed om
a nd
,
,
.
,
,
.
”
,
.
,
.
.
.
,
,
,
,
,
29
,
,
— 84
,
also S e lecti ons
II "
I and "
II ) Th i s pri nci pl e of fr e e dom demands
of e ducati on that i t shall e r e ct a spec i fic S tory of soul
structure abov e the wi d e fo undati o n of natur e i mpuls e
i nsti nct and the ac q u i red mechan i sms of man s dev e l
op m e nt
The uni q ue value of th i s eth i cal cast t o p eda
i
s
t
o
o be found in Kant s constant recogn i ti on o f
g gy
th e anti th e s i s b e tween an i mal and human nature b e
twe e n i nsti nct and reason b etween m echan i sm and
fr eedom and i n h i s p ers i st e nt declarat i on that true edu
86
.
—8 8
,
91 — 99, 1 0 3 , 1 0 5 , 1 0 6
,
.
,
10 8
,
.
Cf
.
.
,
,
’
,
.
’
,
,
,
EDUCAT I O NAL T HE O RY OF IMMANUEL K AN T
42
cati o n tends to l e ad t h e latt e r o f e ach pai r t o tri umph
o v e r th e fo rm e r
Th i s ph i l o soph i cal bas i s mak e s p oss i
b l e a p ed a g ogy of t he wi ll r e -e mphas i z e s i nd i v i dual i sm
and agai n d i splays t h e vi rtu e s o f subj e cti vi sm
M e nti o n sh o uld finally b e mad e o f t h e fact that Kant
i s the gr ea t m od er n exa mp le of s elf-ed u ca ti on
H e b e longs
-e m i n e ntly to t h e h e r o Ol o
pre
of
p
dagogy
e
gy
Ph i l ph y
d Li f
I t i s appr opri at e to m e nti o n th i s i nasmuch
as ph i losophy and p e rsonal i ty
thought and charact e r
a r e so i nt i mat e ly r e lat e d
H i s ph i losophy and h i s p e da
o
found
th
e
i
r
first
appl
i
cat
i
on
and
cont
nuous
pract
c
i
i
e
g gy
i n hi s o w n l i fe
F rom an obscure o rigi n h e bro ught
h i ms e lf to t h e fore mos t plac e i n mod e rn culture By
control b e e xt e nd e d the precari o us stre ngth o f a w e akly
body to fo urscore y e ars H i s h e alth was a matt e r O f
w i ll By h i s punctual i ty pr e ci s i on and p e rsonal i nd e
p e n d e n c e h e organ i zed h i s own l i fe o n the l i n e s o f e th i
cal fre e dom By hi s fi r m adh e r e nc e to h i s vocati on
—
a s e e k e r aft e r truth p ersonal p e dago gi cs b e came an
1
e x e mplary l fe
i
That Kant hi mself r egard e d ph i los ophy as havi ng a
bas i c re lati on to t h e practi cal pursui ts of l i fe am ong
wh i ch e ducati on i s to be i nclud e d may b e gathere d from
t h e followi ng passage
A ll t e chn i cal practi cal rules (that i s thos e o f art and
o f sk i ll i n g e n e ral
o r also o f prud e nc e
as t h e ski ll of
hav i ng i nfluenc e upon m e n and th e i r w i lls ) i n s o far as
.
,
,
.
,
,
.
.
os o
an
e
.
,
,
,
.
.
,
.
.
,
.
,
,
.
,
,
.
,
,
,
,
,
,
may n ote h e re t h e abs e nc e of any mark e d contr i but i on t o
h i s own e ducati o nal th e ory d e r i v e d from t h e th i rd Cr i t i que a
p oi nt t o r e c ei v e m e nti on lat e r
1
We
,
.
PHIL OSO PHICAL B AS I S O F K AN T S T HE O RY
’
43
th e i r pri nc ipl e s re st upon conc e pts must b e c o unt e d
only as corollari es o f th e o re ti cal ph i losophy F or th ey
conc e rn only th e p oss ib i l i ty of thi ngs acc ord i ng to natur e
conc e pts to whi ch not only t h e m eans wh i ch a re t o b e
found i n nature but e v e n t h e w i ll i ts e lf (as th e faculty
of d e s i re cons e q u e ntly as a natural faculty) b e longs s o
far as it can b e d et e rm i n e d by i mpuls e s o f nature i n
accordanc e w i th thos e rul e s Y e t thos e sam e practi cal
rul e s a r e not to be call e d laws ( such as phys i cal ) b ut
only pr e c e pts ; becaus e t h e w i ll com e s n ot only und e r
the conc e pt of nature but also und e r th e conc ept of
freedom i n r e fe re nc e to whi ch i t s pri nci pl e s a re call e d
laws ; and i t alon e compri s e s w i th i t s i mpl i c ati ons t h e
1
—
s e cond part of ph i losophy nam e ly t h e practi cal part
,
.
,
,
,
,
,
.
,
,
,
,
,
”
,
,
1
Cri t i que
d
m
n
t
J
u
e
f
g
o
.
—
.
H art e nste i n v
,
.
p
.
17 8
.
KAN T S P S YC H O L O G Y A N D H I S EDU C A
TIO NA L T H EO RY
’
EV ER Y
t e ach e r trai ned in a n ormal scho ol at t h e b e
gi nn i ng o f t h e tw e nti eth c e ntury i s apt to grow i nto an
“
un q u esti on e d acc e ptanc e of t h e ax i om
M y profe ss i on i s bas e d i n i t s sc i e nti fic as
p eets upon psychology ; if I e ducat e I must
first hav e a knowl e dg e of the i ndi vi dual whos e
formati on I am to d i re ct I t i s n ot e asy for h i m to r e
m e mb e r that th e r e was a ti me when th i s ax i om was a
n e w and a th e or e ti cal doctri n e ; and for th i s fo rgetfuln e ss
th e h i story of e ducati on i s r e spons i ble
That thi s ti m e
was comparati v e ly re c e nt can b e s e en from t h e fact that
Kant s ge n e rati o n s a w only th e dawn i ng twi l ight o f th i s
bel i e f of modern p e dagogy I ts d i sti nct b egi nn i ngs may
b e trac e d as far back as Com e n i us ; but i t was H erbart
w h o brok e away t h e m i sts wh i ch ush e r e d i n o u r no o n
day sun I n att e mpt i ng to appr e ci at e the relati v e amount
of r efe r e nc e to psychology i n h i s e ducati onal theory we
should gi v e Kant t h e b e nefit of the state o f psychology
at hi s ti m e and not i ns i st that our psycholo gy shall de
term i ne t h e scop e of the h i stori cal perspecti ve
Kant found psychology i n t h e doctri nai re cl as s ifi ca t or y
s t ag e Th e form e r fe ature h e subm itt e d t o a most
s e arch i ng and n egat i ve cri ti c i sm and a final rej e cti on
Th e latt e r trai t h e gradually e xtended and s e tti ng t h e
s e al of hi s authori ty up on i t made i t the acceptabl e mo de
”
,
,
,
.
.
’
.
.
,
,
.
,
.
.
,
,
,
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
46
res i d e d i n t h e q u e sti ons wh eth e r an i nd ep e nd e nt sci e nce
and h o w clos e ly that sci e nc e i s
of m i nd i s p o ss i ble
related to m etaphys i cs Th e Leib n it z o-W olffi a n p h i
l os op h y was dom i nant i n t h e Ge rman un i v e rs i ti e s duri ng
Kant s student days I t ans w e re d both q u e sti ons a ffi r m a
t i v ely
A s Kant r e ach e d h i s maturi ty i n phi losoph i cal
re flect i o n h e rej e cted th i s affi rmati v e pos i ti on
Th e most i mportant d e tai l i n t h e cl as s ifi ca t or y tra i t
o f th e e mp i ri cal psych o logy of t h e days of t h e y o unger
Kant i s p e rhaps i t s p o ss e ss i on o f th e t w o rubri cs und e r
wh i ch all th e data of m e ntal e xp e ri e nc e w e re placed
Th e s e rubri cs wh i l e always two w e re vari o usly d e s ig
“
“
n at e d :
such as
th e i nt e ll e ctual p ow e rs
and th e
“
“
acti v e p ow e rs of t h e m i nd
und e rstand i ng and ap
“
p e ti ti on or d e s i re e t c S uch facts as thos e o f p e r
c ep t i o n or m e m o ry
o r j udgm e nt w e r e ass i gn e d to t h e
first gr o up ; and thos e of fe e l i ng s e nti m e nt d e s i re
e ffort
mot i ve wi ll e t c t o th e s e cond gro up Thus
“
Kant hi ms e lf wri t e s i n 1 7 6 3 th e properti e s of a m i nd
are understand i ng and w i ll
Th e s e rubri cs howev e r
s e rv e d a w i d e r and d ee p e r p urp os e By an appeal to
“
th e s e faculti e s t h e psychol ogi st th o ught h i ms e lf to b e
d e al i ng w i th exp la n a tor y n e cess i ti e s M i nd b e havi ors
w e re to b e mad e i nt e ll igib l e by p o i nti ng out thes e fa c ul
t i e s as m e ntal forc e s whi ch proj e ct e d th e ms e lv e s s p e
c ifi ca ll y i nto th e p e rfo rmanc e s wh i ch m i ght b e obs e rved
Kant at first con t i nu e d to acc e pt th i s gro wi ng trad iti on
,
,
.
’
.
.
,
.
,
,
.
,
,
”
,
”
,
”
”
.
,
,
,
,
,
,
,
.
,
,
,
.
.
,
,
.
”
,
.
,
.
Revi ew , 1 8 97
14 7 —1 5 1
1
.
Ne w
Y ork
,
Th e
.
H arte nste i n
,
ii
.
p
.
1 31
.
Macm i llan
C ompany pp
,
.
36
-4 7
,
K AN T S P S YCH O L O GY AND EDUCAT I O NAL T HE O RY
’
O f psych o logi cal e xplanati on
47
Wh e n h o w e v e r h e had
“
gotte n w e l l i nto h i s
sc e pti cal
p e ri od and later
brought h i mself face to fac e w i th hi s gre at probl e m of
th e natur e o f human knowl e dge w e find hi m aband on
i ng t h e ol d i ron clad b i parti t e di vi s i on of t h e fa cul
ti e s
Th e n e xt y e ar ( 1 7 6 4 ) Kant d e tect e d a mark e d change
i n t h e sc i e nti fic atmosph e r e and also approv e d of i t i n
“
t h e followi ng words :
I n t h e pr e s e nt day
Fe l i g fi s t
d
w e hav e for th e firs t ti m e b egun to s e e
gfi i i bfj f
t l F ult y
that th e faculty of repr e s e nti ng truth i s cog
n i fi on but t h e faculty o f exp e ri e nc i ng th e good i s fe e l
i ng and also that th e s e two facult i e s must n ot b e
1
e xchan g e d on e w i th th e oth e r
E ight y e ars lat e r h e
wri t e s t o M arcus H e rz of th i s psychol ogi cal d i scov e ry by
“
a deep e r analys i s of t h e acti v e p owers i n wh i ch th e
fe e l i ngs had b e e n i ncorporat e d h e re t ofor e and of t h e
fundam e ntal d i ffe r e nti ati on b etw e en knowl e dg e and
fe e l in g Th i s chang e i n the d i vi s i o n of th e faculti e s of
the m i nd was p e rhaps most cl e arly and substanti ally
expre ss e d i n t h e e ssays of S ulz e r i n 1 7 5 1 ff (Mi s ael
l a ne ous Wr i ti ngs ) the Lett er s on S ens a ti on
and
the Mor ni ng H our s ( 1 7 8 5 ) of M os e s M e nd e lssohn the
grandfather of the gr e at mus i ci an and i n t h e P hi los op hi
.
,
,
,
,
,
,
.
,
e
n
re
,
‘
,
,
r
n
a
ac
.
,
,
”
.
”
,
,
.
,
,
.
,
,
,
ca l
In ves tig a ti on s
f
o
H u m a n N a tu r e
i ts D evel op m en t
a nd
of Te t e n s
O f the latt e r b o o k Kant was v e ry
fond and i t w as o fte n s e e n lyi ng op e n on hi s tabl e A ll
of th e s e psychologi cal wri t e rs p e rs i st e d i n p o i nt i ng o ut
“
the clai ms of fe e l i ng to a d i sti nct re cogn i ti on as a
1
7
7
7
)
(
.
,
.
”
1
H arte nste i n
,
ii
.
pp
.
3 0 7 , 30 8
.
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
48
basal pow e r of m i nd and gav e i t an appl i cati o n i n th e i r
art th e ori e s
Kant s acc e ptance of th i s n e w di vi s i on gre w apac e
w i th t h e d e v e lopm e nt o f h i s syst e m of Cri ti cal Phi l os o
phy
I nd e e d th e mai n outl i n e s of tha t
Th M
t l
1
“
syst
e m a r e to b e found i n th i s n e w psych o
£3 133f,
Ph i l p h y
l ogi cal cre e d wh i ch h e fully s et forth i n
1 7 90 i n th e I ntr o ducti o n t o th e thi rd and crown i ng
1
Th e first Cr i ti qu e e xplored t h e
Cr i ti qu e o f t h e syst e m
ph i l o s oph i cal valu e s o f th e faculty o f cogn i ti on Th e
s e c ond Cri ti qu e was addre ss e d to t h e a p r i or i nature o f
A nd t h e th i rd Cr i ti qu e at te mpt e d t o
t h e faculty of w i ll
e ffe ct a un i on b e tw e e n t h e first and the s e cond by an
e xam i nat i on of t h e faculty o f the fe e l i ng of pl e asur e and
2
pai n The follow i ng table arrang e d by Kant sets
forth th e s e re lati ons b e tw e en a psychologi cal analys i s of
the hi gher faculti e s the ph i losoph i cal or transc e ndental
p ri ncipl e s and t h e fi e lds of exp e ri e nc e to wh i ch they
are appl i e d re specti ve ly
,
.
’
en a
e
,
.
i
os o
.
,
.
.
.
,
.
,
,
,
.
M
en t a
lP
ow e rs
Kn owl e dge
Hi gh F
er
of
.
Kn o
lti
w l dg
acu
e
A ct i on
Re
1
1
e.
Pi
r n ci
pl
es
d
Pr o
.
.
.
.
A p ri ori
u ct s
U nd e rstand i ng C onform i ty t o L aws N atur e
.
l e asure and Pai n J udgm e nt
P
es
S e e A S t u dy
as on
H art e nst ei n v p
,
.
.
C onform i ty
.
p os e
’
P s y chol ogy ,
s
2 04
.
t o Pu r
A rt
.
.
.
Obl i gati on
.
f Ka n t
o
.
et c
.
Morals
.
,
pp
.
6 3—7 4
.
.
.
KANT S P S YCH O L O GY
’
EDUCA T I O NAL T H E O RY
AND
49
“
The adj e cti v e h igh e r i n t h e s e c o nd c o lumn o f thi s
tabl e i s most s igni ficant i n th i s conn e ct i on Kant p e r
s i s t e n t l y d i scred i t e d psych ol ogy d e ny i ng that it had any
sc i e nti fic value and that i t c o uld e v e r ac q ui r e any I n
1 7 8 1 h e abandon e d t h e doctri nai r e rat i o nal psychol ogy
of h i s g e n e rat i on hav i ng subm i tt e d i t as h e thought to
an abs o lut e ly d e structi v e cri ti ci sm i n t h e Transc e nd e ntal
“
D i alecti c of the first Cr i ti que Th e adj e cti v e hi gher
r e ad i ly p o i nts out that h e i ntroduc e d hi s own ra
ti on a l psychology i n ord e r t o mak e th e fi e ld of c riti
ci s m d i sti nct
E mp iri cal psychology far e d s om e what d iffe re ntly i n
“
I n 1 7 6 5 it was r egard e d as t h e p e cul i arly
h i s hands
m e taphys i cal e mp i ri cal s ci e nc e of man and P h l
o gy as
y
di
al ways was a part o f h i s l e ctur e s on m e ta
S i
d
w
g
phys i cs unti l h e b egan i n 1 7 7 3 — 1 7 7 4 to
l e cture on anthropology F our y e ars lat e r he gav e less
attenti on to t h e form e r sci enc e b e caus e h e was gi v ing
more to the latt e r wh i ch gr e w up out of hi s lectur e s on
phys i cal poli ti cal and moral g e ography and th e r eby h e
b ecam e t h e first i n G e rmany t o ra i s e anthr opology to t h e
rank of an academ i c subj e ct Psychology b e came for
“
hi m mor e and mor e an a ffai r of
m er e O p i n i on
It
can nev e r become a natural sc i e nc e b e caus e math e
mati es cannot b e appl i ed to it : i t s ph e nom e na a r e gi v e n
i n the s i ngl e d i mens i on of ti m e
I t must fo re ver re mai n
“
“
nothi ng mor e or l ess than an h i stori cal
natural d e
scri pti on of the i nner sens e Kan t thus thre w hi s great
i nterest i nto the e mp i ri cal S tudy of m en (rath e r than of the
i nd i v i dual m a n ) for t h e sake of a work i ng anthropolo gy
H i s work on th i s subj ect was n ot publ i she d unti l 1 7 98
.
,
.
,
,
,
,
”
.
.
.
”
,
s
a
o
c
c e n ce
a
,
s
e
,
.
,
,
,
,
,
.
”
.
,
.
”
,
”
.
.
.
EDUCA T I O N A L
50
T HE O RY
OF
IMMANUEL KAN T
becam e a dub i ous t e rm w i th h i m and t h e
cri ti cal cauti on alre ady stat e d S hould not b e fo rg ott e n
I f psychology b e came the r ej e ct e d ch i ld i n Kant s
fam i ly o f t h e sc i e nc e s h e n e v e rth e l e ss conti nu e d to do
K nt M
the work of an e xc e l l ent psych o logi st for
1
i
i
i
wh
ch
he
had
unusual
analyt
cal
ab
l
ty
i
:
1251251 333
Th i s p e rs i st e nt but p e rhaps unconsci ous
re l ianc e upon psych ologi cal i n s ight app e ars in hi s recur
re nt app e al t o th e nature of human m e ntal faculti e s
What h e m e ant i n g e n e ral by th e se faculti e s can bri e fly
Cogn i ti on i s t h e faculty of
b e s e t forth as fo llows
th e m i nd for d e t e rm i n i ng the e x i stenc e and chang e s of
obj ects
I t i s a uni q u e faculty whose acti vi ty cons i sts
i n carry i ng on the mechan i sm of r e pres e ntati ons a
mechan i sm i nto wh i ch ent er both a r e cepti vi ty and a
spontan ei ty
The capac i ty o f hav i ng pl e asure or
pai n w i th a repres e ntati on i s called fe e l i ng becaus e b oth
conta i n m e re ly the subj ecti ve r e lati ons to o ur i d e as but
n o refe re nce whatsoever to an o bj e ct of poss ibl e knowl
e dge not e ven a knowledge of o ur o w n
ona
C
(
ti on i s vari ously represent e d yet all e xpre ss i ons may
agree i n these n ow it i s w i ll i n i t s h igh e st cri ti cal mean
i ng ;
wi ll can b e d e fined as t h e faculty o f p urp os e s ,
s in ce th e y a r e always th e moti v e s of the acti v e pow e rs
accord i ng to pri nc i pl e s th e n i t i s t h e e mp i ri cal acti vi ty
o f de s i re as
th e faculty of b ei ng through i t s rep r e s e n
t at i on s the cause o f the obj e cts of th e s e r e pr e s e ntati ons
What so r t of pass i vi ti es and acti vi ti es i s i ncluded under
1
each i s most bri e fly and graph i cally s e en i n d i agrams
Psychol ogy
,
.
’
,
a
’
ea n
s
,
3
.
,
,
.
‘
’
,
.
,
‘
.
,
,
,
‘
‘
,
,
’
,
.
”
.
1
Adapt e d
fr o m A
S t udy
f Ka n t
o
’
s
P s y chol ogy ,
et c
.
,
pp
.
2 0 6 —208
.
S e ns e ( gi v e n )
Lowe r
.
.
I magi nat i o n
o
pr
d
uc
d
e
(
)
C o gni t i on
.
U nd e rstand i ng
H i gh e r
.
J udgm e nt
Re
as o n
.
.
.
.
K AN T S P SYCH O L O GY AND ED U CA T I O N A L T HE O RY
51
’
L ow e r
Cogn It l on
r e c e pti v e i ntu i ti ve
e l ong t o psych ol ogy
b
(
)
H i gh e r — ( causally) S p ontan e ous d i s e ur
s i ve ( b e l ong t o l og i c)
—
,
,
.
.
,
,
.
Mi nd
Fe e li n g
.
Low e r , — m e chan i cally
mp i ri cal
H i gh e r —rat i o nally fre e aesth e ti cal
cal e t c
.
:
,
.
e
,
e
,
th i
.
Low e r , —t h e phys i cal m oti vat i ons o f man
H i gh e r , — only e th i cal ( accord i ng t o t h e
d i scl osur e s O f Cri ti ci sm )
.
.
“
low e r asp e cts o f e ach faculty group are e m p i r
“
h i gh e r a re
i cal i nvoluntary a n d agai nst t h e w i ll t h e
“
ra ti onal voluntary and und e r fr e e wi ll ( S e e fo ld e r
betw ee n pag e s 5 0 and
”
,
,
,
.
,
S ensu ous
.
D e p e nde nt up on
Fe e l i ng
and 4 a r e
n ot
Speci fically
tr e at e d by Kant)
cept s
,
con
I nt e nectn a 1
.
3
(
.
4
S e n s u ous e t c
I nt ell ect ual et c
.
,
,
.
.
D e p e nd e nt up on i d e as
.
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
52
D es i re
E mp i r i cal
.
.
E m ot i o n
S th e ni c ( str ong)
.
.
A sth e n i c
e ak
w
(
)
N atural
10 W O f
.
ass i on
P
Fre e do m
.
Sex es
Th e
A mb i t i on
.
Ac q u i r e d
.
.
Im p e rl o us
n e ss
C ov e tousn e ss
.
.
.
Th i s i s t h e v oluntary e th i cal wi ll
“
usually call e d r e as on i n t h e
“
s e ve re r
cri ti cal s e ns e and i s
s e parat e d from all t h e e mp i r i cal
forms o f m ot o r c onsc i ousn e ss
Th i s i s t h e faculty analy z e d i n t h e
s e cond Cr i ti qu e
,
,
”
”
R
at i onal
,
.
.
.
Thes e schem e s s et forth w i thout gre at multi pl i city of
detai l Kant s g e neral analyti cal tre atm e nt of t h e sp e ci fic
typ e s o f consc i ous proc e ss e s A s i n h i s p e dagogy s o
i n h i s syst e mati c ph i los o phy and h i s anthrop o logy h e
has a constant fondn e ss for d i vi s i on and subd i vi s i ons a d
,
’
,
.
,
,
i nfi n i tum
.
H ow much of thi s psychology cre pt ov e r i nto h i s edu
c a t i on a l th e o ry ?
L
r
e
ec tu
Not es on
Th e r e ad e r of th e
P ed a gogy w i ll d o ubtl e ss b e struck by the
Li m i t e d I
11
1 11
appar
abs
d
e nt
e nc e o f any gr e at
i r e ct i n
P y h l gy
Th e
h i Ed
flue n c e o f th e fo rm e r upon th e latt e r
l m
fi
y
human nature wh i ch suppl i e s t h e recurr e nt
th e m e of p e dagogi cal i d e al i sm i n t h e I ntroducti on (S e c
ti ons 1 —3 0 ) i s the human nature of broad anthrop o
logi cal ge neral i zati ons rath e r than that psychologi cal i n
di vi dual i sm wh i ch i s op e n to i ntrosp e cti ve analys i s The
n
1 8
11 6 11 0 3 0
s
c
s
on a
on
o o
u ca
e or
.
'
.
K AN T S P S YCH O L O GY AND EDUCA T I O NAL T HE O RY
’
53
man how e v e r whi ch s e ts th e go al of e d u
h e finds i n t h e i nn e r l i fe and not i n
ca t i on a l e ffo rts
any out e r ci rcumstanc e s o f l i fe Th e pr obl e ms o f m e ntal
culture ch i e fly i n the s e ns e o f i nt e ll e ctual trai n i ng a re
taken up sp e c i fically but not unti l t h e forty s e v e nth s e c
- i
th
f
t
ti on or more parti cularly
e fi y e ghth
Th e tra i n i ng
-m e chan i cal faculti e s so t o sp e ak i s n o t tak e n
non
h
f
t
e
o
up unti l th e s i xty -th i rd s e ct i on and th e n o nly fo urt ee n
s e cti ons pr e s e nt th e treatm e nt offe re d O f thes e a l i ttl e
m or e than on e —half ar e conc e rn e d w i th th e rul e s n eces
sary for th e trai n i ng not of all psychol ogi cal faculti e s
but only of t h e cogn i t i v e
Th e m o st stri k i n g fe atur e
i n t h e atti tud e mai nta i n e d i s th e p e rs i st e nt c o ns i d e rati on
—
i
n
h
e
th
s
facult
s
as
S
tand
ng
a
rarchy
i
e
i
i
on e l e ads
of
e e
up to an oth e r and S O on I n i t s fundam e ntal p ers ua
s i on no v i e w i s mor e c onduci v e t o t h e i ns i ght of t h e ne e d
t h e p oss ib i l i ty o f e stabl i sh i ng the
o f tra i n i ng and o f
formula for t h e w o rk o f e ducati on H ere w e hav e t h e
g e n eti c sp i r i t if n o t a full appr e h e ns i on o f th e g e n e ti c
m e th o d i n t h e poss e ss i on of wh i ch w e of to -day are
educati onally ri ch
With i n t h e l i mi t e d c i rcl e of t h e range o f psychologi cal
th e ory i n h i s p e dag ogy and also i n many of t h e s e l e c
ti ons b e longi ng t o th i s th e me Kant n e v e r w e ari e s of
bri ngi ng ou t ov e r and o v e r agai n th e e ss e nti al d i ffer e nc e s
b e tw e e n m e m o ry and u n d e rstandi ng wh e th e r i n sci e nce
or i n e ducat i o n
Th i s i s i ndi cati v e of t h e fact that no
m e chan i cal v i e w o f t h e o ffice o f i nstructi on and t h e func
ti on of the sch o o l w a s acc e ptabl e t o h i m
H i s conclu
s i on i s a psych o logi cal bul w ark w h i ch h as n o t always
be e n regarded i n th e e ducati onal theory and practi ce
p e rfe cti o n
of
,
,
,
,
.
,
,
,
,
.
,
,
,
,
,
.
.
,
,
.
.
,
,
.
,
,
.
,
,
,
.
.
,
EDUCA T I O NAL T HE O RY OF IMMA NUEL K AN T
54
century i nt e rven i ng b e tw e en hi s day and ours
1 7 7 5 n e ar th e p e ri o d when he p e rforc e b egan to gi ve
h i s offic i al att e nti on t o p e dag ogy w e hav e a v e ry s ug
g e sti v o i nstanc e of thi s tw o fold cri ti c i sm o f m e chan i cal
rete nti on o f i d e as and approval of the h igh clai ms of
acti ve th i nk i ng I n sp e aki ng o f th e class i ficati on of ani
mals i n h i s di scuss i on on th e vari ous races of men h e
n ames t w o typ e s that o f the school and that o f nature
“
Th e former pr o vi d e s a school syst e m for th e m e mory
“
and t h e latt e r a natur e system for th e und e rsta nd i ng
“
Th e first ai ms to b ri ng cre atur e s und e r ti tl e s an d th e
1
latt e r bri ngs th e m und e r laws
I t i s sup e rfici ally fa i r to Kant s e ducati onal theory t o
s a y that it s psychology i s subord i nat e d to h i s e th i cs
th e m e re trai n i ng of faculty i s but
and
that
H i Th m “
P d g gy f an e p i sod e i n h i s gre at conc e pti on of e d u
t h wm
cati on O n t h e o th e r hand i t i s j ust as
much tru e r as t h e v i ew i s profound e r that th e re lat i v e
abs e nc e of any mark e d i nflu e nce from h i s psychology
upon his th e ory as i d e from th e rul e s la i d down for th e
low e r and th e h i gh e r faculti e s has i n par t i t s e xp la
nati on and i n part i ts j usti ficati on i n t h e fact tha t
of
In
th e
.
,
,
.
,
,
.
,
”
.
”
.
’
,
e
s
e
a
o
e
o
’
.
,
,
,
,
,
hi s
,
ed uca t i on a l
theor y i s p r o-em i n en t ly
a
p
ed a
g gy
o
f
o
t he
I t was thi s dri ft of hi s thought p erchanc e wh i ch
“
sav e d h i m from t h e snare of a m e r e
pedagogi cal
psychology that mor e modern i nv e nti on wh i ch too
o ft e n th i nks t o
d o t h e work of a car e ful syst e mati c
pedagogy A count of the s e cti ons wi ll rev e al that
w i ll i s th e on e m e ntal proc e ss m ost fre q uently
wi ll
.
,
,
.
”
1
H arte nste i n II p
,
.
.
435
.
,
K AN T S EV O L U T I ONA L A N D EDU CA
TIO N A L T H EOR I ES
’
would b e a gr oss i nj usti c e t o our author to l et i t b e
und e rstood that h e e nd e avor e d to conc e i ve of educati on
t
o l e ly
and
to
g
v
onduct
of
s
i
e rules for t h e C
i
K “ Educa
ti
l Th
Y
from th e stand p o i nts o f a transcend e ntal
8
phi losophy and of a psychology wh i ch re p
515223?
Fo d m
r e s e nt e d a n e w advanc e upon t h e th e n
curre nt v i e ws of t h e soul N0 l e ss would it b e unfai r
to ours e lv e s as stud e nts of h i s educati onal i d e as t o r ob
o ur appr e c i at i on o f th e m by stopp i ng w i th the a n a l y
s es of th e two pr e c e d i ng s e ct i ons
Kant b e comes a
fully accre di ted e ducati onal th e ori st by h i s adm i ss i on o f
the advantages of t h e conc e pti on and the postulat e of
evoluti on i nto h i s d i scuss i o n of th e problem o f t h e
educati on of man I t i s n ot a l i ttl e surpri s i ng to find
that h e gav e a thr e e fold foundati on t o that all t oo bri e f
di scuss i on : (a ) phi losophi cal ( b ) psychologi cal (c) e vo
Thus w e find h i m to b e more and mor e
l ut i on a l
all i e d to the reign i ng mod e rn po i nt of vi e w I t i s the
e stabl i shm e nt of th i s tri pod of h i s educat i onal ph i los
p e rhaps e nti tl e s h i m to b e r egard e d as
op h y wh i ch
t h e author of an e d u cati o nal s y s tem rather than anyth i ng
that may b e worked o ut o n the bas i s of the contents
of the Lectur e Not es
IT
an
_
ona
un
e or
n
a
'
.
.
.
,
,
.
.
,
,
.
56
EVO LU T I O NAL
AND
EDUCA T I O NAL T HE O RIE S
i
I n i t s atural sti c , qua s i s ci en tifi c aspects , h i s
o
th
pr
v
s
ons
much
appl
d
curr
nt
th
ory
e
i
i
e
i
e
e
e
g gy
ve l op m e n t , — ih gross , not i n r e fin e d d e ta il s ,
H is
p e da
n
to b e
57
of
de
Th e o, “
S yn th es i s o f
sur e To Kant e ducati on e ss e nti ally
E l t
d
me ans a s p e crfi c ord e r o f d e v e lopment
l
Et h i
ud
13
An d t o str e ngth e n th i s op i n i on on e finds
th i s g e n e ri c v i e w hoveri ng ov e r t h e whol e o f t h e I ntro
ducti on t o the Lectur e-Notes form i ng a background for
hi s d i scuss i on of t h e e ducati on o f t h e i ndi vi dual
I n it s
conc e pti on of t h e goal o f e ducat i on as t h e rati o nal i z i ng
an d fr e e i ng of man who som e how stands i n t h e e v o l u
t i on al s e ri e s as a natural obj ect Ka n t s ed u c a ti on a l
.
,
vo u l on a n
ea
ca
.
111
,
'
,
,
.
,
,
’
,
theor y li ter a l ly b ecom es
a n thr o
p
ologi ca l s ci en ce
f
y
a n d t he ethi ca l i d ea li s m
a
s
n thes i s
o
t he
f
evolu ti on i s m
o
i
o h
h
l
os
fp
p y
o
.
has long S i nc e b e e n an adm i tt e d harmon i z e r of t h e
S peculati v e t e nd e nci es of hi s age and we now find thi s
i nt e ll e ctual temper d i splay i ng i ts e lf aga i n i n h i s p eda
W e should n ot how e v e r th in k i t
gogi ca l lectures
strange if w e find Kant p e rm i tti ng th e se three bas e s of
e ducati on t o stand s i d e by s i d e w i thout und e rtak i ng to
render them mutually cons i stent Th e re i s many a b e tt e r
i nform e d mod e rn who d i splays even great e r complacency
than Kant i n thi s matter
Kant s relati on to t h e theory of evoluti o n i s rath e r
un i q u e To many i t may s e em a logi cal i mp o ssib i l i ty
for h i m to hav e had e v e n an i nt e re st i n the K m
a C m ,
i
h
b
t
i
t
theory H e r e agai n the obscurati on of h i s
F m to f
suggest i ons to th e parti cular s c1e n c e s and t h e Th o y of
EV ° 111 t 1°
thei r conse q uent neglect by hi s ov e rtow e r
i ng s e rvi c e s to speculati v e i nt e re sts are i ncr e as i n gly pa
theti c
There i s abundant e v i denc e however that
He
,
.
,
,
-
.
.
’
.
ar
u
.
,
o
on
o
e
,
n o
a i
or
e
,
r
11
,
.
,
,
°
EDUCA T I O NAL T HE O RY
58
OF
IMMANUEL K AN T
Kant e nt e rtai n e d the theory and that h e brought e duca
ti on t o c o unt w i th i t I n de e d h e was t h e proj e ctor of
that hyp oth e s i s of phys i cal evoluti on t h e n ebular h y
-day underl i e s t h e sc i e nc e o f astron
o
t
s
h
wh
ch
to
e
i
s
i
p
o m y a n d wh i ch usually g o e s by t h e nam e o f Laplace
w h o gav e i t a formulati on four d e cad e s lat e r than
Kant s work o f 1 7 5 5 and i nd e p e nd e ntly th e re of H e
e nt e rta i n e d th e e p i g e n e ti c th e o ry of d e v e lopm e nt wh i ch
was propound e d by C F Wolff i n 1 7 5 9 and s hould
not b e h e ld r e spons ibl e for any suppos e d gap b e t w een
that V i e w and thos e v i ew s wh i ch may n o w b e more
acc eptabl e on t h e bas i s of the v e ry m od e rn sci ence of
embryology I f th i s w e re th e plac e to e nt e r on such a
d i scus s i on on e m ight w e ll q u e sti on w h e ther Kant s
v i e w o f human d e v e lopm e nt do e s not stand n e ar e r the
truth than th e more refined and e laborat e mod e rn th e o
ri e s Th e gr eat and mai n po i n t i s th i s : Kant sto o d i n
th e front rank of thos e w h o s a w and i ns i st e d upon t h e
n e ed of re gard i ng t h e un i v e rs e as i n a stat e o f chang e
and b e com i ng whi ch follows a law of progre ss Th i s
conc e pti on h e ar ti culat e d m or e o r l e ss clearly through
t h e range o f th e phys i cal and anth ropolo gi cal sc i e nces
as th e n und e rstood gav e it an appl i cat i on i n h i s educa
t i on a l th e ory and a fi nal i nt e rpre tati on i n the th i rd
,
.
,
,
,
,
,
’
.
,
.
.
,
.
’
,
.
,
,
.
,
,
,
e
.
Th e
vi d e nc e s and t h e scop e of hi s conc e pt of e vol u
t i on may furth e r b e d e scri bed i n t e rms o f t h e
m m
f
11 1 1
ri ous t i m e s
v
at
va
e ws e xpr e ss ed by hi m
i
58 12p pl
(3
tio
I n 1 7 6 4 Kant S har e d i n t h e pub l i c I nt e re st
“
in th e
wi ld m an a nd h is ch i ld co m pan i on of e i ght
years O f age who app e ared from the woods at Kon igs
e
ea o
s
1
0 11
.
1 8
ns
Ic a
.
,
EVO LU T I O NAL
1
EDUCAT I O NAL T HE O RIE S
AND
59
ch i e f i nt e re st how e v e r , was c e ntred up o n
t h e b oy w h o had grown up i n t h e woods and whom
h e d e scrib e s as ch e erfully d e fyi ng t h e w e ath e r pos
s e ss i ng a fac e wh i ch show e d i ncomparabl e frankn e ss
and a mark e d abs e nc e of fool i sh e mbarrassm e nt H e
re gard e d thi s e mbarrassm e nt i n finer educati on a S th e
A s i d e from t h e
e ffe ct of s e rv i tud e and forced r e sp e ct
tri cks at m on e y-g e tti ng th e boy se e med to Kant t o b e
a c omp lete s ubj e ct for t h e e xperi mental moral i st who
ought t o wi sh for j ust such a subj e ct and who thus
would hav e an hon e st opport uni ty to t e st th e prop os i
ti ons an d t h e b e auti ful ch i m e ras of R ouss e au b e fore
rej e cti ng them H e re ch i ld study was to b e a to uch
ston e of truth long before i t becam e the waki ng dr e am
o f th e mod e rn sc i e nt i st
I n r e vi e wi ng Mos ca ti s work on the d i ffe re nc e s b e
tw e e n t h e structure O f an i mals and man i n 1 7 7 1 Kant
w e nt furth e r i n h i s conc e pti on of how the i ndi vi dual
man must b e conn e ct e d i n e voluti onary thought wi th
t h e race and b e compar e d w i th low e r forms o f an i mal
2
l i fe
M an s upri gh t pos i ti on and locomoti on ar e unnat
ural b e i ng ac q ui re d M any di seas e s from wh i ch four
foot e d an i mals are fre e may b e trac e d to th i s condi ti on
of posture wh i ch i n duc e s spec i al del e t e ri o us strai ns upon
vari ous port i ons of m an s structure The first care O f
nature i s to preserve man as an an i mal and als o h i s
“
speci e s A s e ed of reason h a s been la i d i n man by
nature w hi ch pr e d i sposes h i m to take on soci al func
b erg
H is
.
,
,
,
,
.
~
.
,
,
,
”
.
.
’
,
,
,
’
.
,
.
,
’
.
,
”
.
,
1
1
H art e nst e i n
Ibi d
.
,
pp
.
,
ii
.
p
.
4 2 9—4 3 1
2 09
.
.
EDUCAT I O N A L T HE O RY O F IM MAN U E L KA N T
6 0
ti ons Thus h e assumes the t
foot e d pos i ti on and
l i fts h i mself above h i s lowly ne ighb ors a b i pedal loco
moti on b ei ng b e st adapted for soc i al i ntercourse
F our y e ars later as we stand at th e thre sho l d o f h i s
pedagogi cal e poch h e elaborat e s h i s i d e a o f races i n
1
l
fi
ca
i
c
a
s
s
i
phys
cal
geography
Wh
i
le
h
s
i
H i Co nc e p ti o n
0 1 11 ”
ti ons hav e long s i nce b e en s e t as i de t h e
cont e nt of hi s i dea sti ll l i ngers i n our modern anthro
i
l
R
ac
e
m
ans
the
st
e
m
and
i
t
s
product
i
v
ty
o
o
e
;
gy
p
and raci al growth h e trac e d how e v e r i mp e rfe ctly as
dep e ndent upon l ight cl i mat e so i l fo ods Nearly a
decade later the race i dea wh i ch had grown i n i t s i nteg
ri ty and s e rved h i m as t h e background of compari s on
r e app e are d i n h is e ffo r ts to s e t fo r th t h e e th i cal con
dit i o ns of th e i nd i v i dual i n hi s raci al and h i st ori cal r e la
ti ons to organi z e d c i vi c l i fe Th e two essays of i nt e re st
h e re a re Id ea of a Un i ver s a l H i s tor y fr om a Cos m op oli ta n
and The P r ob a b le B egi nni ngs of
P oi n t of Vi ew
M ank i nd i s n ot a mere aggr e
H um a n H i s t or y ( 1 7
“
t
i
i
e
has
an
organ
c
un
ty
N
atur
xpr
ss
s
ti
o
n
i
e
e
e
a
;
g
t h e pri m i ti v e cond i ti on o f d e v e lop ment wh i ch i s p e r
n
h
e
t
u
d
i
t
e
i
nst
i
ncts
and
other
m
chan
sms
M
an
a
t
e
e
i
p
m ust n ot re mai n i n th i s raw stat e but h e m us t d e ve lop
progr e ss i ng i n t h e d i re cti on o f reason law w i ll fr e e
e
dom moral i ty ( S e foot not e s to S e cti ons 2 3 1 0
Up to h is o w n e ra h e r e gard e d t h e rac e as n ot havi ng
—
h
i
e
t
e
ntere
upon
t
e
last
and
h
gh
e
st
S
tage
nam
ly
the
d
e
y
stage of eth i cal r e ason H uman i ty as a whol e how
ever i s progressi ng thi th e rward ( S e e S ecti on
It
wo
.
,
,
.
,
,
.
s
3
,
”
.
,
,
,
.
,
,
,
,
.
”
,
.
,
,
,
,
,
.
,
,
,
,
,
,
.
,
,
.
1
H arte nst ei n
,
,
11
.
p
.
4 35 ff
.
EVO LU T I O NAL
EDUCA T I O NAL T HE O RIE S
AND
6 1
should b e obs e rv e d that h i s p e dagogi cal i dea O f evol u
ti on and t h e large r m e a n i ng h e fo un d i t to gi ve t o edu
“
cati o n falls w i thi n thi s rac e p e ri od o f h i s o w n m e ntal
d e v e lopm e nt if w e may s o speak
E mp i ri cal psychology furth e rmore accord i ng t o Kant s
conc epti on approach e s v e ry clos e ly th e c o nfin e s wh i ch
t h e pr e sent age i s hand i ng ov e r to g e n e t i c psychol ogy
A lthough li mi t e d t o t h e i nd i vi dual it tre ats
of the
o ri gi n o f e xp e ri e n c e
but not of that whi ch l i e s w i thi n
1
A nthropology wh i ch gr e w i nto i nd e p e nd e nt vi gor
it
und e r h i s hands has t h e sp e ci al duty lai d up on it of c on :
cosmologi cally and not s i ngly Evol u
s id e r i n g man
ti on i s undo ubtedly a consti tu e nt i n thes e conc e pti ons to
t h e acc e ptanc e of w h i ch Kant brought h i ms e lf mor e and
more closely
A nd finally on e can c i te the offici al passage s i n th e
Cr i ti qu e of J u dgm en t i n wh i ch t h e th e ory o f e voluti on
finds not only d e fin i t e m e nti o n b ut also
2
sp e ci fic argum e nts o ffe red i n i t s favor
“
H e re i t i s call e d a conj e ctur e of a com
m on anc e stral s ourc e fo r all th e many sp ec i es of a n i
mals I nd e e d h e carri e s t h e e voluti onal r egre s s us down
“
t o t h e polyp fr o m th i s to t h e moss an d l i ch e n and
finally to t h e l ow e st sta ge of natur e p erceptibl e to us
to crude matt e r from wh i ch an d i t s forc e s accordin g t o
mechani cal laws the whol e t e chn i q u e of nature appears
3
t o b e d e ri v e d
.
,
’
,
,
,
.
,
,
”
,
.
,
”
,
.
,
.
,
,
,
,
.
”
”
.
,
,
,
,
,
,
,
”
.
H arte nste i n i v p 5 2
S e cti on 8 1 H a rt e n s t e l n v pp 4 35 —4 38
3
“
S e e P C arus
Kant on E v oluti on The Moni s t
A pp e nd i x pp 40—4 3
1
.
,
.
.
1
,
,
.
.
.
”
.
4,
,
,
,
.
.
,
vol . 11
.
No
.
EDUC AT I O N A L T HE O RY O F IMM A N U E L K A NT
6 2
The conc e pti on of nature dete rm i n e d by m e chan i cal
laws and thus e nlarged by the progr e ss i v e asp e ct of it s
gre at cha n g e s i s what und e rl i e s t h e d i scus
s i ons O f e ducati on i n t h e Lectur e Notes and
11 “
Th i s v i ew bore
i n som e o f t h e s e l e ct i ons
31 313
fru i t i n anoth e r d i recti on also Th e moral
l i fe must be und e rsto od as stand i ng o ut bol dly by com
pari son agai nst th i s gre at uni v e rsal background of an
evolv i ng nature I t i s educati on i n fact wh i ch s e e ms
t o b e th e o n e typ e o f sc i e nc e t o wh i ch Kant gav e an a p
pl i cati on of the i d e a of d e v e lop m e nt as t h e law of
nature wh i ch pr e vi s i ons the goal of human l i fe I t was
n o t appl i e d i n th e Cr i ti qu es nor i n hi s psychologi cal
analys i s of man i n h i s A n thr op ol ogy H e r e we also find
som e j usti ficati on for the great emphas i s h e plac e d upon
Th e re can
th e i nd i vi dual i n h i s e ducati onal theory
be no educati on o f t h e rac e scarc e ly i n the ae s t h e t
i cal s e ns e of S ch i ller w h o b e nefit e d by th i s parall e l
sch e me
I n th i s way Kant s th e ory practi cally pre s e nts a th i rd
form o f defin i ti on o f e ducati on I ts m e thod i s com
v
t
i
i
s
wh
ch
advantag
ous
b
th
a
r
a
i
e
e
o
t
o
th
e
p
b egi nni ngs and t o th e e nd i ngs o f e ducati on
V i e w e d i n t h e twofold d i r e cti ons educat i on
i s t o surmount nature th e gre at m e chan i sm
an d i n do i ng that and hav i ng don e th at it must pro c e e d
t o transform th e man -an i mal i nto a rati onal and moral
human i ty Th e s e lf d e velopm e nt of the rac e l i k e w i s e
o ffe rs i t s sugg e sti ons t o p e dagogy i n t h e i ntr o duct ory
s ecti ons Kant always s e em e d to hold that e v o luti o n
is b e tt e r than r e voluti on i n hum an a ffai rs e xc e pt i ng
,
,
93
0
0
.
1
.
,
,
.
,
.
,
.
.
,
,
.
’
.
,
.
,
,
,
,
,
.
.
,
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
6 4
sci e nce and human hi st o ry and i nd e e d i s scarce
,
c e i vab l e
c on ~
.
H av i ng trac e d t h e h i story and t h e foundati ons of
Kant s e ducati onal theory w e may n ow turn to a m o re
d e ta i l e d cons i d e rati o n O f what that th e ory c o mpri s e d
’
,
.
K AN T S C ON C EP T I O N O F EDU C A T I ON
’
b e e n a moot e d q u e sti o n a s t o wh eth e r Kant can
b e cre d i t e d w i th havi ng wr o ught o ut a syst e mati c noti o n
o f e ducat i on and e sp e c i ally wh e th e r th e r e
I K t P d
m ai ns o f hi s lectur e s can b e organ i z e d i nt o
g g y Sy t m
w ?
V ogt Pauls e n Li nd
o rd e rly d i scuss i ons
T e mm i ng and most oth e r wri t e rs d e clar e i n t h e
n er
n egati v e wh i l e Burg e r probably stands al on e i n h i s sug
g e sti on that Kant d i d e nt e rtai n an i d e a o f e ducati on
wh i ch had o rgan i z i ng p ow e r but was not carri e d out to
that l e ngth by h i m
On e may agr e e w i th th e n egat i v e
vi ew as bas e d on a r e adi ng of h i s d i scuss i ons wh i ch do
n ot t o uch up on all matt e rs conc e rn e d i n t h e pract i c e of
t h e schoo l s w i th o ut th e r e by do i ng v i ol e nc e t o a c o nv i e
ti o n whi ch b e l i e v e s Kant to hav e had a g e n e ri c con ce p
ti on of e ducati on e xpre ss e d w i th som e cl e arn e ss and
s e rvi ng as t h e po i nt of o ri e ntati on i n mor e than on e
way
Th e foundati on of h i s p e d agogi cal vi e ws i s t o b e found
In h i s i d e a of man and of h i s d e sti ny as j ust sk e tch e d
at som e l e ngth Th e s e r e pr e s e nt t h e e xt e rnal g o al as i t
w e re i n t e rms of wh i ch on e can mark t h e amount o f
advanc e mad e i n any practi c e of e ducati on Th e i nn e r
proc e ss i s dynam i c
No wri t e r has m ore cl e arly s e t
fort h a p ed a gogy of efior t Th i s sp i ri t e xpre ss e d i ts e lf
i n t h e conc e pti o n of w i ll i n psych o l ogy th e fact o r of
acti v i ty i n ph i losophy and t h e fre e d e v e l o pm e nt i n e vo
IT h as
,
s
’
an
s
o
e
a
s e
e
,
.
,
,
,
,
,
.
,
,
,
,
.
,
.
,
,
.
.
'
.
,
,
5
6 5
EDUCA T I O NAL T H E O RY OF IMMANUEL K AN T
6 6
“
Dup r oi x i s
th e r e fore right i n statin g that for
Kant e ducati on i s a constant e ffort a voluntary asc ens i on
a pr ogr e ss i v e e vo l uti on towards an i d e al wh i ch should
1
b e mor e fully known and m o re el e vat e d
S tandi ng alon e thi s vi e w would hav e l i ttl e valu e
bei ng extrem e ly schemati c and thus cap ab l e of a ppro
t
by
al
m
ost
any
d
ta
i
l
e
d
plan
o
f
i
r
i
a
o
n
e
H i Ch i f P d
p
g g1° 1 T m
tra i ni ng F ortunat e ly however Kant gav e
d e fin i te e lab orati on t o i t
I t d i d not stand b efor e h i m
as a thi n S i mpl e conc e pti on but as e xtr e m e ly ri ch and
compl e x Th e first mark of h i s di ffe re nti ati on of i t can
b e found i n h i s us e of t h e t e rms B i ld ung Ku ltu r and
E e i ehung all r e ferri ng to t h e g e n e ral proc e ss wh i ch
b e c o mes thus brok e n up (S ee fo ot -not e 2 pag e
Th e ch i e f e vi d e nce how e ver i s t o b e fo und i n t h e n ota
b l e fact that wh e n sp e ak i ng i n g e neral o f p e dagogy and
the e mp i ri cal d e v e lopm e nt of man Kant uses th e fo llow
i ng fi v e t e rms : Notwen digkei t M b g li chhei t Wer t P r i n
c i i en and K un s t
H
e do es not stop anywh e r e t o d i sti n
p
gui sh sp e c i fically and l it e rally betw e e n th e n eces s i ty th e
r i n ci les and th e a r t o f e duca
os s i b i li ty t h e va lu e th e
p
p
p
t i o n But th e rul e s a nd r e comm e ndati ons gi v e n upon
phys i cal m e ntal and m o ral trai n i ng in t h e Tre ati s e wi ll
b e found to b e more or l e ss i n accord w i th th e s e fi ve
asp ects wh i ch wi th a poss ib l e s i xth e xhaust t h e con c ep
ti on of e ducati on pr e s e nt e d i n th e I ntroduct i on
The Neces s i ty of Ed u ca ti on — Kant first s e ts forth t h e
v i e w that e ducati on i s not opti onal but compulsory I t
i s n ot a s o c i al luxury but a bas i c nati onal and rac i al
l uti on
.
,
,
,
,
”
.
,
,
,
e
s
°
a
e
er
a
S
.
,
,
.
,
,
.
,
,
,
.
,
,
,
,
,
,
,
,
.
,
,
,
,
,
.
,
,
,
,
.
,
.
,
1
Ka n t
et
Fi ch t e
et
te p r ob l em e d e l
’
Edu ca t i on p
,
.
128
.
K AN T S C O NCEP T I O N OF EDUCA T I O N
6 7
’
E ducati on must supply to man the lack of i n
wh i ch a r e s o fortunat e ly pres e nt i n th e
s t i n ct s i n h i m
“
an i m al H e i s raw and h e lpl e ss ( S ecti ons
Educatio
N ity f
1 2
N ature alon e does n ot e ducat e ; b ut
M
man must mak e h i s own p e dagogi cal plans
I t i s thus that reason app e ars as t h e ulti mat e
sourc e of authori ty i n human e ducati on Nor i s it a
movement i n a ci rcl e to add that i t i s the e ss e nc e of
human nature — nam e ly that man i s mad e man by e d u
cati on only wh i ch finally suppl i e s t h e grounds for th i s
n e c e ss i ty A g o od world i s d e ri v e d by e ducati onal d e
v e l op m e n t
F ro m thi s po i nt of vi e w Kant i s abl e to j us
“
t ify p e dagogy as a
natural S ci e nc e and to r e lat e th e
e ducat i on o f man to hi s e mp i ri cal charact e r
Do w e not
h e re find a happy approx i mati on to that r e c e nt v i e w of
i nfancy e nt e rtai n e d on th e bas i s o f organ i c e voluti on
whi ch regards it as t h e provi s i on of natur e for t h e i ntro
ducti on of formati v e i nflu e nc e s to a id t h e i nd i vi dual to
el e vat e h i ms e lf a bov e t h e m e chan i sms of an ani mal c i vi l
i z a t i on ? Thi s n e c e ss i ty accord i ng t o Kant also has i t s
l i m i ts fixed by t h e ag e d e t e rm i nati o n s o f t h e ch i ld and
by th e ord e rly s e q u e nce wh i ch must be follow e d ( 7 1 8
26
Th i s n e c e ss i ty i s m ad e abso l ut e finally by t h e
gre at gap wh i ch e x i sts b e tw e e n th e hu m an i nfant at b i rth
and th e human w i ll organ i z e d i nto fre e acti on und e r law
The P os s i bi li ty of Ed u ca ti on — Th e cry i ng n e e d for
e ducat i on
wh i ch human natur e man ife sts wh e th e r
v i e wed a b a n te from nature or a d p os t t o
Ed t i
P
O 11 1
the i d e al of moral d ev e lopment i s n o t a d e
l us i on or a tri ck
Th e d e mand i s m e t by th e poss ib i l i ty
“
Th e i d e al i s ab ov e all
H e r e agai n Kant s
t ruthful
need
.
,
.
n
,
,
or
e cess
an
'
.
,
,
,
,
.
,
.
”
,
.
,
,
,
,
,
,
,
,
,
.
,
uca
SS
on
’ 9
'
,
.
.
’
”
,
,
.
,
,
EDUCAT I O NAL T HE O RY O F IMM ANUEL K AN T
6 8
v i ews r e st upon an analys i s of human nature G e rm i
nal re as o n and a qua s i -g e rm i nal m o ral i ty al on e mak e
M an has i nnate capac i ti e s H e
t h e p oss i b i l i ty actual
i s e q u i pp e d for p e rfe ct i on ( 7
E ducati on i s a pr o c e ss
wh i ch i s e xactly adapt e d to man rath e r than t o ani m als
The p o ss i bi li ty s e e ms alm o st t o b e th e d i vi ne co m
m i ss i on to man to d e v e lop h i ms e lf S o d e fin i t e d o e s t h e
p o ss ib i l i ty b e com e that i t s tas k i s d e fin e d i n t h e math e
“
m ati ca l t e rms o f
proporti onat e d e ve lopm e nt o f t h e
capaci ti e s I t i s als o s o large that it s ach i e vem e nt i s not
for t h e i nd i v i dual al on e or pri mari ly b ut for the e nti re
r ac e
S O gr e at and s o c e r tai n i s th i s p oss i b i l i ty a pro
vi si on of t h e natural cond i ti ons of soci e ty that Kant as
a p e dagogu e b e com e s proph e ti c and lo oks fo rward t o a
futur e happ i e r state of human i ty as a r e sult of tru e e d u
“
cati on
Thi s p o ss i b i l i ty i s n ot only i d e al but also
i ntell e ctual and practi cabl e
E ducati on b ei ng a p oss i
b l e proc e ss it gi v e s ri s e to sc i e nt i fic pri nc i pl e s and t o a
di sti nct a r t ( 1 1
The latt e r must b e re duc e d to
rati onal and di r e cti v e pri nci pl e s for i t to mak e any prog
r e ss Th e poss ib i l i ty of ed ucati on i s thus t h e actual i ty
“
—
of a
i
e
f
sc nc e o p e dagogy a r e markab l e a d m i s s IOn
and i deal for thi s gre at d e t e rm i n e r o f all sci e nc e s
The Va lu e of Ed u ca ti on — Th i s has alre ady b ee n play
i ng upon th e surface i n t h e charact e ri zati on o f t h e two
pr
e c e d i ng i t e ms i n hi s g e n e ral v i e w o f what
Ed t on p
]
Id
I ts valu e i s re lati v e I t i s a
e ducati on i s
v l e
m e ans to an e n d But i t i s als o th e on ly
means t o an a b s olu te e n d ( 7
Th i s v alu e i s no l e ss i n
di ca t e d by t h e fact that e ducati on r e mai ns up t o th e pr e s
“
e al
e al i sm
i
d
R
e n t Kant s ti me an und i scovere d
(
)
.
.
.
,
.
”
.
,
,
.
,
,
,
,
,
.
,
,
.
”
,
.
uca i
s es s e s a n
a u
os
ea
.
.
'
.
’
”
K AN T S C O NCEP T I O N OF EDUCA T I O N
’
6 9
can scarc e b e t h e fo undati on of a tru e p e dago gy or i t
w o uld hav e b e e n d i sc o v e re d l o ng ago i n th e h i sto ry of th e
rac e Th i s valu e i s n ot l i m i t e d t o t h e i ndi vi dual for th e
d e sti ny of man i s n ot r e ach e d i n th e i nd i vi dual alon e but
first and only i n th e rac e To Kant e ducati o n m e ans
n ot that S i mpl e l i m i t e d i nt e ract i on S hap e d by t h e t e ach e r
b etw e e n t h e i nd i vi dual ch i ld an d t h e world as i t i s i n
r e ali ty Th i s i s the p e tty pars i m o n i o us p e dagogy wh i ch
becom e s an i nflat e d normal i sm worki ng bl i ndly upon
th e i nd i vi dual
Kant e scap e d th i s m e chan i cal c on ce p
t i on by i nc o rp orati ng i t i n a sub ordi nat e way i n a vast e r
r egard fo r e duca ti on To hi m e ducati on m e ans i n th e
full e st s e ns e of th e t e rm a progre ss i v e i nt e racti on b e
tw e e n t h e i ndi vi dual chi ld and human i ty as th e latt e r i s
e xpr e ss e d i n th e ult i mat e i d e a o f i t s worth and d e st i ny
Th e ch i e f e ffe cts o f th i s i nt e ract i o n a r e t o b e trac e d i n
t h e growi ng p e rs o nal i ty o f t h e ch i ld s i nc e t h e i d e al of
human i ty re mai ns t h e sam e for both t h e i ndi vi dual and
t h e rac e pre s e rv i ng a c o nstant natur e thr o ughout t h e
c iv i li z i ng chang e s o f all g e n e rati o ns ( 1 0 1 5 95 a ) Th i s
do e s not m e an a d e mand for p e dagogi cal un i form i ty i n
F ar fro m i t For i t i s a supr e m e m oral i d e al
t h e race
I t i s at th i s
i s m wh i ch i s thus i ntr o duc e d i nt o p e dag ogy
p oi nt that h is gre at e st s e rvi c e t o e ducati o n i s t o b e s e e n
I t i s m oral i ty al o n e wh i ch gi v e s m ea ni ng to man and at
th e sam e t i m e puts an en d i nt o e ducati o nal th o ught and
Th i s end i s n ot chang e abl e w i th t h e ag e s i n
e ffo rt
whi ch e ducat i on may succ e ss i v e ly b e carri e d out and i s
d i sti nctly oppos e d to th e t e mporal d e t e rm i nati o ns o f
uti li ty happ i n e ss or any oth e r i mm e d i at e e xt e rnal
Th e w o rth of any e ducati on th e n at onc e i s
re sult
,
.
,
,
.
,
,
,
,
.
,
,
,
.
,
,
.
,
,
,
,
.
,
,
,
.
,
.
.
.
.
,
.
,
,
.
,
,
,
,
EDUCA T I O NAL T HE O RY
70
OF
IMM ANUEL K AN T
m e asurabl e i n t e rms of it s d e gr e e of approx i mati on t o
th is unalt e rabl e goal H e r e also it i s agai n s e e n how
i nt e rchang e abl e e th i cs and p e dagogy b e come for Kant
i
"
L
cf
S
l
ct
ons
II
e
e
(
The P r i n cip les of Ed u c a ti on — Kant s O pportun i ti e s t o
l e ctur e on e ducati on d i d n ot wast e th e ms e lv e s on m ere
p e dagog i cal i deal i zat i o ns Th e s e rambl i ngs
f
A S ci e
fi
i
o
f
h
rat
onal
h
art
if
o
n
f
e
e
ls
l
i
k
e
call
ng
t
e
i
e
e
f
i i i fgl gfi
i rl
th e m such wh i le appeari ng i n the for e
ground d i d n ot stand alon e H e gav e th e m th e doubl e
support o f o ffe ri ng a fe w pos i ti v e p ri ncipl e s and o f
mak i ng the furth e r d e mand that th e y b e r e duced to a
sc i enti fic structur e Th e n e c e ss i ty and t h e p o ss ib i li ty
of tra i n i ng man hav e alr e ady pr e s e nt e d most of t h e nat
u ra l i s t i c
anthrop ologi cal reasons fo r und e rtaki ng e d u
cati on But furth e r e ducati on must b e re duced to a
s ci en ce that a succ e e d i ng g e n e rat i o n may not d e stroy all
that i t s pred e c e ss o r has don e
Th i s i mpli e s a p e r
man e nt O pti m i sti c b e l i e f i n th e pow e r of an accumula
ti v e sci e n c e wh i ch grows i nt o an i mp e rs o nal h e ritag e
o f t h e race at large — a sp i ri t wh i ch has flo uri sh e d w i th
Th e trib ut e
e v e ry d i scov e ry i n t h e n i net e e nth c e ntury
“
pai d to t h e value o f e xp e rts i n e ducati on i s anoth e r
i nd i cati on of Kant s b e l i e f i n th e i nt eg ri ty of p e dag ogi cal
sci e nc e
I nde e d th i s b e l i ef g oe s s o far as to mak e
,
.
.
.
,
,
,
’
.
n ce o
.
e
‘
,
c
es
.
,
,
.
,
.
,
.
,
,
,
,
,
.
”
’
,
i
i
e
as
w
ll
s
m
lat
r
wr
t
ngs
e
a
s
o
e
f
“
atte mpt e d t o s et fo rth cl e arly j ust what Kant re gard e d sc i e nc e
t o b e as t h e c om pl e x pr o duct o f c o nstructi v e i nt e ll e ct
I t w ould
carry us t oo far t o d e ta i l t h e structural asp e cts o f sci e nce wh i ch
app e al e d t o h i m i n th es e analys es and w e must b e c ont e nt h e r e
w i th th e s e t wo O bs e rvat i ons H e d oe s n ot i ntr oduce h i s t e chn i cal
1
Th e Cr i t i qu e
o
P u r e R ea s on ,
,
”
.
,
,
.
EDUCA T I O NAL T HE O RY O F IMM A N U EL K AN T
72
practi c e s i n trai n i ng t h e i nfant youth and pup i l ar e
d e ri v e d Kant was cauti o us and shr e wd e nough t o d i s
ti n gui s h b e tw ee n pri nc i pl e and practi c e b e tw e e n a peda
o
l
i
ca
g e n e ral i zati o n and a p e dag ogi cal p e rfo rmanc e
g g
The A r t of Ed u ca ti on — To th e fo r ego i ng fe ature s i n
Kant s g e n e ral conc e pti on o f e ducati on w e must add a
— nam e ly Th e A rt O f E ducat i o n 1 1 1 4
fi
f
t
h
Education
(
A 1
H e app e ars among t h e first t o r e cog
n i z e t h e practi cal art i sti c natur e o f e ducati o n Th e
larg e scop e o f e ducat i o n an d t h e e xtr e m e c o mplex i ty of
i t s fac t ors and pr e supp o s i ti o ns i nv o lv e a mass o f ways
and m e ans
That thi s i s m e r e ly a haphazard and
h eterog e n e o us mass h e d o e s n ot s e e m t o b e l i e v e Th e
probl e m i s to r e duc e e v e ry practi c e to pri nci ple to find
a rati onal bas i s for e v e ry acti vi ty Th e sch o o l b e cam e
to h i m i n a ll i t s forms th e m e e t ing-plac e of p e dagogi cal
i d e al i sm and actual ach i e v e m e nt i n handl i ng hu m an
nature Th i s concret e e l e m e n t i n h i s th e ory e xt e nds
far b e yond h i s l e ctur e s on p e dagogy ; for i t t e nds to r e
app e ar i n hi s t e chni cal ph i los oph i cal wri ti ngs e sp e c i ally
thos e d e al i ng w i th practi cal phi losophy ( S e e S e l e cti on
"I ) Thi s rath e r c onstant e nd e av o r t o get h is e duca
“
appl i e d adds an unusual support to t h e
t i on a l cre e d
i nt egri ty and t h e s i nc e ri ty of th e ph i losoph i cal bas i s
upon wh i ch that cr e e d r e st e d
—
e
r
Th i s i s a s i xth asp e ct wh i ch
Th Fo m s of Ed uca ti on
sh o uld b e add e d t o t h e ab o v e S p e c i fic m e nt i on i s n ot
i
n
mad
th
s
by
Ka
n
t
but
it
i
s
nt
e
gral
o
f
i
i
e
F m
V io
1 119
11
h i s e ducati onal th e ory an d app e ars i n a
vari e ty of d i sti ncti ons and r e c omm e ndati ons Th e re i s
o f c o urs e a c o nstant dang e r O f r e ad i ng i nt o an author
,
,
.
,
.
’
an
1
,
,
,
,
1
,
.
.
.
,
.
°
,
,
.
,
.
.
”
.
.
ar
0
us
11 0 11
or
s
,
0 11
,
.
,
,
K AN T S C O NCEP T I O N OF EDUCA T I O N
73
’
mean i ngs wh i ch ar e n ot detai l e d i n hi s d i scuss i ons I n
such concentrat e d mat e ri al as t h e Notes undoub tedly
how e v e r d o hi m n o r e al vi ol e nce by
a r e o n e can
gath eri ng toge th e r t h e vari ous i nti mati ons of a di s t in c
ti on as to t h e forms i nto wh i ch e ducati on m o ulds i ts e lf
and und e r wh i ch i t s work must b e accompli sh e d Thi s
d i sti ncti on e xt e nds to a r e cogn i ti on of form i n th e e xt e r
n a l and th e i nt e rnal asp e cts o f educat i on : th e typ e s of
schools g ov e rn m e nta l ver s us ph i lanthrop i c p ub li c ver s us
pri vate ( 1 7 2 2
th e typ e s of t e ach e rs as parents
tutors teach e rs ( 1 0 1 4 2 1 2 4
t h e typ e s of edu
cati on both i ntellectual and moral as d e p e nd e nt up on
1
2
6
f
f
4
and
finally
the
typ
e s as to m eth
age
8
(
od s
e sp e c i ally S electi on
Th
e s e typ e s w e r e a p
(
prov e d or condemned fr om hi s stand p o i nt of re q u i ri ng
educati on t o b e a full a n d fre e d e velopm e nt o f th e i nd i
vi dual man
.
,
,
,
.
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
.
The Di vi s i on
Ed u c a ti ona l A cti vi ti es
f
Th e di fficulti e s i nvolv e d i n g e tti ng Kant s g e n e ral con
ce p ti on o f e ducati o n i ncr e as e as we appr o ach the con
te nts of t h e Lectur e-Notes and attempt to Th V l f
111 1“ 13 1111 “
systemati z e h i s v i ews d e fini t e ly e xpress e d
W e sudd e nly d i scov e r that th e s i x po i nts j ust i nv en
t ori e d do not app e ar i n t h e e xpl i ci t class i ficati ons wh i ch
h e makes o f t h e factors or acti vi ti es h e r e gards as co m
pri s i ng educati on Again our d i fficulti e s i ncre as e as w e
obs e rv e that n e i th e r the half-doz e n elem e nts i n h i s c on
c e p t i on nor h i s an a
lys e s of e ducati on i nto i t s factors
s e rv e h i m i n t h e d i vi s i on of t op i cs d i scuss e d i n th e s e
Notes
Th i s e xt e rnal o r t opi cal d i vi s i on cann ot be
o
.
’
e
11
.
,
.
.
,
,
,
,
a ue o
0
EDUCAT I O NAL T HE O RY OF IMMANUEL K AN T
74
trac e d back b e yond R i nk s e d i ti ng Ri nk arrange d th e
“
first part h e r e call e d I ntroduct i o n ( S e cti ons
wi th o ut any sup e rscri pti o n
Th e s e cond part or t h e
re mai nd e r ( S e cti o ns 3 1
was call e d Th e Tr e ati s e
“
Th i s i n turn was d i vi d e d i nt o two parts
O n Phys i cal
“
E ducati o n (S e cti ons 3 4
and O n Practi cal E duca
ti o n ( S e cti ons 91
H e also adopt e d t h e method
o f plac i ng rul e s b e tw e e n c e rtai n parag raphs as a mod e
o f st i ll fin e r d i vi s i on of t h e mat e ri al wh i ch cam e t o h i s
hand
Th e q u e sti o n O f adj us ti ng th e s e num e rous d i v i s i ons
o f t h e e xt e rnal and t h e i nternal e ducat i o nal factors h as
e x e rc i sed t h e many e d i tors and exp o s i tors o f Kant s
vi e ws w i thout th e e n d o f th e d ebat e b e i ng cl e arly i n
sight S chubert H art e nst e i n W i llmann V ogt F r ohl i ch
and K o rn e r H o ll e nbach S t r ii m p e ll Ri cht e r K i pp i ng
V og e l D ei nhardt Li ght and oth e rs hav e dealt m o r e or
l e ss — usually l e ss — w i th thi s i ssu e scarc e l y any t w o
arri v i ng at th e sam e conclus i on Th e q u e sti on o f t h e
e xt e rnal d i v i s i on how e v e r i s sub ord i nat e to that of t h e
di vi s i on of e ducati onal acti vi ti e s I t i s up o n t h e latt e r that
all con cl us IOn s on e adopts as t o t h e form e r must r e st
Kant had a wond e rful pass i o n for p ri mn e ss for mak i ng
d i vi s i o n up o n d i vi s i o n wh e n tr e ati ng of i d eas an d th e o
H i s mor e s y s
r e t i ca l i nt e rpr e tati ons of facts
t e m a ti c tr e ati s e s on ph i l o sophy a re stri k i ng
on account o f th e almost i ndefin i t e h e ap i ng
Th i s analyti c r e finem e nt
o f d i sti ncti o n up o n d i sti nct i on
’
.
,
,
.
”
.
,
,
,
”
”
.
.
’
.
,
,
,
,
,
,
,
,
,
,
,
,
,
.
,
,
.
.
,
.
.
Burge r
1 8 89 p 7
1
,
.
.
,
Ueb er
d i e Gli ed er u n g d er
P a d a gogi le
Ka n t s
,
J e na
,
K AN T S C O NCEPT I O N OF EDUCA T I O N
75
’
m e ntal ab i l i ty wh i ch e nabl e d h i m to und e rtak e
t h e ach i ev e m e nt wh i ch h e accompl i sh e d
Thi s p r e d i l ec
ti on r e ach e d w i thout doubt i t s h igh e st e xpr e ss i o n in hi s
l e cture s on pedag ogy , as may b e gath e re d fr om t h e frag
m e nta ry form i n wh i ch th e y hav e b ee n pre s e rv e d I n
no l e ss than a dozen s e cti o ns th e re ar e gi v e n repeat e d
d i vi s i ons o f thos e acti vi ti es i nvolv e d i n e ducati on and
as many group i ngs of t h e parti cular d o ctri n e s wh i ch
consti tut e t h e bo d y of h i s vi ews on th i s subj e ct W e
here also s e cur e an i ns ight i nt o h i s m etho d of s epara
ti on and exclus i on wh i ch e nable d h i m to mak e s o much
o f hi s work last i ngly e ffe cti v e for th e cultur e o f h is age
I nd e e d a s has b e e n sugge ste d p e rhaps mor e of h is i n
d i vi d ua lit y appears i n th i s than i n any oth e r of hi s
wri ti ngs
The followi ng l i st pr e s e nts th e d i vi s i ons of e ducati on
found i n t h e vari ous s ecti ons
Typ
f
1 Car e d i sc i pl i n e i nstructi on and culture
Ed t i l
A t m fi es
w
th
the
a ge determ i nant broadly outl i n e d)
i
(
negati v e ; i nstructi o n
p os i ti v e
4 Trai n i ng
6
Car e trai n i ng i nstructi on
1 8 D i sc i pl i n e culti vati on ci v i l i zati on and moral i za
ti on (t h e ch i e f class i ficati on i n t h e I ntroducti on )
1 9 Tra i n i n g t e ach in g th i nki ng act i ng and a re peti
ti on of the four acti vi ti e s named i n 1 8
2 1 Care d i sc i pl i n e cultur e (as i nstruct i on d i re cti on )
22 Publ i c and pri vate educati on
2 7 O b e d i e nc e fr ee dom ( the two e p ochs i n s chooli ng)
3 1 Phys i cal pract i cal educati on
3 2 Pract i cal i nclud e s scholasti c prag m ati c moral
e nds
th e
was
.
,
,
.
,
.
,
,
.
,
,
.
es o
.
,
,
uca
,
e
on a
'
.
.
2
2
.
.
,
,
.
.
,
,
,
.
.
,
,
,
,
.
.
,
.
.
.
.
.
.
.
,
,
.
,
,
.
,
,
EDUCA T I O NAL T HE O RY O F IMMAN UEL K AN T
76
Ph y s rca l
culture o f
m i nd i nclud e s
th e
ne
di scip l i ne
gati ve i y
p O S It l v e l y
culture
Phys i cal culture
culti vati on
natur e
Practi cal culture
morali zati o n
fre e dom
fr e e
play
Phys i cal cultur e o f t h e m i nd
scholasti c
work
.
.
.
.
6 4
.
.
Ph y s i ca l
z
p
a s s
i
.
v e
practi c e and d i sc i pl i n e
of t h e
M oral
acti v e
duty
and max i ms
Lo w e r facul t i e s
2 Parti cular culture
of th e faculti e s
H i gh e r faculti e s
Why d o e s Kant go on maki ng n e w and e v e r n e wer
d i vi si ons of th e cont e nt and o f t h e ai m s of e ducati on ?
M ay th e s e r epeat e d di vi s i ons r e pre sent hi s annually suc
c es s i ve approach e s t o t h e probl e m o f e ducat i on ?
Why
do e s not t h e tabl e of th e tw e lv e cat egori e s — t h e laws of
sci e nc e and natur e — app e ar i n th e s e di v i s i ons ? To
th e s e and to many s i m i lar q u e sti ons i t must s i mply b e
answ e re d : w e do n ot know Th e alm o st i n e xhaustibl e
compl e x i ty o f e ducati on i s strongly d e clared i n th e s e
rep e at e d analys e s W e may ch o o s e to ad opt on e s e c
t i o n o r an oth e r as charact e ri sti cally Kanti an and thus
pro c e e d t o adapt a ll t h e oth e rs to t h e on e s e lect e d I t
i s n o doubt p oss ibl e t o b ri ng all i nt o agree ment wi th
S e cti ons 1 8 3 1 7 2
But the m o st i mp o rtant p oi nt t o b e obs e rv e d i s th i s
in th e s e r e p e at e d d i vi s i ons Kant did n ot l os e S ight O f t h e
and
e th i c o psycho phys i cal s o l i dari ty of t h e i nd i vi dual
thus O f the rac e F r om b eg i nni ng t o conclus io n h e
1
.
G e n e ral
cultur e
faculti e s
.
.
.
.
.
.
,
.
,
.
.
,
.
,
.
,
,
,
.
,
K AN T S C O NCEP T I O N O F EDUCA T I O N
77
’
do e s not fo rge t that e v e ry phas e o f e d ucati onal e ffort
must proc e e d upon a r e cogn i ti o n of t h e bas i s wh i ch
natural and m e chan i cal pro c e ss e s un i v e r
Th 8 11
sally pre s e nt b e i t i n phys i cal psych i cal
33212
I
cultural o r moral e ducati on i n th e constant fgii éz g
é f
e nd e avor to hand t h e ch i ld ov e r to a fre e
rati o nal i nd i vi dual i nd e p e nd e nc e A second p o i nt of
i mportance i s th e c haract e r o f t h e I ntr o ducti on wh i ch
i n gi v i ng som e g e n e ral r e fl e cti ons upon t h e natur e of
e ducat i on has an o ri g i nal cast and appr o x i mat e s a l ogi cal
un i ty Burg e r i s n e arer t h e truth than most o th e r i n
t e rp r et er s i n sayi ng that it i s truly Kant i an i n allow i ng
t h e conc e pts t o ari s e s l o w ly b e fore on e s e yes an d i n
t e nd in g t o gi v e a m o r e d e tai l e d tr e atm e nt of e ach sp e ci al
typ e of e ducati onal acti vi ty b e fore all a r e brought to
1
ge th e r i nto a syst e mati c conc e pti on
A nd finally th e
e xhausti v e charact e r o f hi s analyses i s att e st e d by th e
fact that th e p e dag ogy of t h e n i n e t ee nth century has
not contribut e d a s i ngle i mportant addi ti on to t h e e l e
ments i n th e sch e m e h e r e proj e ct e d I t may hav e
“
chang e d t h e rub ri cs i n it s p e dagogy from phys i cal
“
“
“
and practi cal to such as phys i cal
i nt e ll e ctual
“
“
“
moral
soc i al
rel igi ous ; but th e s e d o not outst e p
former
s
all
i nclus i v e n e ss for w i th i n Kant s c on cep
th e
t i on w e find the d ifer en ti oe of age s e x soc i al cond i ti on
c i vi c condi ti on and l i fe i tself co-operati ng d i re ctly w i th
the more fo rmal el e ments wh i ch are gi v e n an e xalt e d
p os iti on i n the basal class i ficati ons Th e top i cal and
0
e
,
,
,
n
'
‘ a’
,
,
,
.
,
,
,
,
,
.
’
,
.
,
,
,
.
,
”
”
,
,
”
”
,
,
’
’
,
,
,
,
"
.
1
Burge r
1 8 8 9, p
.
7
,
.
Ueb er
di e
Gli ed er u n g d er P a d a gogi h
Ka n t s
,
J e na
,
ED U CA T I O NAL T H E O RY O F IMMANUEL K AN T
78
cont e nt di vi s i ons w i ll also r e ad i ly b e found t o b e i n a c
cor d a n c e w i th th e ph i l o soph i cal th e psychologi cal and
th e evoluti onal bases up on wh i ch h e rested h i s i ns i ght
i nt o the charact e r of human e ducat i on
I n vi ew O f th e br e vi ty and compactn e ss of Kant s di s
e uss i ons o n e ducat i onal q u e st i ons
i t i s n o t n e c e ssary
h e re t o pass i n r e vi e w t h e mat e ri al to b e fo und i n the
translati on S uch O bs e rvati ons as should b e mad e a r e
t o b e found scatt e r e d throughout t h e foot-no te s
But t h e
follow i ng r e marks may b e o ffe r e d i n c o nclus i on at th i s
po i nt
Kant S hould not be r egard e d as a pedagogi cal formal i st
To h i m e ducati on was not an e mpty pr o c e ss
P e dagogy
m
e a n t a valuat i on of th e ways and means at
K t “,a
F m li t
t h e d i sposal of the rul e r t h e par e nt t h e
t e ach e r wh i ch should b e e mploy e d i n li ght o f t h e a i m
o f e ducat i on
Th e p e dagogu e should b e on e w h o b e
gi nn i ng w i th t h e str e a m of l i fe car e fully watch e s i t s
curr e nt k e ep i n g it out of t h e b y -p o o ls and e ddi e s and
gui d i ng it onward to t h e gr e at e r and larg e r ocean i c
l i fe b e yond Thus i t i s that t h e sam e a i m i s k e pt upp e r
m ost wh e ther w e hav e r e fe re nc e t o phys i cal d e v e lop
m e nt m e ntal acti v i ty o r t h e formati o n o f charact e r
Th i s i s th e s e cr e t of the un i ty i n Kant s th e ory alb e i t
t h e rul e s and pr e c e pts wh i ch h e o ffe rs may s e e m to hav e
no wi d e r bas i s than a d e s i r e for a c e rtai n form of culture
l i m it e d to th e sp e ci al act i vi ty c o ns i d e re d und e r th i s or
that top i c as t h e cas e may b e
Kant s r egard fo r t h e mat e ri al of e ducati o n fro m in
fancy t o maturi ty should als o l e ad on e to b e l i ev e that
h i s p e dago gi cal i d e als w er e n o t vai n abstracti ons s us
,
,
.
’
,
.
.
.
.
,
.
an
or
s
a
o
,
,
,
.
,
,
,
,
.
,
.
,
’
,
,
.
’
.
80
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
mat e ri al wh i ch p e rta i ns to th e body and to t h e wi ll i s
pr e s e nt e d m ore fully than that wh i ch i s t o b e co Or d i
“
n a t e d w i th i nt e ll e ctua l d e v e lopm e nt
Th e pr obl e m
had n ot ari s e n i n h i s day and the
o f th e c urri culum
“
e valuati ons
i nflat e d hop e o f e ducati onal
had not y et
b egun to d i stre ss t h e p e dago gu e
.
”
,
”
.
L I M I T A T I ON S O F K AN T S
TION A L T H EO RY
TH E
’
EDU C A
’
xp o undi ng Kant s vi e ws on th e natur e o f e duca
ti on i t s pr e suppos i ti ons and it s gre at purp o s e s and i n
outl i ni ng t h e contributi ons hi s ph i l o s ophy
K t s Th
y
mad e to t h e growth of e ducati onal th e ory t P f t ed
sy t m
i n t h e n i n e t e e nth c e ntury w e hav e n ot b e e n
unmi ndful of c e rtai n l i m i tati ons wh i ch charact e ri z e h i s
concepti ons n or o f th e stapl e cri ti c i sm s wh i ch have
b e e n urg e d agai nst t h e foundati ons h e lai d A nd agai n
i n e nd e avori ng t o mak e it cl e ar that h i s ph i losophy and
hi s p e dagogy a r e clos e ly r e lat e d and not w i d e ly s e pa
rat e d t h e e ffort has n ot proce e d e d d i sre gardful of t h e
sch e mati c and parti al m ann e r i n wh i ch Kant h i ms e lf
work e d ou t th e d e ta i ls of t h e re lat i on and th e l i m i t e d
appl i cati on th e form e r w a s gi v e n to t h e latter I t has
be e n t h e usual atti tud e towards Kant s op in i ons on e d u
cati on to r egard th e cont e nts of Ueb er P ad a gogi h as
aph o ri st i c and thus as favori ng th e s e l e cti o n of th os e
happy sayi ngs and th e r ej e ct i on of thos e unfortunat e
say i n gs wh i ch may or may not agr ee wi th t h e cri ti c s
o w n v i ews
W e have sought to sh o w th e l i m itati o ns O f
th i s trad i ti on of appr e c i at i on by e ndeav o ri ng to po i nt o ut
th e larg e r way i n wh i ch hi s contributi ons t o ped ag o gy
should b e regard e d
The tru e st appr e ci ati on h ow e v e r i s san e cri ti ci sm
A nd Kant do e s not e scap e an appl i cati o n of that i n
IN
e
,
,
an
no
,
a
eor
e r ec
s e
’
,
,
,
.
,
,
,
,
.
’
,
,
’
,
.
.
.
,
,
6
81
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
82
t e l l e ct ua l i nstrum e nt
wh i ch he taught th e n i n e te enth
c e ntury to us e s o successfully Th e d e structi v e cri ti c can
Li m i t t i
p e rfor m h i s task w i th sp e ci o us fru i tfuln e ss
“
if
h
e forg e ts that Kant has n o fix e d t e rm i
3
21122 3221
V oc b l y
n o l ogy b e yond that outl in e d ab ov e i n th e se
Notes and that th ei r fragm e ntary charact e r p e rm i ts many
gaps t o app e ar i n his argum e nts Th e Obscuri ty thus
e as i ly mad e poss i bl e does n ot r e ad i ly j ust i fy cl o s e c ri ti
ci s m
A s t o a vocabulary how e v e r on e finds that Kant
e mpl o ys t e rms wh i ch b e came t e chn i cal for hi m
at l e ast
as m a y b e s e en in th e passag e s i n S el e cti on IV A nd
bes i d e s a ver y parti al Kanti an m ight re ply a d hom i n em
that th e wh o l e fi e ld of educati on sti ll r e mai ns w i thout a
fix e d vocabulary Cri ti c i sm i f allowabl e S hould also b e
temp e re d by t h e fact that many d e fe cts and i n con s i s t e n
ci e s may b e d ue to t h e lack O f hi s own e d i ti ng of t h e
mat e ri al contai n e d i n t h e Notes
Thus maki ng ample
allowances for the character of th e m ateri al avai labl e
t h e followi ng cri ti c i sms ar e gi v e n i n t h e s e ns e that h i s
theory su ffe rs by l i m i tati on rath e r than by radi cal d e fect
and i ns e curi ty They can hardly b e class i fi e d as b e long
in g t o t h e scop e m at e ri al proc e ss e s and m e thods o f
educat io n
1 Th e most p e rs i st e nt appare nt l i m i tati on o f Kant s
vi ews on e ducati on s e e ms t o b e h i s over -emp ha s i s of the
i n d i vi d u a l
Dup r oi x h a s p oi nt e d th i s o ut as
Th e In d i i d
l
Ov m p h
t h e di sti ngui sh i ng fe atur e o f Kant s i d e al
i ed
wh i ch Fi cht e corre ct e d by gi vi ng e ducati o n
an i nt e rpr e tati o n i n t e rms o f nati onal l i fe I t i s i nd ee d
tru e that th e p e rsonal e l e m e nt stands out i n b oth th e
Lectu r e-Notes and i n th e S e l e ct i o ns b oth i n th e g e n e ral i za
.
on s
a
1
u ar
a
.
,
,
,
.
,
.
,
,
,
.
,
,
.
,
,
.
,
.
,
,
,
.
’
.
.
ua
v
e r-e
S z
’
a
,
‘
.
,
,
,
LIMI T A T I O N S O F K AN T S EDUCA T I O NAL T HE O RY
’
83
ti ons and i n th e rules wh i ch a re lai d down A nd th i s i ndi
vi d ua li s m go es s o fa r that t o Kant th e i nd i vi dual w i ll th e
in n e rmost h e art o f human i ty b e comes th e c e ntre of
e ducati onal grav i tati on
F re e p e rsonal i ty stands to edu
ca ti on as e ffect to cause as purp os e to cond i ti ons Th e
“
man wh i ch Kant gene ri cally e mploys esp eci ally i n t h e
—
i
i
I ntroducti on means every i nd v dual and also as w e
shall soon s e e m a n n ot woman i n th e l iteral s e ns e
F rom th i s i t i s but a st e p to the a ffirmati on of t h e doc
tri n e of t h e pedago gi cal e q ual i ty of all m en
But
modern e ducati on i s learn i ng more and m or e rap i dly
that such e q ual i ty i s truthful only s o long as i t i s con
Psychol ogi cal d i v e rs i ty repr e sents t h e
c e i ve d i deally
tru e r account of t h e mat e ri al upon wh i ch educati onal
proc e ss e s must e ffect thei r ach i evements
I t is j ust as tru e how e ver that Kant s concepti on of
the e ducati on of t h e i nd i vi dual i s much wi d e r and more
complex than that concepti on O f t h e i nd i
K m c om
vi dual as a stati c uni t whi ch i s re q u i re d to c ei d R
“M gr
gi ve force t o th i s cri ti ci sm Th e i ndi vi dual
w as t o h i m the i nd i vi dual as a representati ve m e mber
o f the race
Thi s raci al concepti on marks the scop e of
tak e n i n i t s
hi s educati onal hori zon ( S ecti ons 4 1 1
n u meri cal or q uanti tati v e asp e cts F rom a q ual i tati v e
po i nt of vi ew t h e i ndi vi dual man r e ally becomes a tru e
i ndi vi dual only as h e becomes a c i ti z e n i n the k i ngd om
O f moral ends F urthermore betw e en the rac e and the
moral asp e cts of i nd i vi dual i ty Kant d i sti nctly pr e sents a
conc e pti on o f what m i ght b e called b oth state and soci al
pedagogy whi ch i s i ntegrat e d i nto hi s i d e al P edag ogy
and governm e nt are placed s i de by S i de as o ffe ri ng
.
,
,
.
,
.
”
,
,
,
,
,
,
.
,
.
.
.
’
,
,
a
ve
.
.
,
,
.
,
.
,
,
,
.
a
ace
EDUCA T I O NAL T HE O RY O F IM MAN U EL K AN T
84
ually fundam e ntal and d i fficult probl e ms
The
stat e and t h e school a re m utually d e p e nd e nt i nsti tuti ons
and t h e stat e i s roundly cond e mned wh e n i t advanc e s it s
car e s naught for t h e e ducati on of it s
o w n e nds and
c i ti z e ns ( 1 6 1 7 and S e l e cti o n II p
Th i s fe ature
i s carri e d ov e r i nto th e d i vi s i on o f sch o ols a s publ i c and
pri vat e
I n add i ti on to th i s e xt e rnal s i d e of t h e c i v i c organ i za
ti on of educati on c i ti z e nsh i p and soci al fitn e ss a r e t w o
s ign i ficant m o m e nts i n t h e i d eal o f e duca
i
Ed u c t i
c l d s Ci t i
t
i on w h l ch Kant d e mands should b e c on
emp a d S o cial
Fi t
s t r u ct i v e l y real i zed i n t h e formati on of the
“
compl e t e man Th e s e app e ar i n ci vi li zati on ( l 8 c) i n
“
pragmati c cultur e ( 3 2 b
i n soc i ab i l i ty ( 8 0 not e
i n duti e s t owards oth e rs
i n worldly w i sdom
5
b
and
i
n
th
e r e cogn i t i on of t h e soc i al dan g ers i n
9
)
(
human d e v e lopm e nt
2 Th e s e cond l i m i tat i on wh i ch i s perhaps the ch i e f
defe ct i n Kant s treatment o f educati onal th e ory i s
h i s compl e t e o m i ss i on of th e e ducati on o f
n
i
a
rls
The
s
e
problem
i
e
ducat
on
i
x
p
g
i
e
r
e
d
t
h
m
n
r
as
it
was
cons
d
e
r
d
a
e
o
i
i
s
o
f
a
p
at all i n i t s negati ve asp ects The i ndi vi dual for whom
S e x ph e nom
h e lays down rul e s pos i ti v e ly is t h e b oy
e na and cond i ti ons how e v e r are r e cogn i z e d by h i m and
contribut e s e v e ral d e t e rm i nati ons to e ducati on Th i s i s
se e n i n vari ous ways The ti me l i m i t of e ducati on is
marked by nature h e rs e lf at the dev e lopm e nt of t h e s e x
I mparti ng a knowl e dg e of s ex re lati ons i s
i nsti nct
Th e de
on e of th e d i fficult tasks of i nstructi o n
v e l op m e n t o f w i ll and the formati on of character are
eq
,
,
,
.
.
,
on
a
u
n
z en
e
n
n ess .
”
.
,
”
,
,
,
,
,
.
’
,
.
,
.
,
.
,
,
,
.
.
,
LIMI T A T I O N S O F K AN T S EDUCA T I O NAL T HE O RY
’
85
di sti nctly c orr e lat e d w i th ad ol e sc e nc e ( 8 4
and t h e
o
L
e
t
u
r
e N ot es d e als d i re ctly w i th t h e
c nclus i on o f th e
c
probl e ms of t h e gui danc e and th e control of adol e sc e nc e
Kant thus i s o n e of t h e first mod e rns t o
th i nk cl e arly i n th i s latt e r r e gard an d t o anti c i pat e t h e
curr e nt e mphas i s plac e d up o n th i s phas e of t h e i ndi
vi d ua l s d e v e lopment and s o m e o f t h e problems wh i ch
it hands ov e r to e ducat i on
Kant s fai lur e prop e rly to conc e i ve of and to di scuss
t h e e ducat i o n o f gi rls i s closely conn e ct e d w i th hi s con
c e p t i on o f woman
AS e arly as 1 7 6 4 w e K n t m
f
W
o
m an
find e xpre ss i on O f h i s i d e a of t h e nature of
woman and outl i n e s of what t h e e ducati on o f gi rls
should b e
Th e fai r s ex has understandi ng j ust t h e
sam e as th e mascul i n e ; i t i s only a b ea utifu l und e r
standi ng ; ours S ho uld be a d eep und e rstand i ng wh i ch
i s an e xpr e ss i on hav i ng a m e an i ng i d e nti cal w i th t h e
“
subl i me
Th e cont e nt of th e great sc i e nc e of woman
i s man and among m e n a parti cular man
H er ph i
l OS Op h y i s n ot subti l i zin g but fe e l i ng
E ducati on must
att e mpt to e xt e nd h e r e nti re m oral fe el i ng and not h e r
m e mory not by g e n e ral rul e s but b y acts of parti cular
j udgm e nt on h e r part up on her env i ronm e nt
He
allows for h er study a l i ttl e h i story a l i ttl e g e o graphy
an d fe el i ng for e xpre ss i on and for mus i c not as art but
as mer e s e nsati on S i nce she has l i ttl e und e rstandi ng
“
and much i ncl i nat i on s h e should n e ver b e gi v e n a
cold an d sp e culati v e t e ach i ng but always sensati ons
and i nde e d th o s e wh i ch remai n as clos e as poss ible to
h e r s e x relati o ns
Th i s i nstructi on i s very rare b e
cause i t demands talents expe ri enc e and a heart full of
,
,
’
’
,
,
i
a
.
ea o
s
,
.
,
~
,
”
.
,
.
”
.
,
,
,
,
.
,
,
,
,
.
,
,
,
,
,
,
.
,
,
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
86
fe el i ng and w o man can v e ry w e ll d i sp e ns e wi th ev e ry
o th e r j ust as s h e can als o w i thout th e s e e ducat e h er
s e lf v e ry w e ll
H e nce marri ag e enfranch i s e s w oman
whereas i t d e stroys man s fr ee d o m
Labori ous l e arn
i ng and pai nstak i ng subt i l i z i n g i n a woman e v e n when
s h e bri ngs th e m to a h i gh d e gr e e o f p e rfe cti on d e stroy
t h e pr e rogati v e s wh i ch a r e pecul i ar to her s e x ; they
can it i s tru e b e caus e of th e i r rari ty make her an
obj ect of cold adm i rati o n but at t h e sam e t i me th e y w i ll
w e ak e n the charms wh i ch gi ve h e r s o much pow e r o v e r
t h e oth e r s ex
A woman who has h e r head full of
Gr e ek l i k e Mm e Daci e r or who carri e s on p r ofound
d i scuss i ons i n m e chan i cs li k e t h e M arq u i s e d e Chas
t e l et may j ust as well hav e a b e ard b e s i de ; for a
b e ard would p e rhaps express sti ll mor e unm i stakab ly
1
th e a i r of profo undn e ss wh i ch S he I S try i ng t o ac q ui re
“
S O far as l e arn e d wom e n a r e conc e rn e d : th e y u s e
th ei r b ooles i n someth i ng l i k e th e way that they us e th e i r
—
watch nam e ly carry i t i n ord e r to let i t be se e n that
they hav e on e ; it i s i mmateri al whether or n ot it runs
2
or k e eps ti m e
I n fi n e Kant acc e pted the g e neral
op i n i o n of h i s age i n att e mpti ng t o reduce th e e ducati on
o f gi rls to t h e fo rmat i on of tast e and t h e fe e l i ngs
S
e
e
(
S el e cti on I Nos 4 5 6 7 2 2 2 3 24
Kant must how e v e r b e cr e d i ted w i th havi ng i ns i st e d
that t h e e ducati on of woman should be d e term i n e d n ot
by t h e abstract p oss ib i l i ti e s of sc i e nc e or of h e r i nt e l
,
,
”
,
.
’
.
,
,
,
,
,
,
.
,
.
,
,
,
”
.
,
,
,
”
.
,
.
.
,
.
,
,
,
,
,
,
,
,
,
,
,
1
1
7
(
1
Ob s er va t i on s
—
on
t he
H arte nst e i n
A n t hr op ology ,
,
et c.
11
Feeli ng of
.
pp
.
t he B
2 5 2—2 5 4
ea u t
a nd
t he S u b li m e
.
H art enstei n
-
ifu l
,
vu
.
p
.
6 31
.
EDUCA T I O NA L T H E O R Y O F IM MAN U EL K A N T
88
matt e r o f e ducati o n— th e l it e rary class i cs o f Gr e e c e and
R om e— i s e valuat e d on grounds d i ffe r e nt from those
wh i ch app e ar i n th e Lectur e-Notes
Al
Educati ve
V l f Li t
though pr e senti ng a phas e o f aesth e ti c e d u
y Cl s i s
cat i on th e passag e may find plac e h e r e
Th e prop ae d e uti c to all fi n e art i n so far as t h e d e gr e e
o f i t s p e rfe ct i o n i s conc e rn e d s e e ms to l i e not i n rul e s
but rath e r i n t h e culture of t h e m e ntal pow e rs by thos e
ki n d s of kn o wl e dge wh i ch a r e call e d hu m a n i or a ; prob
ably b e caus e hu m a ni ty m e ans t h e un i v e rsal feeli ng of
n e hand and th e ab i l i ty t o com m un i
s m a th
n
th
o
e
o
y p
y
ca t e on e s fee l i ngs cord i ally and g e n e rally o n t h e oth e r ;
th e s e charact e ri sti cs tak e n t og e th e r consti tute manki nd s
appropri at e happ i n e ss wh e re by th e y a re d iffe r e nti at e d
from th e l i m i tati ons of an i mals Th e a ge as w e ll as th e
nati on i n wh i ch th e acti ve i mpuls e t o orga n i z ed soc i al
l i fe wh er eby a p e opl e consti tut e s a p e rman e nt com
mun i ty struggl e d w i th t h e gr e at and d i fficult task o f
comb i n i ng fr e e d o m ( and h e nc e e q ual i ty ) w i th re strai nt
rath
e r r e sp e ct and subm i ss i on from a s e nse o f duty
(
than fe ar) : such an age and s uch a nati o n had to i nv e nt
t h e art of mutual commun i cati on of i d e as b e tw e e n the
comb i n i ng t h e e n
e ducat e d and t h e i gnorant class e s
largem e nt and r e finem e nt o f the fo rm e r w i th t h e natural
s i mpl i ci ty and ori gi nal i ty of the latter and i n th i s way
di scov e r that m e di um b e tw ee n t h e h i gh e r culture and
t emp e rat e nature wh i ch consti tut e s t h e corr e ct stand
ard on e not to be i ndi cat e d by g e n e ral rul e s as well
for tast e as for un i v e rsal human und e rstand i ng
“
I t i s n ot probabl e that a lat e r a ge w i ll d i sp e ns e wi th
th i s standard ; for i t w i ll b e l e ss and less n e ar to nature
.
a ue O
ar
er
a s c
’
,
.
,
,
,
,
,
,
’
,
’
,
.
,
,
,
,
,
,
.
,
L I MI T A T I O N S O F K AN T S EDUCA T I O NAL T HE O RY
’
89
and finally wi thout havi ng lasti ng e xamples from h e r
w o uld hardly b e i n a pos i ti on to fo rm a concepti on of
t h e happy un i o n i n one an d the sam e nati on of t h e
lawful r e strai nt of th e h igh e st cultur e wi th the pow e r
1
an d j ust i ce o f free nature consc i ous of h e r o w n value
4 The next l i mi tat i on to b e po i nt e d o ut i s twofo ld
I t p e rta i ns t o th e rOl e of t h e fe e l i ngs ass i gn ed t o peda
gogy and t o th ei r devel opment und e r th e
Educatio n of
The first
e ducati v e mat e ri al of aestheti cs
Fee li n g
egl e m
featur e of th i s l i m i tati on i s affirm e d t h e
oth e r i mpl i e d Th e fe e l i n gs of the in di vi dual a r e pra e
t i cally bani sh e d from any share i n educati on and th e
clai ms of aesth eti cs as maki ng pos i ti v e contri buti on t o
Thes e
t h e r e al i zati on of p e dago gy s i d e al a r e n e gl e ct e d
i t e ms r e fl e ct Kant s ri g orous concepti on o f human l i fe
and of the condi t i ons und e r wh i ch i t s gre ate st ai ms are
t o b e actual i z e d
I n hi s educati onal theory Kant d e sp i ses th e fe e l in gs
both in in structi on and i n moral i zati on q u i te as much
as i n h i s e th i cal theory i n wh i ch th e y a r e forced from a
contrib uti ve porti on to conduct I n h i s psychol ogy as
po i nt e d out above he came to look upon t h e feel i ngs as a
—
d i sti nct group of m e ntal acti v i ti e s s o d i sti nct that th e y
gav e ri s e to t h e un i q u e ph i losoph i cal probl e ms wh i ch h e
r
i
t
i
u
e
L
e
t
r
d i scuss e d i n t h e th i rd C q
I n th e c u e Notes how
ever t h e expl i c i t r e fe rences to t h e culture of the fe el i ngs
At
an d th e d e v e lopment of tast e are only t w o ( 5 2
th e sam e ti m e it must be adm i tted that accord in g to t h e
classi ficati ons i n h i s psycholo gy much of fe e l i ng com e s
,
,
,
,
”
.
,
.
.
,
.
n
c
'
,
.
,
’
.
’
.
,
,
,
.
,
,
.
,
,
,
,
,
1
H arte nstei n v p
,
.
.
36 7
.
90
EDUCA T I O NAL T HE O RY O F IMMAN U EL KAN T
und e r w i ll and th e m e chan i cal d e v e l o pment of moti ves
through d i sc i pl i n e and trai n i ng B e yond th i s how e v e r
i n s o far as t h e fe e l i ngs com e i n for any r e cogn i ti on th e y
a r e d e cri e d e ducati o n ally b e i ng lo ok e d up o n as hav i ng a
s e lfish s often i ng e ffe ct upon th e charact e r I n hi s gr e at
car e for strong v i ri l e characte r h e d e s i r e s that t h e dan
“
g e rs of eas e i ndol e nc e and langui shi ng sympathy
o f pri d e
emulati o n and sham e b e re mov e d as far as
p oss ible from absorpti on by th e fo rm i ng m i nd A t th e
same t i m e on e sh ould n o t forget to obs e rve that Kant
can b e i mm e asurably t e nd e r w ith ch i ldhood and youth
whos e gre at p oss ib i l i ti es he i deal i z e s i nto absolut e
worth I n h i s hurl i ng d e fianc e at t h e fe e l i n gs wh i ch i s
such a mark e d d e fe ct i n hi s e duca ti onal s ch e me and i n
hi s profound r e gard for t h e rat i onal h e art w e find para
d oxi ca ll y a s e cr e t source of the great power h e ex e rc i s e d
ov e r hi s ow n ti mes Th i s n egati v e p e dag ogy of the fee l
i ngs i s also thoroughly cons i st e nt w i th h i s e th i cal ori ti
ci s m o f e v e ry form o f e ud aemon i sm as i ncapabl e of
s e tti ng up ad e q uate moral standards
Th e much broad e r fe ature o f th i s l i m i tati on i s Kant s
n egl e ct of aesth e ti c e ducati on Thi s may b e closely as
s oci a t e d w i th t h e s e co nd l i m i tat i on p o i nted
o ut abov e
To hav e pursu e d th e culture of
th e fe e l i ngs w i th th e mat e ri al o f art may
hav e meant to Kant t h e fe m i ni zati on of t h e
should b e sc i ence o f p edagogy (S e e S el e cti on I NO S
6
H e om i ts the enti r e regi on o f art and ae sth e ti c
apprec i ati on as obj e cts of trai n i n g as materi al for cultur e
and as promoti ve of large secti ons i n a full moral p er
s ona l it y
A t the same ti m e d o n ot ms th et i c m otifs color
,
,
.
,
,
.
,
,
,
”
,
,
,
,
,
.
,
,
.
,
,
.
.
’
.
.
.
.
,
.
,
,
.
,
,
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
92
pre face Kant charact e ri z e s th i s work as und e rtaki ng an
i nv e st igat i on of th e faculty of tast e as ae sth e ti cal j udg
ment
m
e rely w i th transc e ndental i nt e nt but
Th Found e r
f M od
n ot for t h e sake o f the format i on and cul
JE t h e t i
tur e of that faculty F or he op i n e s t h e
“
latt e r w i ll conti nue to p ursue i t s way as her e tofore
1
wi thout any such i n q u i ri e s
Th i s n on -p edagogi cal
c o ncepti o n of aesth e ti cs i s furth e r e xpr e ss e d i n the v i ew
“
that th e re i s n o sc i ence of b eauty but only cri ti c i sm ;
2
n o beaut i ful sc i ence
but only b e auti ful art
I n hi s
“
d i vi s i on of aestheti cal phi l osophy t h e usual elements
“
“
and m e thod a re not re tai n e d ; S i nce for fine art
there i s only a manner (m od us ) but not a m e thod of i n
3
structi on
As Kant worked o ut h i s v i e ws
o n t h e natur e of art and i t s r e lati ons t o t h e human m i nd
th e s e formal O p i n i ons d i d not prevai l H i s r e al proble m
assum e d p e dagogi cal m e an i ng i n addr e ssi ng i ts e lf to the
e
o
h
u
st
i
on
f
t
e r e lati ons b e tween b e auty and conduct
q
H ow can t h e good w i ll be carri ed ov e r i nto t h e world of
s e nse ? H e answ e rs by plac i ng tast e b e tw ee n sense and
moral i ty
Th e m e rely agreeable i s wholly s e nsuous
The go od wi ll i s wholly rati onal Th e b eauti ful i s the
1
s e nsuous rati onal
I n th i s way tast e i s a fit pre parati on
for freedom
And a tru e lov e r of th e beauti ful i s always
5
morally go od
Now I s a y : the beauti ful i s the symbol of th e
morally good ; and i n th i s respect does it give us a
pleasur e w i th wh i ch w e e xp ect others t o sympath i ze
,
,
,
,
e
e rn
o
cs
S
‘
,
,
.
,
,
”
.
,
”
.
,
”
,
”
,
,
.
.
.
.
.
‘
.
.
.
‘
,
,
1
H art e nste i n v p
.
,
3
Ib i d
.
,
p
.
36 6
.
17 6
1
.
1
.
Ib i d
.
,
p
.
2 14
5
.
Ib i d
.
,
Ib i d
.
,
p 3 14
pp 2 0 8
.
.
.
,
30 8
.
LIMI T A T I O N S O F K AN T S EDUC A T I O NAL T HE O RY
’
93
wh e reby the m i nd i s consc i o us of a c e rta i n e xaltati on
and e l e vati on abov e th e mere susc e ptib i l i ty o f d e s i re
through i mpre ss i ons of the senses and at t h e sam e t i m e
e st i mat e s t h e worth of oth e rs accord i ng to a s i m i lar
1
“
max i m of th ei r j udgm e nt
Tast e mak e s p oss ibl e
th e trans i ti on fro m s e nsuous pl e asur e to hab i tual i nter e st
in moral i ty w i thout a too v i ol e nt l e ap by r e pr e s e nti ng
t h e i magi nati on e v e n i n i t s fr ee dom as capabl e of b e i ng
d e t e rm i ned i n adaptati on to t h e understand i ng and
t e ach i ng us t o find fre e sati sfacti on wi th no sensuous
2
pl e asure e ven i n obj e cts of s e ns e
H ow complet e ly aesth e ti cs thus r e turns to the actual
i z i ng support of the i d e al of e ducati on i s finally to be
s e e n towards t h e clos e of t h e Cr i ti que where
Kant charact e ri z e s t h e i ntenti ons of nature
fidfi i
Cfi
“
0 1
?
wi th re sp e ct to man (S e e S e lecti on IV )
33211
Th e final a i m of natur e i s not man s happ i
ness but man s cultur e wi th i t s h ighest appl i cati on t o
freedom D i sci pl i n e and the ac q u i si ti on o f sk i ll a r e
preparatory stages i n th i s culture I n th e h igh e r edu
cati on of man th e study o f the h uman i ti es art and
sci e nce must finally cont r ibute t o the actual i zati on of
“
th i s natural end
Fi ne arts and sci ences wh i ch mak e
m e n w e ll -behaved
e v e n if n ot
morally bett e r by a
un i v e rsally communi cabl e des i r e and by pol i t e n e ss and
soci al re fin e ment rob the sensuous i ncl i nati ons of much
of th e i r tyranny and thus prepar e man for a mast e ry
i n wh i ch re ason alon e shall hav e power ; wh i le t h e e v i ls
wi th whi ch partly nature and partly t h e untamabl e
,
”
.
,
,
,
,
”
.
,
,
,
,
’
11
.
3
.
’
’
,
,
.
.
,
,
.
,
,
,
,
,
,
,
,
1
H a rte nstei n
,
,
v
.
p
.
36 4
1
.
Ib id
.
,
p
.
36 6
.
94
ED U CAT I O NAL T H E O RY O F IMMANUEL K AN T
s e lfishn e ss o f m en assai l us call forth i ncre as e and st e el
th e pow e rs o f th e s oul tha t they may not suc cumb t o
th e se i nflu e nc e s and thus they mak e us fe el a fitn e ss
1
wh i ch l i e s h i dd e n w i thi n us for h igh e r ai ms
I t was
S chi ll e r w h o d e clared an absolut e confid e nc e i n th i s
e ducat i v e p ower o f art and it was H e rbart b orrow i ng
from both Kant and S ch i ll e r who labo re d t o system ati ze
i nstructi on and d i sc i pl i n e for t h e r e al i zati on of th i s end
,
,
,
,
,
,
”
.
,
,
,
,
.
1
H arte nst e i n v p
,
.
.
44 7
.
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
96
Ka n t
’
S ci en ce,
Ka nt
P r ol egom en a ,
by E
’
C h i cago
Ka n t
s
s
s
B
.
Metap hy s i ca l Foun d a t i ons of Na tur a l
B a x, Lond on , 1 8 8 3
P r ol egom en a
1 90 1
,
’
.
a nd
to
.
Fut ur e Met ap hy si cs
a ny
by
,
P
.
C arus
,
1 891
.
.
P r i n cip l es
f
by W H asti e E di nburgh
P oli ti cs ,
o
.
,
,
i
o
Th
s
v
lum
c
nta
ns
e
o
i
Id ea of at Uni ver s a l H i s t or y f om a Cos m o
(
7
m
a y i ng
m
o
n
t
h
e
o
n
S
o
C
p oli t a n S t a n dp oi n t Parts II and III o f U
p
A Thi ng m a y b e Good i n Th eor y b ut n ot i n P r a ct i ce and Et er n a l
P ea ce a P hi l os op hi ca l S chem e )
Ka n t s P hi l os op hy of La w by W H asti e E d i nburgh 1 8 8 7
e
i
P
b
ng
art
I
f
o
Th e Met ap hy s i cs of E t hi cs )
(
Ka n t s Et hi ca l Th eo y by T K A bb ott fifth e d i t i o n Lond o n
and New Y ork 1 8 98 ( Th i s v olum e c ontai ns Fun da m nt a l P r i n
cip l es of t h e Met ap h s i cs o Et hi cs t h e C i t i u e o P r a ct i ca l R eas on
y
f
q
f
Part I o f On t he R a di ca l Evi l i n H u m a n Na t u e Part I of R eli gi on
wi t hi n t h e Li m i t s of Mer e R eas on t h e Ge n e ral I ntr o ducti on t o Th e
Met ap hy s i cs of Et hi cs and th e Pr e fac e and I ntro duct i o n t o Part II
o f t h e sam e
and Up on a n A l l g d R i ght t o Die f om ill oti ves of
r
,
.
.
,
,
.
’
,
.
,
,
.
.
’
r
,
.
,
.
,
,
e
.
r
,
,
r
.
.
,
,
.
,
e
,
Ka n t
Ka n t
e
r
d
J
u
m
e
n
t
by
J
H
rnard
L
o
nd
o
n
1
92
B
e
8
f
g
s A n t hr o ol o
m
e ge r
c
by
A
E
Kr
P
r
a
a
t
a
l
l
d
er
d
o
n
s
i
o
i
e
C
p
y
g
g
y
i n A m e i ca n Jour n a l of Sp ecu l a ti ve P hi l os op hy v ols
9 if
St
L o u i s 1 8 7 5 ff
Ka n t on Ed uca ti on by Mi ss A Churt on I ntr oduct i on by Mrs
R D av i ds LOn d on 1 8 99
’
s
Cr i t i qu e
o
.
,
.
’
.
.
,
r
.
,
,
,
.
.
,
.
,
.
.
,
,
.
.
,
,
,
S EPARAT E EDI T I O N S O F UE B ER PA DAGOGIK
Im m a n uel Ka n t b e arb e i t e t von G FrOh l i ch und F K orn e r Di e
Klass i ke r d e r Pad a gogi k B d xi h e rausge ge b e n von G FrOh li ch
L ang e nsal z a 1 8 90
’
Em m a nu el Ka n t Tr a i t é d e P éd agogi e ( traduct i on J ul e s B arn i )
ave c u n e pré face d es s ommai re s analyti qu e s e t un l e x i qu e par R a y
m ond Tham i n Pari s A lcan 1 8 8 6
Mit Kant s B i o graph i e
Im m a n u el Ka n t
Ub e P a d a gogi h
h e rausg e ge b e n von T V o gt 2 t e Au flage L ang e nsal z a 1 8 83
B e y e r s B i bl i oth e k p a d a go gi s c h e r Klass i k e r B d v i i i
“
.
.
,
,
.
.
,
.
,
,
.
,
,
,
.
,
,
’
r
,
.
.
.
,
,
,
’
,
.
.
.
LI T ERAT URE
Ka n t
Im m a n u el
E i nl ei tung und A nm e r
A ufl a ge L e i p z i g
R i cht e r s
Mi t
Ueb er P a d a gogi le
,
.
kung v e rs e h e n von 0 Wi llmann
Pad a gogi s c h e B i bl i oth e k B d x
.
.
,
2 te
,
97
’
.
,
.
E "P OS I T I O N AND CRI T ICI S M
From t h e large mass of Kanti an l i te ratur e t h e foll ow i ng s e l e c
t i ons may b e m e nti on e d h e re
B e ck e r
Im m a n uel Ka n t u n d d i e d eu t s ch e Na t i on a l e i ehun g
W orms 1 8 7 6
B e ye r C
E z i ehung z u Ver n unft
P hi l os op hi s ch p a d a gogi s ch
Gr un d li ni en fur E z i ehun g u n d Un t er i ch t 3 t e Au fla ge
Wi e n
.
rz
.
.
,
r
.
,
r
hm e r
B
,
0
.
,
,
Ka n t
D i e P a d a gogi h b ei
.
und
H er b a r t
Marburg
,
J e na
,
Ed u ca t i on
.
.
.
urg e r A
,
1 8 90
r
e
.
Bo
1 8 92
-
.
r
187 7
.
Ueb er d i e Gli ed er un g d er P a d a gogi lc
.
Ka n t s
.
.
Du p r oi x,
Ka n t
P
.
Ge n e va , 1 8 95
Fi ch t e
et
et
l e p r ob l em e d e l
’
.
H oll e nbach W D a r s t el l ung u n d B eu r t h ei lu ng d er P a d a gogi /c
Ka n t s J e na 1 8 8 1
J ahn M D er Einflus s d er Ka n ti s ch en P s y chologi e a uf d i e
P d d a gogi h a ls Wi s s en s chaft
N e u e J a h rb ii c h e r fl i r Ph i l o l og i e und
Pad a gogi k 1 8 8 4 II A bt
Lei pz i g
.
,
.
.
,
.
,
.
K i pp i ng F
,
.
,
.
D i e Gr un dz uge d er
.
xi
.
pp
.
’
s
.
Ka n ti s ch en
L e h r e rb i ldung und
fii r
Ka n t
.
.
'
Blatte r
1882 , B d
L i ght J K
1 8 93
A
.
Pa d a gogi s ch e
S t al t e n ,
.
,
,
37 0
P a d a gogi h
.
Leh r e r b i l d u n gs a n
ff
.
Infl u en ce
on
Ger m a n P ed a gogy
L e ban on
.
,
.
McIn t y r e
J L
R e v i e w Ne w Y ork
.
,
,
h ll ps on
P i i
Ka n t s
,
R
,
Ka n t
.
.
S chi l l er s ,
1 898 ,
,
’
xv i
f Ed u ca t i on
Th eor y
s
.
pp
.
o
31 3— 3 2 7
H er b a r t s
.
Magd e burg
rosch F D i e P d d a gogi h Ka n ts
S chulw e s e n B d i x 1 8 84
R e b or n A
Ka n t s A ns i ch t en u b er
W e tz lar 1 8 7 6
P
.
,
.
.
,
.
,
.
.
ei n
1 8 90
,
Z ei
B ei t r a g
z ur
Lehr e
.
tschri ft fur das
Re
al
.
,
’
,
E ducat i onal
.
D i e d s t h et i s ch e Er z i eh ung ,
und
.
d en
r eli gi b s en
'
Un t er r i cht
.
EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T
98
Ri
18 6 5
cht e r
A
,
Ka n t
.
’
A n s i ch t en
s
u b er
Er z i ehung
.
H alb e rstadt
,
.
S trump e ll
Di e
.
P a d agogi /c
d er
Ka n t
P hi l os op hen
,
Fi cht e
,
Braunschw ei g 1 84 3
Te mm i ng E B ei tr ag z ur D a s t el lung un d K i ti /c d er m or a l
i s chen B i l d u n gs l eh e Ka n t s
B raunschw e i g 1 892
V oge l A Ka nt i n Ges chi chte d er P d d agogi lc a ls Wi s s en s chaft
pp 1 8 9 20 8 Gii t ers l oh 1 8 7 7
Voge l A D i e p hi l os op hi s chen Gr un d lagen d er wi s s ens chaft li chen
S y s t em e d e P d d a gogi h ( L ock e Kant H e g e l S chl e i ermach e r H e r
bart B e n e k e) 2t e Aufla ge La ng e nsal z a 1 889
Th e m or e e lab orat e e ncycl op ae d i as and h i stor i e s o f e ducat i on
may als o b e c o nsult e d such a s B u i ss on s Li ndn e r s R e i n s
S chm i dt s Z i egl e r s e t c
H er b a r t
.
.
,
r
.
,
’
r
.
,
r
.
.
,
,
,
-
.
.
.
,
.
,
r
,
,
.
,
,
,
,
.
,
’
’
,
’
’
,
,
.
,
’
,
,
IN T R O D U C T IO N
MA N i s the only cr e atur e that must b e e ducat e d
1
By e ducati on w e m e an car e ( mai ntenanc e ) d i sc i pl i n e
tra
i
n
i
ng
and
nstruct
on
i
nclud
i
ng
cul
i
i
(
)
2
ture
M an i s thus bab e pup i l and
scholar
1
.
.
,
,
,
,
.
,
.
A n i mals e mploy th ei r pow e rs as soon as th e y
3
hav e any properly ; that i s t o s a y i n such a mann e r
that they do not i nj ure th e ms e lv e s I t i s i nde e d won
d e rful t o s e e young swallows
although
C
hardly out of the eggs and sti ll bl i nd know
i ng h ow to arrang e to l e t th ei r e xcre m e nt fall outs i d e
th e n e st
A n i mals n e e d th e r e fo re no care ; at t h e most
2
.
,
,
,
.
,
,
,
are
,
.
.
,
,
,
D i sci pl i n e i s r e gard e d by Kant as t h e n e gati v e part of e duca
t i o n I ts funct i on i s t o pre pare t h e way for t h e lat e r p os i ti ve part
1
.
,
wh i ch i s culture
“
Th i s c onc e pti o n o f culture ( B i l dung) i s t o b e und erstoo d
h e re i n i t s stri cte r m e an i ng o f m o ral culture r e fe rre d t o i n S e ct i ons
31 3 2
I n S e cti on 6 th i s te rm i s us e d i n i t s w i d e r m e an i ng
“
and i s th e re translat e d as e ducat i o n
C
f
S
e ct i o n l 8 o and d
(
“
“
in c
culti vati on and i nstruct i on a r e fus e d t oge th e r as th e
th i rd form of e ducati onal acti v i ty ) I n S e cti on 2 1 cult ure c onst i
t ut e s th e o nly p os i t i v e asp e ct o f e d ucat i on
C
f
S
ct
n
Th
s
i
i
e
o
(
“
t e rm culture i s v e ry g e n e rally us e d by Kant and i s p e rhaps
“
n e xt t o m oral i ty t h e m ost i mp o rtant i te m i n h i s c onc ept i o n of
e ducat i o n
V o gt ri ghtly sugg e sts that th i s k i nd of u s e of th e i r p ow e rs i s
purp os i ve rath e r than prop e r
.
1
,
,
.
,
”
.
”
.
”
.
.
.
”
,
”
,
.
3
”
.
L OFO
.
,
,
EDUCA T I O NAL T HE O RY O F IMMANUEL KAN T
10 2
only food w ar mth and overs ight or a c e rtai n p rot e c
ti on M ost an i m als n e e d nouri shm e nt but n o care
By c a r e i s und e rsto o d that for e s ight on t h e part of
parents wh i ch s e e s that chi ldren make n o harmful use
o f th e i r p ow e rs
S hould for exampl e an ani mal cry
1
at i t s b i rth as ch i ldre n d o i t would c e rt aml y become
t h e pr e y o f wolv e s or o f oth e r w i ld an i mals lured t o
the sp ot by i t s cry
,
,
,
,
.
.
,
.
,
,
,
,
.
D i sc ipli n e
trai n i ng chang e s an i mal nature i nto
human nature A n an i mal i s already fully e q u i pp ed
through i nsti nct ; a fore ign re ason has mad e
Th N e c es i t y
0 1 11 1 11 11 9
complet e provi s i on for i t But man n e e ds
2
h i s o w n reason
H e has n o i nsti nct and must
3
.
,
or
,
.
s
e
50
11
1
.
.
1
1
Se e
In
Se cti on
40
h i s Id ea
o
f
,
as
t o th e
caus e of th i s cry i ng
a
Un i ver s a l H i s t or y fr om
a
.
Cos m op oli t a n P oi n t
i
o
e
i
Kant
g
v
s
a
m
r
e
f
o
rmal
xpr
e
ss
on o f th i s a n t i t h
e
f
e s i s b e tw e e n natur e and human i ty b e tw e e n i nst i nct and r e as o n
“
Th i rd Prop os i ti on N atur e h a s w i ll e d that m a n shall produce
e ve ryth i ng wh i c h i s ov e r a n d ab ov e t h e m e chan i cal arrang e m e nt
o f h i s an i mal e x i st e nc e e nt i r e ly fr o m h i ms e lf and S hall hav e part
i n n o happ i n e ss or p e rfe cti o n oth e r than that wh i ch h e i n s t i n c
— H art e n
t i vel y fr e e has pr o cur e d fo r h i ms e lf by h i s o w n r e as o n
st ei n i v p 1 45
“
I nsti nct th i s voi ce of God wh i ch all an i mals ob e y i s th e n e w
b orn i nfant s only gu i d e —P r ob a b le B egi nn i ngs of H um a n H i s
to y ( 17
H ar t e nst e i n i v p 31 7
I n h i s An t hr op ology wi t h R efer en ce t o P a gm a ti c En d s t h e d i f
fe re nce b e tw e e n man and ani mals i s stat e d t o c ons i st i n th e fact
that man h as a characte r wh i ch h e cre ate s h i ms elf s i nc e h e h as
t h e faculty o f p e rfe ct i ng h i ms e lf acc ord i ng t o purp os e s d e ri ve d
from h i ms e lf by m e ans o f wh i ch h e can turn h i ms e lf from an
an i mal e n d ow e d w i th t he cap a ci ty of r eas on ( a ni ma l r a ti ona b i le)
Vi ew ( 1 7 8 4 )
o
,
:
,
,
,
,
.
,
,
.
.
.
,
,
,
’
.
r
,
.
.
.
r
,
,
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
10 4
an i mal i mpuls e s from hi s d e sti ny wh i ch i s humani ty
I t must r e strai n hi m from b e tak i ng h i ms e lf wi ldly and
thoughtl e ssly i nto dang e r Trai ni ng [Z u cht] th e re fore
i s m e r e ly n e gati v e ; it i s th e acti o n by w h i ch o n e ri ds
m a n of h i s w i ldn e ss ; i nstructi on on t h e contrary i s the
p o s i ti v e part o f e ducati on
Wi ldn e ss i s i nd e p e nd e nc e of laws D i sc i pl i n e s ub
l
i
e
i
t
o
e
t
man
to
laws
of
human
ty
and
b
g
ns
e
c
t
s
t
h
e
j
Thi s how e v e r should
h i m fe e l t h e constrai nt o f law
tak e plac e e arly Thus for i nstanc e w e at first s e nd
ch i ldr e n t o scho o l not so much w i th th e i nt e n ti on that
th e y shall l e arn som e th i ng th e r e as wi th th e i d e a that
they may b e com e accustom e d to s i t S ti ll and t o obs e rv e
promptly that wh i ch i s enj oi n e d upon th e m i n ord e r
that i n t h e future they may not att e mpt i mmed i ately t o
carry out th e i r e v e ry capri ce
his
.
,
.
,
,
,
,
.
.
,
,
.
,
.
,
,
,
,
,
.
M an how e v e r has such a gre at natural i nsti nct
for fre e dom that h e sacri fic e s e v e rythi ng for i t when
onc
e he has be e n accustom e d t o i t for any
D i i pl i
d
1
th I
ti
l e ngth of t i m e
For th i s very re as o n must
t f
F dm
d i sc ipl i n e as alre ady sai d b e br o ught i nto
us e v e ry e arly ; fo r if th i s i s n ot d o n e i t i s a v e ry dif
H e th e n follows
fi cul t matt e r t o change man lat e r
I t i s obs e rvab le als o i n savag e nati ons
e v e ry capri c e
that e ven though they act as s e rvants for E urop e ans for
a long ti m e th e y never accustom th e ms e lv e s to t h e
5
,
.
n e an
sc
e
re e
,
ns
o
nc
or
.
.
,
,
,
,
.
.
,
,
Th i s i nsti nct for fre e do m i s call e d i n t h e A nt h op ology e t c
— H art e nste i n
t h e m o st v i ol e nt o f all t h e pass i o ns of savag e s
v ii
p 5 89
1
‘
r
,
”
.
.
.
.
,
.
,
IN T R O DUC T I O N
10 5
’
latt e r s mod e of l i vi ng Wi th th e m how e ver th i s i s not
l
a nobl e i nsti nct for fre e dom as R ouss e au and oth e rs
mai ntai n but a c e rtai n rawn e ss ; for i n thi s i nstance the
ani mal has s o to sp e ak n ot y e t d e v e lop e d th e human i ty
w i th i n it M an must th e r e for e b e early accustom e d t o
subj e ct h i ms e lf t o th e c o m m ands of re ason I f i n hi s
youth h e i s grant e d h i s o w n w i ll an d opp os e d i n noth i ng
h e w i ll r e ta i n a c e rtai n w i ldn e ss thr o ughout hi s whole
l i fe Nor i s it any advantag e to h i m to b e i ndulg e d in
y o uth w i th an all t o o gr eat mat e rnal t e nd e rn e ss for h e
wi ll find only s o much th e m or e oppos iti on and wi ll
rec e i v e thrusts fro m al l s i des when onc e h e e nt e rs i nto
2
the affai rs of t h e world
.
,
,
,
,
,
,
.
,
,
.
,
,
,
,
.
,
,
,
.
auth or o f t h e re voluti on
ary d octr i n e of natural i sm wh i ch w a s v i ol e ntly opp os e d t o th e
Kant w a s on e of t h e gr e at Ge rman th i nk e rs
e arl i e r rat i o nal i sm
w h o w e r e pr o foundly i nflu e nc e d by R ouss e au wh os e ch i e f e d u
c a t i on a l w ork was t h e Em i l e 1 7 6 2
I t i s a ph i l os oph i cal r o manc e
ush e r i ng i n a n e w p e dag og i c e r a
I n h i s c onc e pt i on of w i ll trai n i ng by m e ans of m e e t i ng w i ll
r e s i stanc e wh i ch re app e ars through out t h e Lect ur e Not es Kant
tak e s a p os i ti o n opp os i te t o and cri ti cal of that assum e d by R ous
“
s e au
S o l o ng as ch i ldr e n find r e s i stanc e only i n th i ngs a n d
n e v e r i n Wi lls th e y w i ll b e c om e n ei th e r r e b e ll i ous n or ch ol e r i c
"
and w i ll t h e b e tt e r k ee p th e ms e lv e s i n a state o f h e alth — E7ni le
Payn e s translati o n Ne w Y ork 1 8 93 p 2 9
That Kant must hav e tak e n th i s pr oc e ss of w i ll opp os i ti on
s e ri o usly e v e n outs i d e h i s e ducati onal th e ory can b e s ee n i n t h e
fo ll ow i n g passag e s fo und i n t h e Id ea of a Uni ver s a l H i s t or y fr om
1
A F r e nch ph i l os oph e r ( 1 7 12—1 7 7
,
.
,
.
,
,
.
3
-
,
,
,
,
.
,
,
,
.
,
’
,
,
.
.
,
,
a
,
Cos m op oli t a n P oi n t
Vi ew
f
o
F ourth Pr op os i ti o n Th e m e ans of wh i ch natur e mak e s u s e
i n ord e r t o e ffe ct t h e d e v e l o pm e nt o f all h er capaci t i e s i s th e i r a n
t a gon i s m i n s oc i e ty i n s o far as th i s b e c o m e s i n t h e e n d t h e caus e
:
,
ED U CA T I O N A L THE O RY O F I MMAN U EL KAN T
10 6
I t i s a c o mmon d e fe ct i n th e e ducati o n of royalty
that s i nc e th e y a r e d e sti n e d to b e rul e rs no on e r e ally
o ppos e s th e m i n th e i r youth
Wi th man on acc o unt
o f hi s i ncl i nati on to fr e e dom a c e rta i n p o l i sh i ng o f h i s
r oughn e ss i s n e c e ssary w i th th e an i mal how e v e r thi s
i s n ot n e c e ssary on account o f i t s i nsti ncts
,
,
,
.
,
,
,
,
,
.
M an n e e ds care an d e ducat i o n
Trai ni ng and i n
structi o n ar e i nclud e d und e r e ducati on S o far as i s
kn o wn n o ani mal n e e ds th e s e ; n on e o f
ifi
A N w CI
ti
f
th
e m l e arn anyth i ng fr o m th e i r par e nts e x
Ed t i l
2
A t i vi t i
c e pt b i rds th ei r s i n gi ng
I n th i s th e y are
i nstruct e d by th e pare nt-b i rds and i t i s a ffe cti ng to oh
6
1
.
.
.
as s
e
,
on o
ca
uca
c
,
on a
es
.
.
,
a un i form orde r of t h e sam e B y antagon i sm I m e an h e re
t h e uns o ci al s o ci ab i l i ty o f m e n
Ma n has a d i sp os i t i on t o as
s oci a t e ;
s i nc e i n such a state h e fe e ls h i ms e lf m ore as a man
that i s t h e d ev e l opm e nt of h i s natural capac i ti e s B u t h e als o h as
a gre at i ncl i nat i on t o d et a ch ( i s olat e) h i ms e lf
Th e n occur
th e first tru e st e ps o ut of rawn e ss t o wards cultur e wh i ch c o ns i sts
re ally i n t h e s oc i al valu e of man th e n all tal e nts be co m e gradually
d e v el op e d t h e tast e form e d e t c
Ma n d e s i r e s p e ac e ; but
nature kn ows b ette r W hat i s g oo d for h i s sp e ci e s s h e W i sh e s d i s
c ord
“
Al l cultur e and art ad orn i ng human i ty t h e m ost b e aut i ful
s oci al ord e r ar e fru i ts of u ns oci ab i l i ty wh i ch i s c onstra i n e d by
i ts e lf t o d i sc i pl i n e i ts e lf and t h us thr ough e xt o rt e d art t o d e v e l op
c ompl e t e ly t h e g e rms o f nature — H art e nste i n i v pp 14 6 —1 4 8
S e e S e ct i o n 1 n ot e 2
Th i s d i v i s i o n o f e ducati onal acti vi ti e s
i s o nly part i al and curs ory and i s mad e for th e purp os e of fix i ng
m o re cl os e ly t h e m e ani ng of e ducat i o n
Kant tre ats th i s q u e sti o n of t h e s ong of b i rds i n h i s A n t hr o
— 91 th i s s o ng
i
i
l
o
e
t
c
I
n
h
s
l
e
ctur
e
s
n
that
subj
e
ct
n
1
90
o
o
7
p
gy
t rad i ti o n w a s r e gar d e d a s a pro ce ss c orr e sp ond i ng t o t h e e ducat i onal
of
.
,
.
,
.
,
.
,
.
,
,
.
,
,
,
,
,
,
,
.
1
,
.
,
”
.
2
,
.
.
.
.
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
10 8
ducat e d th e m s e lv e s D e fe cts ther e fore
i n th e d i sc i pl i n e and i nstructi on of som e m e n m ak e
1
th em po or e ducators o f the i r pup i ls
If a
H
P3
222 “ D b ei ng of a sup e ri or nature w e re t o assume
90 “
t h e care of our e ducat i on w e w o uld th e n
233121221
could b ecom e But s i nce
s e e what man
e ducat i on partly t e ach e s
man som e th i n g an d partly
m e re ly d e v e l ops s o m e th i ng w i th i n hi m it cannot b e
kn own h o w far his natural q ual i ti e s go I f only an ex
p e ri m e nt were to b e mad e u nd e r royal patronage and
through th e un i t e d efforts o f many there m ight b e di s
closures as t o what man m ight accompl i sh I t i s as
i m portant for th e ph i losoph e r as i t i s mourn ful for t h e
phi lanthrop i st to obs e rv e h o w royalty usually care o nly
and always for themselv e s an d n e ver take part i n th e
i mportan t exp e ri m e nt o f e ducat i on i n s uch a mann e r
that nature may take a st ep neare r p e rfe ct i on Th e re
i s no on e i nj ure d by n e glect i n hi s y o uth but should
h i ms e lf s e e i n mature y e ars where i n h e has b e e n n eg
l e ct e d e i th e r i n d i sc i pl i ne o r i n culture (as on e m i ght
call i nstructi on ) H e who i s not culti vat e d i s raw ; h e
w h o i s not d i sc i pl i n e d i s w i ld
Th e om i ss i on of d i sci
pl i n e i s a gre ater evi l than the n e gl e ct o f cultur e ; for
the latt e r can b e r e covere d i n lat e r y e ars but w i ldn e ss
cannot b e re mov e d and a blund e r i n d i sci pl i n e cannot
men
w ho
a re
e
.
,
,
.
,
e
,
1
,
1
.
,
,
.
,
,
.
,
.
,
,
,
.
.
,
p 6 5 2 Kant
re gards th e probl em o f m oral e ducat i o n fo r our sp e c i e s as sti ll
uns olve d b e caus e o ur e v i l prop e ns i ti e s a r e l ook e d up o n w i th d i s
approval and ar e curb e d but a re n ot w i p e d out ( S e e S e ct i o n 1 2
n ote p
1
In
th e A n t hr op ol ogy ,
etc
.
,
H arte nst e i n
,
vn
.
.
,
,
,
,
.
.
,
IN T R O DUC T I O N
10 9
r e tri e v e d
I t i s p o ss ibl e for e ducati on t o bec ome
b e tt e r and b ett e r and for e ach succ e ss i v e g e n e rat i on t o
tak e a st e p n e are r t h e p e rfe cti o n of human i ty ; fo r b e
hi nd e ducati on lurks the gr e at s e cr e t o f t h e p e rfecti on
1
o f human natur e
H e nc e forth th i s i s actually p oss ibl e
s i nc e n ow for th e first ti m e w e a r e b egi nn i ng t o j udge
prop e rly and to s ee clearly what e ss e nti ally b e longs t o
a go od e ducati on I t i s e nrapturi ng to fa n cy that human
natur e w i ll b e bett e r and b e tt e r d e v e lop e d through e d u
cati on and that th i s can be brought i nto a fo rm su itab l e
to human i ty Th i s op e ns t o us the prosp e ct of a happ i er
human rac e i n t h e future
be
.
,
.
,
,
,
.
,
.
.
A n outl i n e of a Theor y of Ed uca ti on i s a nobl e
i deal and do e s no harm e v e n if w e a r e not i n a p os i ti on
t o real i z e i t i mm e d i at e ly
But on e should
Th
y f
n ot cons i der t h e i d e a ch i meri cal and cry it
Ed t i
Id
l
down as a b e auti ful dre am s i mply b e cause
i ts executi on m e e ts w i th h i ndrances
A n i dea i s n othin g e ls e than th e concept of a p e rfe c
ti on wh i ch h as n ot y e t b e en met wi th i n experi enc e ; as
for example t h e i dea of a p erfect republ i c governed
accord i ng t o the laws of ri ght e ousness I s i t for that
reason i mposs ibl e ? O ur i d e a must first be ri ght and
th e n it i s not at all i mp oss ibl e ev e n w i th all the h i n
dranc e s wh i ch n ow stand i n the way of i t s re al i zati on
I f for i nstanc e e v e ry on e should li e would merely for
8
.
,
.
e or
uc a
,
an
o
on
ea
‘
,
.
,
,
.
,
,
.
,
,
,
,
Th i s affirmat i on take n i n c o nn e cti on w i th Se cti ons 1 0
i s truly Kant i an
Th e m oral asp e ct of e d ucati o n app e ars i n
fore gr ound ( S ee Se l e cti on II )
1
,
,
.
.
.
15 ,
the
EDUCAT I O NAL T HE O RY O F IMMANUEL K AN T
1 10
that r e ason truthfuln e ss b e only a vagary ? A nd the
i dea o f an e ducati on wh i ch i s t o d e v e lop all the natural
1
i
i
n
ual
t
es
i
man i s certa i nly truthful
q
,
.
M an does n ot fully atta i n th e purp os e of h is exi st
enc e w ith h i s present educati on F or how d i ffe re ntly
'
i ve
do
men
l
Ther
e can b e a un i form i ty
Pr es e nt
Ed t i f among them only i f th e y act accordi ng t o
M Im p e fe t
t h e same max i ms and thes e max i ms would
hav e t o b e c o m e s e cond nature to th e m We can labor
on t h e plan of a more su i table educati on
and han d
d o wn o ur d i recti ons t o posteri ty wh i ch can r e ali ze it
l ittl e by l i ttl e I t i s observable for e xa m ple i n the a u
ri c ul a that they a r e all of on e and the sam e color when
grown fro m a root ; but i f on th e oth e r hand th e y are
grown from s e e d th e y ar e obtai n e d with q ui te d i fferent
and the m ost vari ed colors Nature has so deposi t e d
the germs i n them that the development of these vari a
t i ons depends only upon the proper sowi ng and trans
planti ng S o w i th man
9
.
.
u ca
,
on o
an
c
r
‘
,
.
,
,
,
.
,
,
,
,
,
.
.
.
There are germs i n human nature and i t becomes
o ur concern to dev e lop the natural capac i ti es proport i on
10
.
,
c onc e pti ons of i d e a and i d e al form t h e bas i s of
c onsi d e rably m or e than a th i rd p ort i on of th e Cri ti que of P ur e
R ea s on — nam e ly t h e Transc e nde ntal D i al e ct i c wh i ch e nd e avo rs
t o pre s e nt t h e i llus o ry natur e o f t h e transc e nd e ntal i d e as o f t h e
s oul th e w orld and God Th e i llustrati on of t h e p e rfe ct re publ i c
app e ars th e r e als o w i th parti cular r e fe r e nc e t o t h e R e publ i c of
“
“
I n t h e Cr i ti que all i d e as a r e n ot r egar d e d as truth
Plat o
ful s i nc e th e y l e ad human re as on p ers i ste ntly i nto error
1
“
Th e
”
"
,
,
,
.
,
,
“
,
”
.
”
,
.
EDUCA T I O NAL T HE O RY O F IMMANUEL K ANT
1 12
E ducati on i s an A r t
bro ught to p e rfe cti on i n
11
be
the
.
th e
practi c e of wh i ch must
cours e o f many ge n e ra
c o mpl e t ely d ev e l op e d o nly i n th e rac e and n ot i n t h e i ndi vi dual
R e as o n i n a cr e atur e i s a capac i ty t o e xt e nd t h e rul e s and
purp os e s of t h e us e s of all i t s p ow e rs far b e y ond natural i nst i nct
and th e re ar e n o l i m i ts t o i t s p oss i b i l i ti e s I t h ow ev e r d oe s n ot
act i nsti ncti v e ly but n e e ds tri als practi c e and i nstructi on i n
ord e r t o mak e pr o gr e ss gradually fr o m o n e stag e of i ns i ght t o
an oth e r Th e re for e e v e ry man w ould hav e t o l i ve an e xc e ss i ve ly
l ong t i m e i n ord e r t o l e arn h ow t o mak e a c o mpl e t e u s e of all h i s
natural capac i t i e s ; or i f nature h a s ass i gn e d h i m a sh ort t e rm
s h e n e e ds
p e rhaps an i nt e rm i nabl e
o f l i fe ( a s i t actually has )
s e ri e s of g e n e rat i ons o f wh i ch on e w i ll transm i t i t s e nl i ght e n
m e nt t o an oth e r i n orde r finally t o urge h e r ge rms i n ou r sp e ci e s
t o that d e gre e o f d e v e l opm e nt wh i ch i s appr opr i ate t o h e r i n t e n
ti on — Ib i d p 1 4 5 I n h i s r evi e w th e n e xt y e ar o f t h e s e c ond
part of H e rde r s Id een u P hi l0 30p hi e d r Ges chi cht e d er Mens ch
hei t ( I b i d p
Kant pr e s e nts a m or e acc e ptabl e m od i ficati o n
of th i s th o ught wh i ch sh o uld n ot b e o m i tt e d h e r e
It is
n o c o ntrad i ct i on t o s a y that i t
th
e human rac e
i
all
parts
i
s
n
i
t
s
]
[
asympt oti c t o th i s [i t s d e sti ny] and y et on t h e wh ol e i t d oe s c om e
t oge th e r w i th i t i n o th e r w ords that n o i nd i v i dual m e mb e r of all
t h e o ffspr i ng o f th e human rac e but o nly t h e sp e c i e s fully r e ach e s
i t s d e st i ny
Th e math e mat i ci an can e xpla i n th i s t h e ph i l os op h e r
w ould s ay t h e d e st i ny of th e human rac e as a wh ol e i s u n cea s i ng
.
,
,
.
,
,
,
,
,
,
.
,
,
,
,
,
,
”
.
.
.
.
,
’
z
r
e
.
,
,
,
,
,
,
.
p r ogr es s ,
I i ts
e tc .
n
bald e r form th i s v i e w fo rc e s th e w h ol e probl e m of e duca
ti on t o d i sapp e ar l e avi ng n o trac e b e h i nd i t ( as T e mm i ng obs e rv e s)
Kant s p e dag ogy d o e s n ot far e as badly h ow e ve r as a s i mpl e r e vo
l ut i on a l p e dag ogy wh i ch pr i mar i l y a t t e m p s t o b e a rac e p e dag ogy
Th i s i s subj e ct t o th e sam e l i m i tati o ns ; but th e sup e ri o r i ty of
Kant i an p e dag ogy l i e s i n i t s c on c e pt of t h e m oral d e st i ny of t h e
rac e wh i ch of c ours e br e aks w i th all d ev e l opm e nt Kant c on
c e i ve d o f e ducat i o n as a c onsc i ous struggl e i n w h i ch t h e e n d i s
kn own fro m t h e b eg i nn i ng
Ev oluti onal p e dagogy puts t h e
,
.
’
,
,
,
,
,
.
.
,
,
.
IN T R O DU C T I O N
1 13
E ach generati on provi d e d wi th t h e kn o wl e dge
can always p ro duc e an e ducati on
o f it s pred e c e ssors
whi ch shall d e v e lop pro porti onat e ly and
Educatio
f
purpos i v e ly all t h e capac i ti e s of man and
C
th R
e
thus l e ad th e e ntir e rac e towards i t s g oal
Provi denc e has d e cre e d that man shall b ri ng t h e good
“
out o f hi ms e lf and as it w e re says t o h i m
Go out
i nto th e world ; I hav e e q u i pp e d yo ti w i th e v e ry d i spo
1
I t i s y o ur a ffai r to d e v e lop them
s it i on for the good
and thus your o w n happ i n e ss and unhapp i n e ss d ep e nd
upon yours e lf
S omewhat i n th i s fash i on could the
Creator have spok e n to man
ti ons
,
.
,
,
n
,
,
or
on c e r n
e
ac
'
.
,
,
,
,
,
.
”
.
.
M an i s t o d e v e lop first h i s nat i v e cap ab i l i ti e s for
Prov i d e nc e has not placed them i n h i m a l
th e g o od
re ady p e rfe ct and compl e t e ; th e y a r e only
Ed t i
m n G t t
bare p ot e nti al i ti e s and w i thout th e di s t i n c
d H d t
?
P bl m
ti on of moral i ty
M an i s t o s e e k to m ak e
hi mself bett e r t o culti vat e h i ms e lf and if h e i s e v i l to
d e v e lop moral i ty wi th i n h i mself I f on e gi ve s th i s ma
12
.
.
uca
a
,
’
s
an
on
r e a es
ar
e
ro
,
,
,
,
es
.
struggl e d own
the
end
as
goi ng
on
unc onsc i ously and w i th out re fer e nce
to
.
sp e ak o f a plural i ty o f d i sp os i t i ons for t h e g ood m i ght b e
prop e r e mp i r i cal p e dagogy but i t i s n ot i n harm ony w i th Kant s
“
e th i cal th e ory
wh i ch h e l d th e good w i ll — o nly on e factor— t o
b e t h e s o l e bas i s o f m o ral i ty
Th i s stat e m e nt i s n ot i n harm ony w i th Kant s e th i cally e stab
li s h e d d o ctr i n e of transce nd e ntal fr e e d om
Th e appar e nt fact of
man s psych ol og i cal
as rati onal ) d ev e l opm e nt and th e e th i
cal n e c e ss i ti e s of Cri t i c i sm c om e i nto c onfl i ct m ore than once i n
th e s e Lectur e-Not es ( S ee n ote ab ov e and S e cti on
1
To
’
,
”
,
.
”
’
.
’
,
.
8
EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
114
ture re fl e cti on h e finds it t o be very d i fficult E duca
ti on ther e for e i s th e gre at e st and hard e st probl e m that
can b e prop o s e d to man ; for i ns i ght d e pends upon
e ducati on
and e ducati on agai n d e p e nds up on i ns ight
Thus e ducati on can advanc e onl y step by ste p and a
prop e r i d e a o f t h e p e cul i ar natur e of e ducati on can ari s e
only as e ach gen e rati on hands down it s e xp e ri e nc e and
w i sd o m to t h e on e follow i ng and thi s i n turn add ing
someth in g gi v e s it ov e r to i ts succ e ssor But how
gr e at a culture and e xp e ri e nc e does thi s i d e a p res up
pos e "It could accord i ngly ari s e only lat e and w e
o urs e lv e s have n ot yet brought it i nt o p e rfe ct cl e arn e ss
I wond e r i nd e e d wh e th e r the e ducati on o f the i ndi vi d
ual should i m i tat e th e d e velopm e nt of t h e rac e i n gen
e ral through i t s vari ous gen e rat i ons
Tw o hu m an i nv e nti ons can b e r e garded as the most
d i ffi cul t —namely t h e art o f government an d that of
e ducat i on ; and y e t w e are sti ll cont e nd i ng among o ur
1
s e lves as to th ei r fundam e ntal nature
,
,
.
,
,
,
.
,
,
”
,
,
,
.
,
,
,
,
.
,
,
.
,
,
.
But where shall we begi n t o d e v e lop th e human
capac i ti e s
S hall it b e w i th a barbarous or w i th an
I t i s hard t o c on
Education d alre ady cultured stat e
Ci m t i m
ce i v e of an unfold i ng o ut o f barbari ty ( that
i s why t h e concept of the pri m i ti v e man i s s o d i fficult)
and w e s e e that i n th e cas e o f a d e velopm e nt from such
13
.
an
v
z a
‘
'
.
,
Kant i ndulge s i n re pre s e ntat i ons of t h e e xtr e m e di ffi
culty o f t h e pro bl e m of e ducat i on i t must n ot b e th o ught that h e
r e gard e d i t as wh olly uns olvabl e To t h e e n d of h i s l i fe h e d i d
n ot c e as e t o l o ok up o n t h e rac e as mak i ng s o m e d e fin i t e pro gr e ss
t owar ds t h e i d e als of e th i c s
l
Wh i le
,
.
.
EDUC AT I O N A L T H E O RY O F I MM A N U E L KA N T
116
rati onal i f it i s t o d e velop human nature so that i t attai n
"
Par e nts alre ady e ducat e d a re e xampl e s whi ch
i t s goal
t h e ch i ldr e n i m i tate
I n order to i mprov e chi ldren it
i s n e c e ssary that p edagogy becom e a study o ther wi s e
th e re i s noth i ng to hope from it and h e w h o has b e en
corruptly trai ns oth e rs i n a l i k e manner
e ducat e d
The m e chan i sm i n e ducati onal art must b e tran sformed
i nto sc i e nce otherwi s e th e re w i ll n e v e r be a un i t e d e ffort
and on e generati on wi ll pull down what i t s pr e decessor
has bui lt up
.
,
.
,
.
,
.
,
,
.
On e p r i n cip le i n t he a r t
w h o d e v i s e e ducati onal
edu ca ti on ,
e
wh
ch
thos
i
f
m en
plans should esp e c i ally
T h e m e of
have i n m i nd i s th i s : ch i ldren should be
m m t’
f
educated
n ot w i th r e ference to th e i r present
g pIe m
P d gogy
cond i ti on but rath e r wi th regard to a p os
s i b l y i mproved future stat e o f t h e human rac e — that i s
accord i ng t o the i d ea of hum a ni ty and its e ntir e d e sti ny
Th i s pri nci ple i s of gr e at mom e nt Pare nts usually
educate th e i r ch i ldr e n for the pres e nt world corrupt
l
though it b e
Th e y should how e ver educat e them
15
.
s,
,
f
f
‘
,
’
l l Il Cl
a
e
o
.
,
,
,
.
.
,
.
,
,
by way of c ontrast t h e s i mpli c i ty of e nds i n
e t h i cs
Kant mak e s t h e foll ow i ng r e mark i n th e Fun d a m en ta l
P r i n cip l es of t h e Met ap hy s i cs of Mo a ls
H art e nste i n i v p
“
26 3
S i nc e i t i s n ot kn own i n e arly y outh what a i ms may b e
ad opte d late r i n l i fe pare nts try ab ov e all t o have th e i r ch i ldre n
l e arn a gr e at many d iffe r e nt th i ngs a n d provi d e for s ki ll i n t h e
us e o f th e m e ans fo r all k i nds o f purp os e s o f n on e o f wh i ch can
th e y d e t e rm i n e wh e th e r i t c ould n ot p e rhaps b e i n th e futur e t h e
obj e ct of th e i r pup i l but wh i ch i t i s st i ll p os si b l e th at h e may hav e
at s om e t i m e ; and th i s i s s o gre at that th e y usually n e gl e ct t o
form a n d t o c orrect t h e i r j udgm e nt ab out t h e valu e of t h e th i n gs
1
To i llustrat e ,
,
,
r
,
:
,
,
,
,
.
.
that an i mprove d future condi ti on
re al i z e d
b etter ,
be
ther eby
.
But h e r e we com e upon two h i ndranc e s t o thi s
a
P
end :
e
r
ar
nts
usually
anx
ous
only
that
th
r
a
e
i
e
i
( )
ch i ldre n should prosp e r i n th e world and
De fe cti e A i m
6
P
f P
i
e
e
d
r
nc
s
r
gard
th
r
subj
cts
as
mer
e
i
e
t
e
( )
P
i ces
i nstruments for t h e accompl i shment of the i r
ow n purpos e s
Parents e xerc i se fore thought for t h e home pri nces for
t h e state
Ne i ther hav e for th e i r ulti mat e a i m the good
of t h e world and t h e p e rfecti on for wh i ch man i s i n
t e nd e d and for wh i ch he als o has the capac i ty But th e
plan of an e duca ti onal schem e should b e mad e cosmo
pol i ta n A nd i s th e n t h e g ood of t h e world an i dea
16
.
,
v
o
a re n s a n
r n
'
.
,
.
,
.
.
,
,
wh i ch th e y m i ght l i ke t o ad opt a s th e i r purp os e s i n l i fe
C
f
(
S e cti on 95 a )
Th e m e th o d by w h i ch Kant arr i v e s at th e p e d ag og i cal pri nc i pl e
summar i z e d i n th i s s e ct i on sh o ul d b e c ompar e d w i th t h e m e th od
by wh i ch h e e stabl i sh e s on e of h i s i mp ortant e th ic al p ostulate s
nam e ly that o f i mm ortal i ty Th e h i gh e st g oo d i s h eld t o b e i n a
proc e ss of i nfini te or gradual r e al i z ati o n ; th e re for e t h e n e c e ss i ty
o f t h e p ostulat e t o pr ov i d e a t i m e and plac e for that i nfin i t e r e al
Th i s li n e o f re as on i ng was d e v e l op e d i n h i s m i nd
i z a t i on
nearly a de cad e lat e r t h an th e m e th od wh i ch app e ars i n t h e s e
Not es
E ducat i on b e i n g subj e ct t o t h e sam e c ond i t i ons of sl ow
progre ss i on chi ldre n sh ould b e br ought un de r a sch e m e wh i ch
l o oks t o t h e future and n ot t o t h e pre s e nt Th i s future i s n ot
t h e m e r e s e q u e nt i n b i ograp h i cal t i m e but th e future of m o ral
Kant s r e g e n e rat i v e pri nc i pl e for e duca
e xpans i o n a n d s e cur i ty
ti on can scarce b e r e gard e d as formal i sti c but i s rath e r l it e rally
fill e d w i th an e mp i ri cal psych ol ogi cal c onte nt — i f on e m i gh t
“
spe ak of pri nc i pl e s i n such a parad ox i cal mann e r
.
.
.
,
,
.
.
.
,
.
,
’
.
,
,
,
”
.
E DUCA T I O NAL T HE O RY O F IMMANUE L K AN T
1 18
wh i ch can b e i nj uri o us to us i n o ur pri vat e w e lfare ?
Ne v e r " F or e v e n i f i t s e e ms n e c e ssary that s ometh i n g
b e sacri fic e d for i t n e v e rth e l e ss o n e prom ot e s through
it t h e advantag e of h i s pr e s e nt c ond i ti o n
A nd th e n
what spl e ndi d c o ns e q u e nc e s att e nd it " Good edu ca ti on
.
,
,
,
.
t
h
a t when c e
y
is
exa c t l
p
s
rin
s
g
a ll
,
the g ood i n t he wor l d
.
I t i s n e c e ssary only t o dev e lop furth e r th e g e rms whi ch
man p o ss e sses ; for t h e e l e m e nts of e vi l a r e not found
i n man s natural capac i ti e s
Th e only caus e of e vi l i s
th i s that nature i s not brought und e r rul e s I n man
th e re a r e only ge rms of good ?
’
.
.
,
nk pr op e rly e d i te d th i s N ot e i t stands i n c o ntrad i cti on
w i th Kant s v i e ws e xpre ss e d late r i n th e s e N ot es ( s e e S e ct i o n
For e xampl e i n
1 0 2 ) and w i th h i s m or e matur e e th i cal v i e ws
h i s R eli gi on wi t hi n t h e Li m i t s of Me e R ea s on Part I ( first publ i sh e d
Kant h e ld that human i ncl i nat i ons
1 7 92 H art e nst e i n vi p 1 1 3
a r e e n e m i e s of t h e m o rally g oo d but als o that th e s e e v i l forc e s
can b e w on o v e r by t h e i d e as of that good ge rms of wh i ch a re
found i n human natur e H e alm ost trave st i e s th i s c once pt i on
h e re expr e ss e d as a fo undati o n for e ducati onal th e ory— i n wh i ch t h e
i nflu e nc e of R o uss e au may b e s e e n m ost str ongly at w ork— i n t h e
fol l ow i ng passag e wh i ch stands alm ost at t h e op e n i ng of t h e ab ov e
“
nam e d wr i ti n g
N e w e r but much l e ss wi d e -spr e ad i s t h e opp o
s i t e h e roi c op i ni on wh i ch has tak e n r oot probably am ong p h il os o
and
n o u r t i m e s e sp e c i ally am o ng e ducat o rs
that
i
t
e
h
r s al on e
h
e
p
w orld i s c onti nually m ov i ng forward i n j ust t he opp os i t e d i re ct i on
nam ely fro m bad t o g oo d ( th o ugh alm ost unn ot i c e ably) at l e ast
B ut th e y
th e capaci ty for th i s i s t o b e m e t w i th i n human nature
c e rtai nly hav e n ot d e r i ve d th i s op i ni on fr om e xp e ri e nc e i f th e y
m e an m o a lly g ood or h a d ( n ot ci vi l i z ati on ) for t h e h i st ory of all
t i m e s sp e aks t oo l oudly agai nst i t ; but i t i s probably m e re ly a
g ood h e arte d pre supp os i ti o n of th e m oral i sts fr om Se n e ca t o R o us
s e au i n ord e r t o i nc i t e t o t h e pati e nt culti vati on of t h e s e e d of
1
If
Ri
,
’
.
r
,
,
.
,
.
,
.
,
,
.
,
,
,
,
,
.
,
r
.
-
,
ED U C AT I O N A L T HE O RY O F IMM A NUE L K AN T
120
experi enc e t e aches us that th e ulti mat e a i m of pri nces i s
n ot t h e promot i o n o f t h e world s good but rather t h e
well b e i ng o f th e i r ow n stat e s o that th e y may attai n
th e i r ow n i nd i vi dual ends Wh e n they provi d e mon e y
for e ducati onal e nt e rpri s e s th e y re serve th e ri ght t o con
tr o l the plans S o i t i s i n e verythi ng wh i ch conc e rns
t h e d e v e lopment of th e human m i nd and t h e extens i on
of human knowl e dg e
M on e y and pow e r do n ot cr e ate
but at m o st only fac i l i tat e Y e t th e y m i ght bri ng i t
ab out i f o nly nati onal e con o my did not cre di t i n advanc e
the stat e s i ncom e i n favor o f i t s own tr e asury Up t o
th e pres e nt ti m e e ven un i v e rs i t i es hav e not brought
ab out th e world s i m prov e m e nt and nev e r w a s the
probab i l i ty of th e i r do i ng it less than it i s n ow ?
Ther e for e t h e manag e m e nt of th e schools should be
le ft e nti r e ly to th e j udgm e nt of the most i ntelli gent
A ll culture b egi ns wi th the i ndi
e xp e rts
Ex p e t s m
Ed u fi
v i dual and thenc e e xt e nds i tself The gradual
approach of human nature to i t s tru e end i s p oss ible
only through th e e ffo rts of l ib e rally i ncl i n e d propagan
d i sts w h o tak e an i nt e r e st i n the world s welfare an d
w h o a r e capabl e o f conc e i v i ng the i d e a o f a future
But many a ruler sti ll looks upon h is
i mproved stat e
’
,
,
.
,
.
,
.
.
,
’
.
’
,
r
ca
.
on
.
’
.
app e al t o t h e publ i c i n i t s b e half translat ed i n S e l e cti o n III
As an oth e r b i ograph i cal i nstanc e of t h e cl o s e i nt e r e st b e twe e n
ph i l os ophy and p e dagogy wh i ch d i d n ot o ri g i nate i n but has d i s
play e d a p e cul i ar tri umph i n t h e m od e rn e ra on e can ci te t h e
e nthus i asm at a lat e r dat e wh i ch F i cht e sh ow e d at Pe stal oz z i s
I n st i tut e at Y ver d un
S e e S e l e ct i on IX p 2 6 4 for an oth e r cri ti ci sm of t h e un i v ers i
ti e s of h i s day
his
,
.
,
,
,
’
.
1
.
.
,
.
,
IN T R O DUC T I O N
12 1
peopl e a s only a part of t h e k i ngdom of nature and h as
an e y e to noth i ng but th e i r propagati on A t the most
he wi sh e s th e m to hav e ab i l i ty , but sol e ly i n order to
mak e o f th e m b e tt e r i nstrum e nts for th e accompli sh
m e nt of hi s ow n purposes I t i s tru e that i nd i vi duals
also should have i n m i nd the great purpose of natur e ;
but they should refl e ct esp e ci ally up on t h e dev e lopm e nt
of human i ty and s e e to i t that it b e com e n ot on l y sk i l
ful b ut moral and try to advanc e p ost e ri ty further than
they th e mselves have gon e whi ch i s the most d i ffi cult
of all
,
.
.
,
,
'
,
.
In
ducati on man must th e re fore b e
i
D
a
s ci li n ed
T
o d i sc i pl i n e
eans
to
att
mpt
m
e
p
( )
to prevent t h e an i mal nature from b e com in g i nj uri ous
to human natur e i n t h e i nd i vi dual as well
Th Four
Ty
p e s of Ed n
as i n t h e m e mb e r of soci e ty D i sc i pl i n e
t i on l
A ct i vi t y
i s h e nc e only t h e tam i ng of W i ldn e ss
u lt ur ed — Cultur e i ncludes i nstructi on and t e ach
6
C
( )
I t furn i sh e s ski lfulness wh i ch m e ans the p oss e s
i ng
18
.
hi s
1
e
.
e
o
0
o
o
0
.
a
ca
,
,
.
.
.
,
Th i s i s t h e e arl i e st compl e t e d i vi s i on of e ducati onal acti vi ti e s
gi ve n i n th e s e Not es and i s p e rhaps t h e m ost e xhausti ve of all t h e
many d i vi s i on s i n wh i ch Kant i ndulge s A t t h e sam e t i m e t h e
te rms of th i s d i v i s i on r e nd e r i t t h e only on e that i s i n agre e m e nt
w i th h i s usual m od e of e mp i ri cal and psych ol ogi cal analys i s and
t
S
e
e
h
e
assag
e
s
ath
r
d
of h i s ad opt i on of t e chn i cal t e rms
e
e
in
p
g
(
Sel e ct i on IV )
Th i s d i vi s i o n r e turns t o that gi v e n i n Se cti on 1 wh i ch i s rath e r
“
“
“
p opular i n form Th e d i sti ncti ons of cult i vati on
c i vi l i
“
z a t i on
an d
m oral i z ati on c orre sp ond t o th os e of t e chn i cal
pragmati c and m o ral i n S e ct i on 32 ( On t h e r elati on of
th i s di vi s i on t o that i n S e cti on 7 2 s e e n ote t o t h e latt e r )
1
,
.
,
.
.
,
”
”
.
,
”
”
”
,
,
.
,
,
.
EDUCA T I O NAL
122
TH EOR Y
or
I MMAN UE L KAN T
s i on of a faculty suffi c i e nt for the executi on o f any
des i red purpos e I t d e t e rm i n e s n o goal what e v e r but
leav e s that to c i rcumstanc e s
S om e ki n ds of ski lfulness a r e go od i n all cas e s — for
e xampl e read i ng and wri ti ng ; oth e rs for a s i ngl e purpose
only as mus i c wh i ch mak e s us agre e abl e i n company ?
B e cause of th e multi tud e of ai ms ski lfulness becomes
i n a c e rta i n s e ns e i nd e fin i tely vari e d
c
vi li z ed — It must als o b e s ee n to that man ac u i r e
i
C
q
()
prud e nc e ? b e a su i tabl e memb e r of th e s oc i al commun i ty
b e w e ll l i k e d and have i nflu e nc e
To th i s end th e re is
n e c e ssary a c e rtai n form of culture wh i ch w e call c i vi
3
E ss e nti al th e re to a re manners pol i teness
l i zati on
,
.
.
,
,
,
,
,
,
,
.
,
,
.
”
.
,
,
Kant d i d n ot r e gard mus i c as a m e ans o f e ducat i on i n any
s e ns e of th e t e rm H e l ook e d up on i t as a n e gl i gi bl e art and
s e ld om atte nd e d c onc e rts (S e e S e l e cti on V )
Th e c o nce pt i o n of
prud e nce play i ng rath e r an e xt e nd e d and
i mp ortant part i n Kant s d i v i s i on of e d u cati o nal act i v i t i e s ( s e e
S e ct i ons 32 33 91 92 ) and hav i ng a qu as i -e th i cal asp e ct h i s ow n
d efini ti on of i t i n 1 7 8 5 may h e re h e i n plac e
Th e w ord p r u d en ce
i s us e d i n t w o s e ns e s
i n on e i t can b e ar t h e nam e of w orldly
prud e nc e i n t h e oth e r that of pr i vat e prud e nc e Th e first m e ans
a m a n s ab i li ty t o hav e i nflu e nc e up on oth e rs i n ord e r t o us e
th e m for h i s purp os e s Th e s e c ond i s t h e i ns i ght t o uni t e all th e s e
purp os e s for h i s ow n lasti ng b e n efi t Th e latte r i s e sp e c i ally that
t o wh i ch t h e valu e o f t h e first i s r e duc e d and of h i m w h o i s pru
d e nt i h t h e first s e ns e o f t h e t e rm but n ot i n th e s e c ond i t c ould
b e tte r b e sai d h e i s cl e v e r and cunn i ng but on t h e wh ol e i m p ru
d e nt — Fu n d a m en t a l P r i n cip les of t he Met ap hy si cs of Et hi cs
H arte nste i n i v p 2 6 4
T hi s factor i n e ducati on i s h e re an addi ti o n t o th os e factors
m enti on e d i n S e cti ons 1 6 I t i s t h e pragmat i sm of Se cti o ns
“
w orldly w i sd o m of Se ct i ons 91 92 I n
32 33 and t h e
1
.
,
.
.
”
2
’
,
,
,
,
:
.
,
'
,
.
.
,
,
,
,
.
,
,
.
.
.
3
,
.
”
,
,
,
.
,
EDUC A T I O NAL T HE O RY O F I MMANUE L K A N T
12 4
1
Thu s
to th o s e pri nc i ples from wh i ch all acti ons ari s e
it b e com e s appar e nt that th e re i s ve r y much t o b e don e
i n a r e ally worthy e ducat i on
I n pri vat e educati on
h o w e v e r it usually happ e ns that th e four th and m os t
i mp or t a n t p o i nt i s but s e ldom obs e rv e d fo r ch i ldr e n a r e
for t h e most part r e ar e d i n such a mann e r that th e i r
moral i zati o n i s confid e d to t h e p astor A nd yet how
i nfin i t e ly i mp o rtant i s it that ch i ldren l e arn t o abh o r
v i c e wh i l e th e y a r e y o ung n ot m e r e ly o n t h e ground
that Go d has fo rbi dd e n i t but b e caus e i t i s i n i ts e lf
2
abom i nabl e
O th e rw i se th e y wi ll very e as i ly fall i nto
t h e way of thi nki ng that i t could always b e practi sed and
would b e perm i tt e d i f only God had n ot forbi dd e n it
a n d that th e r e for e Go d can e as i ly mak e an exc e pt i on for
onc e God i s the hol i e st B ei ng ; H e w i lls on l y that wh i ch
i s good and commands that we practi s e v i rtu e for i t s own
i nh e r e nt worth and n ot m e r e ly b e cause H e d e mands i t
W e l i v e i n t h e e p o ch of d i sci p l i n i n g cultu ri ng and
ci vi l i zi ng but we a r e sti ll a long way off fro m the e poch
3
o f moral i z i ng
Under t h e e x i sti ng cond i
ti ons of s o ci ety i t can b e sai d that th e for
tun e s of the stat e grow w i th the d i stress of
m en
And i t i s y e t a q uesti on wh e th e r we would n ot
,
.
,
,
,
,
.
,
,
,
,
,
,
.
,
.
,
,
,
,
.
,
.
art i cularly th os e m o ral pri nci ple s t h e s earch for wh i ch c on
sti tute d Kant s gr e at q u est i n h i s t e chn i cal lab ors To Kant
“
th i nk i ng w as s om eth i ng d i re ctly opp os i te t o m e chan i cal act i on
S
e
e
e
i
o
2
i
o
S
ct
ns
and
S
l
ct
n XII )
1
0
3
e
e
7
(
Cf S e cti ons 7 7 1 0 5
“
th e
I n t h e R fl ecti on s on A n t hr op ol ogy p 2 1 6 Kant says
p e dagogi cal c onc e pts of m orals an d r el i gi on are y e t i n th ei r i nfancy
ot e d fr om V o gt p
u
"
(
1
P
’
.
,
”
.
,
.
,
2
.
3
.
,
e
,
.
,
,
’
.
,
.
IN T R O DUCTI O N
12 5
be happ i e r i n the savag e state where all our culture
would find n o plac e than we are in our pres e nt cond i
ti on ? For h ow can we mak e man happy unl e ss we
mak e hi m w i s e and moral ? O therw i se the q uanti ty of
evi l i s n ot d i mi n i shed
,
,
.
W e must have exp er i m enta l s chool s b e fore w e can
esta bl i sh n or m a l s chools
E ducati on and i nstruc ti on must
but must rest Ex e im ent s
n ot be merely mechan i cal
p
upon pri nc i pl e s Y e t they are n ot to be N
y i
Ed u m
a fi ai r s o f m e re reason i ng but they must also
I n A ustri a there
in a certai n manner h e a mech an i sm
have be e n for th e most part only normal schools w hi ch
were e sta bl i sh e d accordi ng t o a plan again st whi ch
much was sai d w i th goo d reason ; and esp e ci ally were
?
they r eproached w i th b e i ng bl i nd mechan i sms
All
20
.
.
,
r
n
ec es s a r
.
n
ca
‘
,
.
,
,
,
1
I n d i scuss i ng
i n 1 7 5 4 , t h e q u e st i on of th e ag i ng of t h e e arth
p oi nt of v i e w , Kant contrasts th e cold -bl ood e d
,
from a phys i cal
ch aracte r of h i s c e ntury w i th t h e e nthus i asm of anc i e nt p e opl e s
“
“
large th i ngs e xpre ss i ng th e foll ow i ng d oubt : Th e n wh e n
for
I th i nk h ow gre at an i nflu e nce t h e art of gov e rnm e nt i nstructi on
a n d e xampl e h av e up on m e ntal and m oral l i fe I d o ubt wh e th e r
such amb i gu ous charact e ri st i cs are proofs of a r e al chang e i n na
tur e — H arte nst e i n i p 20 6
I n 1 7 8 6 i n t h e e ssay on P r ob a b le B egi nni ngs of H um a n H i s t or y
ei n i v p
H
art
nst
ant
r
e ach e s th e o p i n i o n that t h e ste p o ut
e
K
(
of th e r a w c ond i t i on of th e l i fe o f i nst i nct w a s a l oss fo r t h e i n
d i vi dual but a ga i n for t h e rac e
Th e first of th e n ormal sch oo ls was e stabl i sh e d i n Vi e nna i n
Th e plan r e fe rr ed t o i s that pr oj e ct e d by Abb ot Fe l b i ge r i n
17 7 1
I t i s als o i nte r e sti ng t o n ote that Kant s call for e xpe ri
17 7 4
w a s first actually answ e r e d by h i s succ e ss o r
m e ntal sch ools
p e dagogi cal s e m i nary at Koni gs b e rg
He rbart w h o fo und e d a
”
,
,
,
,
”
.
,
.
.
.
,
,
.
.
.
2
.
’
.
”
,
.
1 26
ED U CA T I O NAL T HE O RY O F I MMANUEL K AN T
oth e r sch o ols had to b e mod e ll e d aft e r th e s e no rmal
s chools and thos e who had n ot b e e n i n th e s e sch o ols
wer e r e fus e d any advanc e m e nt S uch ordi nanc e s i ndi
cat e t o what e xtent t h e g ov e rnm e nt o ccup i e s i ts e lf i n
th i s mat te r and und e r such c o nstrai nt i t i s i mp o ss ibl e
for any good th i ng to thri v e
I t i s oft e n i magi n e d that e ducati onal e xp e ri m e nts a r e
unn e c e ssary and that a j udgm e nt as t o wh e th e r a th i ng
wi ll b e go o d or not can b e r e ach e d on rati onal grounds
alon e
Th i s i s a gre at e rror and e xp e ri e nc e t e ach e s
that w i th our e xp e ri m e nts ther e v e ry o ft e n app e ar effe cts
di ffe rent from th o s e wh i ch w e re e xp e ct e d
e nt i rely
S i nce i t all d e p e nds upon exp e ri m ents it i s clear that no
on e g e nerati on can pr e s e nt a complet e educat i onal plan
Th e on e e xp e ri m e ntal school wh i ch i n a m e asure b e
?
gan to bre ak th e way was t h e I nsti tute at D e ssau
In
sp i t e of th e many d e fe cts w i th wh i ch on e can re proach
th e I nsti tut e ( d e fe cts wh i ch a re fo und i n all c onclus i ons
drawn from exp e ri m e nts ) we must gi v e i t t h e honor o f
havi ng made e xp eri m e nts c onti nually
I t was i n a
c e rtai n way t h e only scho ol i n whi ch t e ach e rs had the
fre e dom to work o ut th e i r own methods and plans and
wh e re they w e re un i t e d amo n g th e mselves as w e ll as
w i th all t h e scholars i n G e rmany
,
.
,
.
,
.
,
.
,
.
,
,
,
.
,
,
,
.
Kant h e re sp e aks of t h e I nsti tute as havi ng d on e i t s w ork -i n
t h e past t e ns e
Th e I nst i tut e cl os e d i n 1 7 93 but w e n e e d n ot
n ec e ssari ly c onclud e that th i s Not e dat e s from that y e ar s i nc e th e
I nsti tute dragge d al ong an e x i st e nc e afte r i t s re al w ork had b e e n
acc ompl i sh e d Ph i lanthr op i n i sm h ow e v e r e xt e nd e d w i d e ly b e
y ond t h e I nsti tut e i n t h e lab ors of S al z man ( 1 7 44—1 8 1 1) and
Camp e ( 1 7 4 6
1
,
.
,
,
.
,
,
EDUC A T I O NA L T HE O RY O F I MMANUE L K AN T
1 28
ti on i s that wh i ch un i t e s both i nstructi on and moral
cultur e I ts a i m i s the promoti on o f a go od pri va te
educati on A school i n wh i ch thi s i s foun d
i s called an E ducat i onal I nsti tut e Th e re can
n ot b e many such i nsti tutes nor can t h e num
b e r of th ei r p up i ls b e larg e for they are v e ry costly an d
thei r m e re establ i shment re qui res a gr e at deal of mon e y
I t i s w i th them as with almshouses and hosp i tals : th e
nec e ssary bui ldi ngs the salari e s of t h e d i rectors m an
ag ers and att e ndants tak e half of t h e money appropri
at e d ; and it i s c e rt ai n that if th i s money were sent to
the p oor in th ei r homes t h ey wo uld b e much bett e r p ro
Thus i t i s v e ry di fficult fo r oth e r than the
vi d e d for
ch i ldre n of t h e ri ch t o attend such i nsti tutes
.
.
.
,
,
,
.
,
,
,
,
.
.
purpose of s uch publ i c i nsti tutes i s the
I f pare nts or th e i r
c omplet i on of dom e st i c educati on
ass i stants w e re well educat e d th e e xp e ns e
Ed u ca t i n
o f p ubl i c i nsti tut e s would n ot b e n e c e ssary
I n th e s e esta bl i shm e nts w e should make e xp e ri ments
and trai n subj e cts and i t i s thus that a good dom esti c
education w i ll re sult
23
Th e
.
.
,
o
.
,
.
ducati on i s conducted e i ther by th e par
ents th e ms e lv e s or i f th e y do n ot as fre q u e ntly hap
v
pens
ha
e th e ti me capab i l i ty or p e rhaps
p en t m “
T um
even the d e s ir e t o do i t by pai d ass i sta nts
When there a re ass i stants t o conduct t h e e ducati on
th e re ari ses t h e very di fficult s i tuati o n that t h e authori ty
i s d i v i ded betw e en t h e par e nts and the tutors
Now
the chi ld i s govern e d by the commands of t h e tutor and
24
.
Pri vat e
e
,
ar
s
s
,
,
,
,
,
”
.
,
,
.
,
IN T R O DU CT I O N
129
must follow par e ntal capri c e I n such educati on
it i s nec e ssary that t h e parents y i e ld th e i r authori ty
enti rely t o t h e fam i ly tutor
it
then
.
.
But h ow far i s pri vat e e ducati on t o b e pre fe rre d
I n g e n e ral it app e ars that
t o publ i c or vi ce ver s a ?
p ub l i c e ducati on i s mor e advantageous than P ub li Educa
P f mbl
fi
dom e sti c n ot only from the v i e w p oi nt o f
ski lfulness but als o as r e gards t h e charact e r of a c i ti z e n
D om e sti c educati on n ot only bri ngs out fami ly faults
but also fosters them
25
.
,
,
c
on
fe e
e
,
.
,
,
.
long should educati on conti nue
Unti l that
ti m e wh e n nature h e rs e lf has arranged that t h e human
—
b ei ng shall gui d e h i ms e lf unti l the d e velop
Ti m Lim it
f Ed u t i
—
m e nt of th e sexual i nsti nct unti l th e youth
—
h i mself can b e com e a fath e r and can e ducat e unti l
about t h e s i xteenth year ? A ft e r th i s p e ri o d aux i l i ary
26
.
H ow
e
,
O
ca
on
,
,
C f Se cti on
uss e au s c onc e pti on of
t h e str i fe b e tw e e n cultur e and human natur e Kant obs e rv e s as an
i llustrati on of th i s str i fe i n h i s P ob a b l e B egi nn i ngs of H um a n
H i sto y (17
H art e nstei n i v pp 32 2 32 3 foot-n ot e
“
Th e s i xte e nth or s e v e nte e nth y e ar has b e e n d e t e rm i n e d by
nature as t h e ep och of maturi ty
of t h e i mpuls e as w e ll as
o f th e ab i l i ty t o b e g e t h i s k i nd ; an a ge i n wh i ch th e y o uth
in a
crud e state of nature l i te rally b e com es a man for h e i s th e n abl e
t o supp ort h i ms e lf t o b e g e t h i s k i nd and t o supp ort i t t og e th e r
w i th h i s w i fe Th e s i mpl i c i ty of h i s nee ds r e nde rs th i s e asy for
him
B ut und e r c i v i l i z e d c ond i ti ons many m e ans of e arn i ng a r e
n e c essary sk i ll as w ell as fav orabl e ci rcumstanc e s s o that th i s
e p och i s p o stp on e d on t h e av e rag e at l e ast t e n y e ars
N atur e has
n ot
h ow e ve r change d h e r p e ri o d of mat u ri ty t o make i t agree
w i th th e progr e ss of s oci al re fin e m e nt but s h e r at h e r foll ows oh
1
.
111
I n c omm e nti n g
.
’
Ro
on
,
r
,
r
,
.
.
,
,
,
,
,
,
,
,
.
.
,
,
,
,
.
,
,
,
9
EDUC AT I O NAL T HE O RY OF I MMANUEL K AN T
1 30
m e ans of culture can be used and a s e cre t d i sc i pl i n e
may b e practi sed but ther e c an b e no furth e r e ducati on
prop e rly sp e aki ng
,
.
ep och i n the pup i l s l i fe i s that i n wh i ch
h e must show subm i ss i v e n e ss and pos i ti v e ob e d i e nc e ;
the s ec on d i s that i n wh i ch h e i s p e rm i tt e d
T W Ep ch ,
1“ 30 1
11 ?
t o mak e use o f h i s p o w e rs of r e fl e cti on and
o f h i s fr e edom
but und e r laws I n t h e form e r th e re
obtai ns a m e chan i cal i n the latter a m oral constrai nt ?
Th e fi r s t
27
O
’
o
10 0
0
.
,
law wh i ch s h e h as lai d up on t h e pre s e rvat i on of t h e
human sp e c i e s as ani mal sp e c i e s F rom th i s r e sults an u n avoi d
abl e rupture from t h e ai ms of natur e by m orals a n d from m orals
by t h e ai ms of nature ; for t h e natural man i s at a ce rtai n a ge
alre ady a man wh i l e th e ci t i z e n ( w h o has n ot h owe v e r ce as e d t o
for i t i s
b e a natural man) i s st i ll o nly a y outh y e s o nly a ch i ld
q u i t e pr op e r s o t o d e s i gnat e h i m w h o on acc ount o f h i s a ge ( i n
t h e c i v i l c on d i t i on) cann ot supp o rt h i ms e lf much l e ss hi s k i nd
alth ough h e h a s t h e i mpuls e and t h e ab i l i ty c ons e q u e ntly t h e call
N atur e h a s c e rta i nly n ot i mplant e d i n
of na t ur e
t o b eget i t
s t i n ct s a n d p ow e rs i n l i v i ng cr e atur e s i n ord e r that th e y s h o uld b e
fou gh t a n d suppress ed H e nc e t h e d i sp os i ti o n was n ot at all
plac e d up on t h e c i vi l iz e d cond i ti o n but m e r e ly up o n t h e pr e s e rva
ti on of t h e h uman sp e ci e s as an i mal s pe ci e s an d t h e ci vi li z e d
c ond i ti on i s h e nc e i n i n evi tabl e confl i ct w i th th e latte r —a confl i ct
wh i ch could b e av oi d e d only through a p e rfe ct ci vi l c onst i tuti on (th e
h i gh e st ai m of culture) s i n ce n ow th e i nte r i m i s usually fill e d W i th
v i c e s and t h e m ani fo ld h uman m i s e ry wh i ch re sults from th e m
Kant rev e rts t o th i s gre at gap b e tw e e n t h e d e man d s o f natur e
and of t h e state a n d p oi nts out t h e sam e d i fficult i e s i n m oral i z a
t i on us i ng alm ost t h e sam e language i n th e A n t hr op ol ogy et c
vi i p
6 50
As t o t h e e arl i e r e p och Kant r e marks i n R efl ecti ons on A n t hr o
“
a n must b e w e ak e n e d i n o r d e r t o b e tam e and lat e r
ol o
M
gy
p
s ti n a t e l y
h er
.
,
,
,
,
,
,
,
,
,
,
,
.
,
.
,
,
,
,
”
.
,
,
,
.
,
.
.
1
,
,
,
.
,
EDUCA T I O NAL T HE O RY O F I MMANUEL K A N T
1 32
the
soci ety i n ord e r to l earn
e conomy and ac q u i s i t i o n
,
so
,
,
d i fficulty of self supp ort
as to be i nd ep e nd e nt
-
,
.
H e r e the followi ng must b e obs erved
i
e ft p e rfe ctly fr e e from earl i est
T
ch
ld
should
be
l
a
h
e
( )
ch i ldhood i n e v e ryth i ng ( e xc e pt i n such i nstances where
h e m i ght i nj ure h i ms e lf ; as for e xampl e
wh e n h e re ach e s for an op e n
t h e mann e r o f h i s fr ee dom i nt e rfe r e s w i th that
o f oth e rs
as for e xampl e when h e screams or i s m e rry
i n t o o no i sy a way h e d i scommod e s oth e rs
h
b
T
e
ch
i
ld
must
b
e
sh
o wn that h e can attai n hi s
( )
ai ms only as h e p e rm i ts oth e rs to reach th e i rs ; as for
exampl e h e w i ll b e grant e d no pl e asur e if h e do e s n ot
d o what oth e rs d e s i re that h e m ust l e arn etc
c
I
t
must
also
b
e shown to th e ch i ld that h e i s under
()
such c onstrai nt as w i ll l e ad h i m t o the us e o f hi s o w n
fr ee dom that h e i s culti vat e d so that on e day h e may
b e fre e — that i s n ot d e p e nd e nt upon the fo re s i ght of
oth e rs Th i s i s t h e ch i ld s lat e st ac q u i s i ti on For the
cons i d e rati on that e ach must re ly up on h i mself for h i s
Th e y fancy
o w n sustenanc e c o mes to th e ch i ld v e ry late
i t wi ll always b e as i t i s i n th e pare ntal hom e ; that food
and d ri n k w i ll com e wi thout any thought on the i r part
Wi thout such tre atm e nt ch i ldren and esp e ci ally those
o f ri ch par e nts and pri nc e s b ecom e l i k e th e i nhab i ta nts
o f Tah i t i who r e mai n ch i ldr e n th e i r whole l i fe long
H e re publ i c e ducati on has t h e m os t e vi d e nt advantage
s i nc e i n i t on e l e arns to m e asur e h is powers and the
l i m i tati ons wh i ch th e rights of oth e rs i mpos e up on h i m
In th i s form of e ducati on n o on e has prerogati ves s i nc e
30
.
,
,
,
,
,
,
,
,
.
,
,
,
,
,
.
,
,
,
’
.
.
.
.
,
,
,
.
,
‘
,
.
,
IN T R O DUC T I O N
1 33
ppos i ti on i s fe lt e v e rywh e re and m e ri t b e comes th e
only standard of pre fe rm e nt Th i s e ducati o n produces
the best pr ototyp e of t h e future c iti z e n
H e re must b e cons i d e r e d an oth e r d i fficulty whi ch
cons i sts i n anti c ipati ng t h e knowl edge of s e xual r e la
t i ons i n ord e r to av e rt v i ce b e fore t h e age of manhood
M or e wi ll b e sai d on t hi s later?
o
,
.
.
,
,
.
1
S ee
Se cti ons
1 10, 1 11
.
T REA T I SE
TH E
31
PED AGO GY ,
.
or
phys i cal or practi cal
S c i e nc e
1
E ducati on i s e i th e r
P hys i cal educati on i nclud e s that
th e
?
of
,
nk plac e d t h e sup e rscri pt i o n A bha n d lu ng b e for e S e cti o n 31
wh i ch s om e e d i tors of Kant s Lectu e-N ot es on P ed a gogy have
stri ck e n ou t Th e qu e st i o n i nvolv e d i n t h e r et e nti o n or o m i ss i on
wh e th e r Kant had succ e e d e d i n maki ng all
of t h e sup e rscr i pt i o n i s
h i s pr e l i m i nary d i st i ncti ons h i th e rto and n ow turns t o b e g i n t h e
syste m ati c e xp os i ti on of h i s v i e ws on e ducat i on or wh e th e r any
d i v i s i on of e ducati on Kant make s i s r e ally fundam e ntal I hav e
pr e fe rre d t o re tai n t h e sup e rscr i pt i on w i th o ut att e mpt i ng t o d e c i d e
t h e p oi nt at i ssu e oth erw i s e than as i nd i cat e d i n th e n ot e s t o th os e
s e cti ons i n wh i ch t h e d i v i s i o ns o f e ducati onal acti vi ti e s a r e mad e
e ct i ons 1
2
S
S
e
e
1
8
et a l
7
(
)
W e have h e r e pr e s e nte d an analys i s o f th e th e ory of e ducati on
wh i ch has i t s s o l e bas i s i n th e Kanti an d o ctri n e o f fre e d om
E v e ryth i ng that i s r e lat e d t o nature and i s c onsti tut e d by natural
proc e ss e s i s call e d phys i cal wh e r e as e v e ryth i ng c onn e cte d w i th
fre e d om i s call e d practi cal or m oral
Kant lab or e d hard
w i th th i s cl e avag e wh i ch i fundam e ntal a n d thus for h i m
e t e rnal i n human th ought i n t h e Th i rd Ant i n omy of th e Di al e ct i c
of t h e C i t i qu e of P u e R ea s on
I t i s t h e battl e b e tw e e n fr ee d om
and causati on b oth o f wh i ch a r e transce nd e ntal i d eas
Th i s rad i cal d i sti ncti on c o uld hardly hav e a pp e a
e dg e d
i n Kant s th i nk i ng wh e n h e b e gan l e ctur i ng o n p e
y in 17 7 6
b ei ng a pr oduct of h i s cri ti cal syste m whi ch was i t h e maki ng i n
t h e anti th e s i s
that d e cade I t i s fa i rly p oss i bl e that w e
b e tw e e n nature and fre e d om i n t e rms 0
Kant s ought
appar e ntly t o w ork o ve r t h e wh ol e of e ducat i
th eory I t i s
n e e dl e ss t o add that t h e e x e cut i on of th i s e tfo
far from c om
p l e t e i n th e s e N ot es
1
Ri
,
’
r
.
,
.
,
.
,
,
.
,
.
”
,
”
.
s
,
,
,
,
,
r
r
.
”
.
,
’
,
.
,
,
.
,
.
1 34
EDUCA T I O NAL T HE O RY
1 36
OF
“
I MMANUE L K AN T
M an n e e ds scholasti c cultur e or i nstructi on i n o rder
t o b e c o m e q ual i fi e d for th e attai nm e nt of all h i s e nds
I t gi v e s hi m a valu e cons i d e r e d as an i nd ivi dual But
through t h e cultur e of prud e nc e h e i s form e d for ci ti z e n
sh i p ; th e n h e attai ns a publ i c worth Then h e l e arns
not o nly to us e ci vi l soc i e ty for h i s purp os es but also t o
conform h i ms e lf t o c i vi l s o c i e ty Thr o ugh moral cultur e
h e finally attai ns a valu e w i th refer e nce to t h e whole
human race
,
,
.
.
.
,
.
.
S cholasti c
ducati on i s t h e v e ry e arl i e st for all
Prud e nc e i s t h e
prud e nc e pr e supp os e s ski lfuln e ss
ab i l i ty to turn on e s ski lfuln e ss to account
R e l ati o ns
be t w i t
M oral educati on i n s o far as i t re sts up on
“W e
n
l
e
e
r
i
c
i
e
wh
i
ch
should
b
appr
hended
s
p
p
by e ach on e i s th e latest ; but i n s o far as it s rests
o n common s e n s e i t must b e obs e rv e d from t h e begi n
n i ng e v e n al ong w i th phys i cal e ducati on ; for oth e rwi s e
faults are e as i ly engrafte d with wh i ch aft e rwards all
pow e r labors i n vai n S ki lfuln e ss and
e ducati onal
prud e nc e h ow e v e r must c o rr e spond to t h e age of th e
i
e
e
pup i l For a chi ld to be sk ll d prud nt good natur e d
and cunn i ng i n a matur e way i s worth as l i ttl e a s for an
adult t o b e ch i ldi sh i n h i s mod e of thi nk i ng
33
.
e
,
.
’
.
een
s
,
,
,
'
,
,
.
,
,
,
,
.
,
.
m e chani cal h e nc e a phys i cal natur e A t t h e sam e t i m e
Kant d oe s n ot d e ny that th ere i s a phys i cal pr e parati on for e duca
t i on t o fr e e d om and i t may b e th i s wh i ch i s sp e c i fically und e rst ood
i n S e ct i on 3 2 as t h e s e c o nd paragraph e nd e av ors t o pr e s e nt
C
f
S
Th
e ct i ons 7 7
e d i v i s i o n i n S e ct i on 32 i s i d e nt i cal w i th
(
b c and d of S e ct i o n 1 8 th ough und e r sl i ghtly d i ffe r e nt t e rms
S
e e S e l e ct i on IV
)
(
“
“
.
,
,
.
,
.
,
,
,
,
.
.
T H E T R E AT I S E
PH Y S I CA L
E D UCAT I O N
A lthough t h e p e rson who assum e s th e p o s i ti on of
a tutor i n a fam i ly do e s n ot hav e t h e ov e rs ight of the
ch i ldre n e arly e nough to e nabl e hi m to sup e r
i nt e nd th e i r phys i cal e ducat i on y e t i t i s v e ry
us e ful for h i m to know all that i s n e cessary
to obs e rv e i n educati on from b eginn i ng to e n d E v e n
though h e has as a tutor t o do w i th old e r ch i ldren only
yet it may happ e n that mor e chi ldr e n b e born i nto the
fam i ly and if he conducts h i ms e lf w e ll he has al ways a
ri ght to b e the confidant of t h e par e nts and to be con
s ul t e d by th e m i n r e gard to th e phys i cal educati on o f
thei r ch i ldr e n ; and bes i d e s he i s o ften the only learned
p e rson i n t h e hous e H enc e a knowledg e of th i s s ub
c
s
e
t
i
e
e
t
v
ry
n
cessa
y
a
fam
ly
tutor
o
i
r
j
34
.
,
.
,
,
,
,
,
,
,
.
.
Properly
speakin g phys i cal educati on consi sts
only i n th e care gi v e n ch i ldre n e ith e r b y par e nts nurses
or att e ndants ?
Th e mother s m i lk i s t h e Ph y i c m e
N
urs in g
food whi ch nature has i ntended for t h e
ch i ld That the ch i ld i mb ib e s d i spos i ti ons wi th it — as
“
th e adage runs
Y ou drank that i n w i th your moth e r s
35
.
,
,
,
’
s
a
ar
.
’
hysi cal i s h e re us e d i n i t s narr ow e r s e ns e and i s n ot com
pr i s e d un d e r th e acti vi ti e s outl i n e d i n S ec t i on 1 8 S e cti o ns 35 —4 7
sh ow t h e i nflu e nc e of R ouss e au
I n h i s H i s to y of t he Ka n ti a n P hi los op hy ( p 2 7 1) R os e nkran z
d eri s i ve ly sp e aks of Kant s st e pm oth e rly s ol i ci t ousn e ss for
suckl i ng and rocki ng Thi s d eri s i on i s rath e r unwarrante d first
i n v i e w of t h e g e n e ral i nt e r e st i n th os e t op i cs cr e at e d by R o uss e au
s e cond i n vi e w of Kant s p e rs onal i nte re st i n th e car e of t h e b od y
1
P
,
.
.
r
.
’
,
.
’
,
”
,
EDUCA T I O NA L TH E O RY O F I MMANUE L K AN T
1 38
m i lk
I t i s most saluta ry t o
i s a m e r e prej ud i c e
b oth i f th e moth e r suckl e s h er chi ld Th e r e may h o w
e v e r b e e xc e pti onal i nstanc e s ow i ng to s i ckly cond i ti ons
I t w a s form e rly b e l i e v e d that t h e first m i lk wh i ch t h e
m oth e r has afte r th e ch i ld i s b o rn and whi ch i s wh e y
i s h i s i nj uri o us to t h e i nfant and must b e gott e n ri d of
b e for e th e ch i ld c o uld b e gi v e n suck I t was R o uss e au
1
who first call e d t h e fl
att e n t i on of phys i c i ans to the q u e s
ti on as t o wh eth e r th is first m i lk m ight n ot b e g o od for
t h e ch i ld s i nc e natur e has arrang e d noth i ng ai ml e ssly
And i n truth i t has be e n found that th i s m i lk i s h ighly
b e n e fici al t o i nfants and i s t h e b e st r e mov e r of the
ordure i n n e wly-born bab e s whi ch doctors call m econi um
.
,
.
.
,
,
,
.
.
,
,
,
,
.
I t has also b e e n i n q ui r e d wh e th e r th e chi ld cann ot
H uman
b e nouri sh e d e q ually as w e ll on an i mal s m i lk
m i lk i s v e ry d i ffe r e nt fro m that of an i mals
Mi l k t h
P p F d The m i lk of all grass and v egetabl e -e ati ng
f m t
a ni mals r e ad i ly curdl e s upon the addi ti on of
an ac i d as for e xampl e vi nous aci d lem on aci d or par
t i cu l a rl y the ac i d wh i ch i s call e d r enn et a nd i s found i n a
calf s stomach ; o rdi nari ly human m i lk do e s not curdl e
I f howeve r mothers or wet nurs e s partak e of only v ege
tabl e fo o d for s e v e ral days at a ti m e th ei r m i lk curdl e s
36
.
’
.
.
e
ro
er
oo
an ?
or
,
,
,
,
,
’
.
,
,
,
b e caus e of h i s ow n phys i cal w e akn e ss and finally i n v i e w of t h e
param o unt i mp ortance of th o s e subj e cts at th e prop e r ti m e of
i nfancy
Kant furth e rm ore i mpl i e s h e re as e ls e wh e re i n th e s e
Lect u -N ot es that e ducat i on i s a subj e ct as w i d e as all human
i nt e r e sts and n e e ds
n oth i ng hu m an can b e i ndi ffe re nt t o i t
I n h i s Em i le (S e e Mi ss W orth i ngt on s translat i on of S t ee g s
E xtracts B ost o n 1 8 94 p
,
,
.
,
,
re
”
.
’
.
‘
,
,
,
.
’
EDUCA T I O NAL T H E O RY O F I MMANUEL K AN T
1 40
such a great des i r e for all these thi ngs The caus e i s
th i s that po i gnant foods gi ve an agreeable sti mulus
an d an i mati on to the i r a s yet blunt s e ns ati ons R uss i an
ch i ldre n partak e fre ely of t h e brandy of wh i ch thei r
mothers a re v e ry fo nd ; and the R uss i ans a re strong
h e althy p e ople To be s ur e those w h o can endure th i s
must p oss e ss go od physi cal consti tuti ons ; yet many
peri sh thus who m i ght otherwi se have l i v e d S uch a
pr e mature sti mulus o f t h e nerv e s produc e s many d is
ord e rs Th e re must ev e n b e a careful w atch agai nst t oo
warm foods an d dri nks for ch i ldren ; for these t o o, ca us e
weakn e ss
.
,
.
,
,
.
.
.
,
.
M oreov e r chi ldren should n ot be kept t oo warm
a s th e i r bl ood i s i n i tself much warm e r tha n that of
adults
The
temperature
o
f
ch
i
ldr
e
n
s
bloo
d
Ca e f t h
1
B dy
i s 1 1 0 F ahrenh e i t that of adults only 96
The ch i ld i s sti fled i n the warmth t o wh i ch pare nts are
accustom e d A cool dwell i ng mak e s m e n strong any
h ow
It i s n ot go od for adults ev e n t o dress and t o
cov e r th e mselv e s t oo warmly and t o b e come accustomed
t o too hot dri nks
Thus a cool and hard couch i s b e st
adapt e d t o th e ch i ld Cold baths a re also good Ch i l
dre n s hunge r must n ot b e sti mulated but b e rather
only t h e natural conse q u e nc e of acti vi ty and o ccupati on
I n the m e an ti m e t h e ch i ld must n ot b e allow e d to b e
come accustom e d t o anyth i ng to such an e xtent that he
38
.
,
,
’
r
o
.
e
°
o
°
.
,
.
,
.
,
,
.
.
.
’
,
.
,
Th i s e rr or may b e d u e t o Kant or t o R i nk ; for t h e av e rage
te mp e ratur e of th e i nfant as n ow d e te rmi n e d i s only 99 F ah re n
h ei t and of t h e adult
F ah re nh ei t
1
°
,
,
,
.
T HE T R EAT ISE
1 41
come t o re gard i t as a n e c e ss i ty E v e n the morally
go od must n ot b e pre sented t o h i m under the form of
hab i t
.
.
3 9 S waddl in g i s
found among barbari ans The
savage nati ons i n A me ri ca for e xampl e plac e th ei r
young ch i ldre n i n h o les dug i n th e earth i n
S w ddl i g
d
o d m
whi ch i s strewn t h e dust of d e cay e d trees i n
ord e r that the uri ne and uncl e anness may be absorb e d and
th e ch i ldr e n may have a dry plac e and cover them w i th
leav e s ; further than th i s th ey allow th e m th e free us e o f
th e i r l i mbs It i s only for o ur ow n conve ni ence that we
swaddl e ch i ldre n l i ke mumm i e s i n ord e r that w e may
b e h e ed from gi vi ng them constant att e nti on l e st th e y
become m i sshapen ; and yet that i s j ust what o ft en
happ e ns as a r e su l t of swaddli n g I t i s very d i str e ss i ng
t o ch i ldren and th e y fall i nto a sort o f d e spai r s i nc e
th e y cannot us e th ei r l i mbs at all Th e n w e thi nk that
m e re ly sp e ak i n g t o th e m wi ll q u i et th e i r cri e s Le t an
adult be swaddled and then s ee wh e ther h e t o o w i ll
not cry out and fall i nto d i stre ss and despa i r "
I t must i n ge n e ral b e observ e d that th e e arl i est edu
cati on should b e pure ly n e gati v e — that is that on e should
n ot add anyth i ng to th e precauti ons wh i ch natur e has
tak e n ; that natur e i ts e lf be n ot i nt e rfe re d wi th I f
any tam peri ng w i th nature i s to b e perm i tt e d i n educa
ti on i t i s only i n th e process of phys i cal hard e n i ng
Thi s i s anoth e r r eason why swaddl i ng should b e aban
do u ed I f in d e ed one wi sh e s t o ex e rc i s e a l i ttl e pre
cauti on the most appropri ate thi ng i s a ki nd of b ox
covere d wi th straps whi ch i s used by I tali an s an d by
n ot
.
.
,
,
,
a
c n
e
n
ne
,
,
.
,
'
.
,
,
.
.
,
,
,
,
,
.
,
.
.
,
,
,
,
,
,
EDU CAT I O NAL T HE O RY OF I MMANUE L K AN T
142
them called a r cu cci o Th e ch i ld i s l e ft i n thi s b ox al l
t h e ti m e and i s e v e n g i v e n suck wh i l e ly in g i n it
Thus th e re i s pr e v e nt e d any poss ib i l i ty of t h e m oth e r
sm otheri ng th e ch i ld should s h e fall asl ee p whi l e nurs i ng
at n ight M any o f our ch i ldr e n los e th e i r l i ves i n thi s
mann e r Th i s precauti on i s preferabl e to swaddl i ng
cl oth e s s i nce the ch i ldren hav e mo re fre e dom and all
d e fo rmati on i s pr e v e nt e d ; t h e e ffe ct of swaddli ng i s
oft e n to d e form ch i ldre n
.
,
.
,
.
.
,
.
A nother cust o m i n early e d ucati on i s the use of
t h e cradle
The s i mpl e st k i nd i s that us e d by some
peasants
the
cradl
susp
end
e
d
by
cords
:
e
i
s
Th Cr d l
o nd em n ed
fro m a b e am and r e qu i re s only a push to
k e e p it swi ngi ng back an d forth of it s ow n accord Th e
cradl e how e ver i s of n o valu e whatsoev e r for the
I t i s noti c e abl e e v e n
s w m gi n g i s i nj u ri ous to the ch i ld
i n gro w n p e rsons that swi ngi ng produces naus e a and
v e rtigo The a i m i s to lull th e ch i ld in thi s way s o that
he w i ll n ot cry Cryi ng how e ver i s b e n e fici al to chi l
dr e n A s so o n as they are d eli v e re d from the womb
wh e re th e y had n o a i r they take th e i r first br e ath The
cours e of th e blood thus chang e d produc e s p ai nful s e nsa
ti ons ? But cry i ng i s a great a i d i n deve l op in g the i nter
40
.
.
e
a
e
c
,
.
,
,
,
.
.
.
,
,
.
,
.
,
p
Kant finds
a caus e oth e r than phys i ol og i cal for thi s ph e n om e n on i n wh i ch
“
r e gards h i s
Th e i nfant
h e s e e ms t o hav e b e e n gr ea tly i nt e r e ste d
i nab i l i ty t o mak e u s e o f h i s l i mbs as r e stra i nt a n d s o i mm e d i ate ly
ann ounc e s h i s clai m t o fr e e d o m ( o f wh i ch n o oth e r an i mal has any
S e e t h e l ong e r n ote p 6 5 2 w h e re t h e first cry i s furth e r
“
d e scri b e d as b e i n g on e of i nd i gnati on and i r ri tate d ange r n ot
1
In
h i s A n t hr op ol ogy ,
et c
H
art
e n st e i n
(
.
,
v1 1
.
.
,
.
,
,
.
,
”
,
EDU CAT I O N AL T HE O RY O F I MMANUE L K AN T
14 4
A s a pre cauti on t h e flo or can b e provi d e d wi th a th i ck
cov e ri ng ; thus th e ch i ldre n cannot i nj ure thems e lv e s
w ith spl i nt e rs nor by fall i ng
I t i s usually sai d that ch i ldre n fall v e ry heavi ly A s i d e
from t h e fact that ch i ldr e n cannot fall h e avi ly it do e s
th e m no harm i f th e y d o fall now and then Th e y thus
l e arn all th e b e tter h o w to mai ntai n an e q u ip o is e and
h ow t o turn th e ms e lv e s s o that the fall w i ll not i nj ure
e
th e m Th e ch i l d i s oft n mad e to w e ar t h e s o call e d
B u tz m u tz e — a k i nd o f cap wh i ch proj e cts s o far forward
as to pre v e nt h i m from fall i ng on hi s fac e But that i s
a n e gati v e e ducati on wh e re arti fici al i nstrum e nts a r e
employ e d replaci ng th e natural means wh i ch t h e chi ld
poss e ss e s I n th i s cas e t h e hands a re the natural i n
Th e
s t rum e n t s wh i ch t h e ch i ld e xt e nds when fall i n g
more arti fic i al i nstruments are e mployed the more does
man b e com e dependent upon them
,
.
.
,
.
,
.
,
.
,
.
.
.
I t i s much better anyway if fe wer i nstruments
b e us e d i n t h e b e gi nn i ng and t h e ch i ldr e n p e rm i tt e d t o
l e arn mor e by th e ms e lv e s ; th e n th e y l e arn
many th i ngs much more thoroughly I t i s
u
i
t
e
poss
i
bl
e
for
e
xampl
e
that
ch
ld
t
h
e
i
q
would l e arn to wri t e by h i ms e l f For som e on e d i s
cov e re d i t at first ; nor i s th e d i scov e ry such a v e ry gre at
on e
I t would suffic e for e xampl e t o say to a ch i ld
“
w h o asks fo r br e ad
Ca n y o u draw a p i ctur e of i t ?
Th e n t h e ch i ld would draw an oval figure Now on e
would n ee d o nly t o ask wheth e r that w e re to r epre s e nt
a loaf of bread or a ston e and h e w o uld att e mpt th e re
upon to mak e the lett e r B e t c an d in th i s mann e r t h e
42
,
.
,
,
.
,
,
.
.
,
,
,
.
,
,
.
,
T HE T R EAT ISE
145
’
ch i ld would gradually d i scov e r h i s own A-B -C s whi ch
h e would aft e rwards e xchang e for oth e r s i gns ?
,
Th e r e a r e som e chi ldren who c o m e i nto t h e world
w i th c e rtai n d efe cts A re th e r e n ot m e ans for i mprov i ng
th e s e fa ulty m i sshap e n form s ? I t i s prov e d
C rr t i
i
t um
ts
by t h e r e s e arch e s of a gr e at m any w e ll
c
o ndem n ed
i nform e d auth o rs that c o rs e ts a r e not h e lpful
h e r e but s e rv e only to aggravat e th e e vi l by h in d e ri ng
th e c i rculat i on of th e blo od and th e humors as w e ll as
t h e n e c e ssary d e v e lopm e nt of t h e e xt e rnal and i nt e rnal
parts of t h e b o dy Wh e n th e chi ld i s l e ft fre e h e at
l e ast e x e rci s e s h i s body ; but t h e i n d i vi dual w h o w e ars
a cors e t i s much w e ak e r wh e n h e lays i t as i de than on e
who has n e v e r put i t on I t can p oss ib ly b e h e lpful to
th o s e w h o a r e born d i stort e d i f a gre at e r w e ight b e
p l ac e d on t h e s i d e wh e r e t h e muscl e s are strong e r But
th i s also i s v e ry dang e r o us for who i s ab l e to e stabli sh
an e q u i l i bri um ? Th e b e st th i ng i s for t h e chi ld to e x
e r c i s e h i ms e lf and t o assum e a pos i t i on though i t d o e s
b e come pai nful to h i m ; for no mach i n e i s of any valu e
h e re
43
.
.
,
o
ns r
ec
ve
en
‘
,
,
.
.
.
,
,
,
.
nly t oo e as i ly and ofte n i nt e nt i onally m i sun
d e rs t ood
Th i s i s e sp ec i ally tru e of Kant A nd that i s why I
re mark h e re only that b e by n o m e ans i nte nds that e ach ch i ld shall
i nv e nt h i s ow n alphab e t ; but h e m e r e ly m e ans thus t o i nd i cat e
h ow c h i ld re n actually and i nd e e d analyt i cally pr oc e e d i n r e ad i ng
and wri ti ng w i th out b e i ng or b e c om i ng c o nsc i o us of i t th e ms elv e s
e v e n as th e y gr o w old e r and h ow und e r c e rta i n c i rcumstanc e s
t h e y w ould proc ee d
n
o t e by R i nk
A
[
]
1
Gr e at m e n
are
o
.
.
'
,
,
,
,
,
.
,
.
10
EDU CA T I O NA L T HE O RY O F I MMANUEL K AN T
146
A ll s i m i lar arti fic i al contri van ces ar e o f all the
gre at e r d e tri ment i n that th e y run d i rectly counte r t o the
n
d
that
natur
purp
os
e
s
n
organ
i
z
d
and
e
e
i
e
N t
wb
f u w d
rati onal be i ngs accordi ng to wh i ch th e y
must re tai n th ei r freedom s o as to l earn to us e th e i r
pow e rs I t i s th e duty of e ducat i on t o prev e nt ch i ldre n
from becom i ng w e ak
H arden i ng i s t h e O ppos i te of
so ft en i ng
To o much i s v e ntur e d i f on e tri e s to a c
custom ch i ldre n to ev e ryth i ng Th e e ducati on of the
R uss i ans goes v e ry far on th i s po i nt
A n i ncre dib le
numb e r of chi ldre n d i e b e cause o f th i s
H ab i t i s a pl e asure or acti on wh i ch has b e come a
n e cess i ty thr o ugh fre q u e nt re p eti ti on of that pleasure or
that acti on There i s noth i ng to whi ch ch i ldren accus
tom th e ms e lves mor e e as i ly and therefor e th e r e i s
noth i ng of wh i ch l e ss must b e gi v e n them than p i q uant
th i ngs ; for e xample tobacco brandy and warm dri nks
Aft e rwards i t i s v e ry d i fficult to d i saccustom o ne s s e lf
fro m th e m ; and at first t h e attempt to do s o occas i ons
d i stress s i nc e a chan ge i n th e functi ons of our body has
b ee n i ntroduc e d by th e r e p e at e d i n dulg e nc e
Th e more hab its a man h as t h e l e ss i s h e fre e and i n
dep end e nt I t i s the same wi th man as w i th all oth e r
an i mals H e always r etai ns a c e rtai n i ncl i nati on for
that to wh i ch h e was e arly accustomed The chi ld must
b e pre vent e d fro m hab i tuati ng h i ms e lf t o anyth i ng and
h e must n ot b e allow e d to fo rm any hab i ts
44
.
a ur e
o
o
e
e
,
.
.
.
.
.
.
.
,
,
,
,
.
’
,
.
.
.
.
,
.
M any parents w i sh t o accustom thei r chi ldren to
everythi ng Th i s i s of n o va l u e F or human nature i n
ge n e ral and i n a measure that of i nd i vi duals do e s not
45
.
.
,
.
,
EDU CAT I O NAL T HE O RY O F I MMANUE L K AN T
14 8
the confirmat i on of th i s ass e rti on but unfortunat e ly th e y
or to b e more e xact people wi ll n ot
a r e not h e e d e d
he e d th e m
,
,
,
,
.
I n re gard t o that whi ch concerns the culture of
t h e m i nd ( wh i ch can als o i n a c e rtai n s e ns e h e call e d
phys i cal ) ? it i s of ch i e f i mp ortanc e to
Th N g t i v
obs e rv e
i sci pl i n e b e n ot lavi sh but
that
d
$352,n
Ed t i
that t h e chi ld always fe e l h i s fre edom i n
such a mann e r howev e r that h e do es not h i nd e r t h e
fre e dom of oth e rs ; thus he must b e accustom e d to
m e et w ith r e s i stanc e M any pare nts d e ny the i r chi ldre n
ev e rythi ng i n ord e r to e x e rc i s e th ei r pati e nc e and a c
c or d i ngl y d e mand mor e pati e nc e of th e i r ch i ldr e n than
th e y th e ms e lves p oss e ss Th i s i s cru e l Gi ve t h e chi ld
47
e
e
?
a
e
0
,
uca
on
,
,
,
.
,
,
.
.
i
of
i
n
u
e
st
o
n
arrang
g
Kant
s
u
e
has
b
n
L
e
c
t
N
o
t
es
e
e
q
troubl e s om e t o t h e e d i tors of th e m m ost o f Wh om c omplai n of
th e unsati sfact ory e d i t i ng o f t h e l oo s e and fragm e ntary mat e r i al by
Vogt has p e rhaps b e e n t h e m ost succ e ssful i n e ffe ct i ng a
R i nk
r e arrang e m e nt of t h e s e ct i ons wh i ch cl i ngs t o t h e t op i cal d i vi s i ons
Thus at th i s p oi nt R i nk scatt e r e d t h e d i scuss i ons
of t h e N ot es
“
d i sc i pl i n e
B u t Kant s c onc e pt i o n o f d i sc i pl i n e ( S e ct i o ns
on
3 5 ) i s d e fin i t e e n o ugh t o acc e pt V o gt s ord e r fo ll ow e d i n t h e
translat i o n as t h e m ore acc eptabl e on e R i nk plac e d S e cti ons 4 8
and 5 1 b e tw e e n 4 0 and 41 S e cti ons 5 2 5 6 be tw ee n 7 6 and 7 7 ;
and S e cti ons 4 7 4 9 5 0 w e re group e d i n t h i s p l a ce
C
f
S
e ct i o ns
Phys i cal i s h e r e us e d i n th e br o ad e r s e ns e
(
I t i nclud e s th e psych i cal nature as opp os e d
31 n ot e 2 6 3
t o t h e prac ti cal or t h e psych i cal i n s o far as i t i s a part of natur e
d i sci pl i n e wh i ch Kant h e re pr oj e cts as t h e first
It i s sp e c i fically
ste p i n e ducat i on H erb a r t s d i vi s i on o f gove rnm e nt follows
thi s c onc e pti on o f Kant and has alm ost t h e i d e nti cal a i m of s ub
du i n g i nsti ncti ve w i ldne ss
1
’
Th e
r
-
,
.
,
,
,
.
,
,
’
.
’
,
,
.
,
'
.
,
,
”
2
.
,
,
.
,
.
,
”
.
,
’
.
,
.
”
T HE T R EA T ISE
149
“
suffic i e nt for his n e e ds and th e n s a y to h i m
Y ou hav e
en o ugh
But it i s absolut e ly n e c e ssary that th i s b e
Pa y n o att e nti o n t o t h e cri e s o f ch i ldr e n
i rr e vocabl e
and do n ot yi e ld to th e m wh e n th e y w i sh to obta i n
anyth i ng by thi s m e ans but that wh i ch th e y r e q u e st i n
a fri e ndly mann e r gi v e th e m if i t i s for th ei r good
Thus t h e ch i ld w i ll form t h e hab i t of b ei ng frank ; and
s i nc e h e i s n ot troub l e s o m e t o any on e by cry i ng e v e ry
Prov i d e nc e truly
o n e i i i turn w i ll b e fri e ndly t o h i m
app e ars t o hav e gi v e n ch i ldr e n ch ee rful mann e rs so as
to b egu i l e p e opl e No thi ng i s m ore i nj uri o us than a
v e x i ng and slavi sh d i sci pl i n e wh i ch i s admin i st e red i n
th e hope of bre ak i ng stubbornn e ss
,
,
”
.
.
,
,
.
,
,
.
.
.
Ch i ldre n
do not have p e rfe ct vi s i on duri ng the first
1
thr e e months Th e y hav e the s e nsati ons o f l ight but
cann o t d i sti ngui sh one obj e ct from anoth e r
E 1y 0 y i g
d 11 1 11 11
Thi s can e as i ly b e demonstrated : h o ld b e
fore them som e gl i tt e ri ng obj e ct and th e y do n ot foll o w
Wi th t h e pow e r of vi s i on th e re d e
i t w i th th e i r e y e s
ve l op s the ab i l i ty to laugh an d to cry
Wh e n the ch i ld
i s i n thi s cond i ti on h e cr i es wi th r eflecti on b e i t as obscur e
as it may H e th i nks that h e i s s u ffe ri ng som e p os i ti v e
R ouss e au says that if a s i x months ol d ch i ld
i nj ury
b e struck on t h e hand it cri e s j ust as if a fir ebrand had
fall e n on i t s hand H e re the conc epti on o f o ffe nc e i s
actually pre s e nt Par e nts sp e ak ord i nari ly a gr e at d e al
ab o ut bre ak i ng t h e wi ll of ch i ldren Th ei r wi ll may b e
brok e n i f it h a s not alr e ady b ee n spo i l e d Th e first
48
.
.
,
er
.
an
50
,
.
.
,
,
.
’
.
,
,
.
.
.
.
1
V ogt s e d i ti o n r e ads
’
ei
ght
,
v d e ntly a m i spri nt
—e i
.
,
h
1
11 9
EDUCA T I O NAL T HE O RY O F I MMANUEL K AN T
15 0
st e p t owards spo i l i ng chi ldre n i s to y i e ld t o th e i r d e s
p oti o w ill and t o all o w th e m to e xtort e v e ryth i ng by
cryi ng I t i s an e xtre m e ly d i fficult matt e r t o c o rre ct
?
th i s lat e r and th e att e mpt s e ldom pr o v e s succ e ssful
Th e ch i ld can b e comp e ll e d t o k e ep q ui e t but h e fe e ds
By t h i s
on h i s sple e n and fost e rs h i s i nt e rnal fury
m e ans th e ch i ld i s hab i tuat e d t o pr e t e nc e and to c on
I t i s v e ry strang e for e xampl e that
cea l e d e moti ons
par e nts should d e s i re ch i ldre n t o k i ss th e i r hands aft e r
havi ng b e e n pun i sh e d w i th th e r o d
Ch i ldr e n thus
b e com e tra i n e d to d i ss i mulati on and fa ls ehood ; for t h e
rod i s not e xactly a b e auti ful pr e s e nt for wh i ch on e
may e xp e ct thanks and on e can e as i ly i magi n e w i th
what sort o f a heart th e ch i ld w i ll k i ss the hand that
pun i sh e s hi m
,
.
,
,
.
,
,
.
.
,
,
.
ofte n says to ch i ldre n
Fi e " Are n t y ou
ashamed o f yo urs e lf ? What a naughty th i ng to d o "
S uch th i ngs h ow e v e r sh ould not ap
et c
p e ar i n e arly e ducati o n Th e ch i ld as yet
has n o n o ti on of sham e and pr op ri ety H e
has no n e e d t o b e asham e d and h e i s only i nti m i dat e d
by b ei ng sp ok e n to i n such a mann e r H e b e comes e m
b a rra s s e d wh e n oth e rs l oo k at h i m and l i k e s t o h i d e
from th e m A s a r e sult th e re d e v e l op r e s e rv e and d e t ri
m e ntal d i ss i mulati on H e d o e s not v e nture t o ask for
anyth i ng and y e t h e o ught t o fe e l fre e t o a s k for e v e ry
thi ng ; h e c o nc e als hi s fe e l i ngs and always app e ars to b e
49
.
“
On e
’
,
”
,
.
,
.
.
,
.
,
.
.
,
1
Ki n d er
Cf H or s t i g, S ol l m a n d i e
.
ch i ldre n cry ?) G otha
,
17 89
.
s chr ei en
l a ss en
A
n
t
by
Kan
o
e
t
[
]
9
.
S
hall
(
w e l et
EDUCA T I O N AL T HE O RY O F I MMANUEL K AN T
15 2
ch i ldre n of th e ari stocrati c class ; for th e common
p e opl e play wi th th e i r ch i ldr e n l i k e monk e ys Th e y
s i ng t o th e m hug and ki ss th e m and danc e
g f
Th e D
F t i g
w i th th e m Th e y i magi n e that th e y b e n e fit a
W hi m
ch i ld if as s o on as h e cri e s th e y hurry and
play wi th h i m e t c But th i s mak e s hi m cry only s o
much th e mor e I f on th e c ontrary h i s c ri e s a r e not
h e e d e d th e y finally c e as e ; for no cr e atur e r e ad i ly c on
ti nn es i n a frui tless labor I f ch i ldren a r e accustom e d
to s e e all t h ei r capri c e s sati sfi e d t h e subs e q uent br e ak
i n g o f t h e w i ll c o m e s t oo late
I f th e y a r e s i mply p e r
m i t t e d to cry th e y w i ll b e com e t i r e d o f it th e ms e lv e s
Co nc e ss i o n t o all th e i r fanc i e s i n e arly yo u th rui ns th e i r
h e art and mann e rs
Th e i nfant t o b e sur e has no conc e pt i o n o f moral i ty ;
but hi s natural d i sp o s i ti o n i s spo i led i n such a way that
afte rwards v e ry hard pun i shm e nt i s n e c e ssary i n ord e r
t o r e pai r the e v i l ?
Wh e n lat e r i t i s d e s i re d t o bre ak
ch i ldr e n of t h e hab i t of e xp e cti ng all th e i r wh i ms to be
sati sfi e d th e y e xpre ss i n th e i r scre ams as gr e at a rage
as that of wh i ch adults o nly are capabl e and wh i ch i s
w i th o ut e ffe ct me r e ly b e caus e th e y lack t h e power
to put i t i nto act i v i ty F or s o l o ng a ti m e th e y have
n e e d e d only to cry i n o rd e r t o obta i n what th e y
w i sh e d that n ow th e y rul e d e spoti cally
Wh e n thi s
dom i nati on c e as e s th e y are q ui t e naturally fre tful
Wh e n m e n hav e b e e n i n poss e ss i o n of p ow e r for a
long ti m e th e y find i t v e ry di fficult to re l i n q ui sh i t all
at once
th e
.
an
er o
os e r n
s
,
,
.
’
,
,
.
,
,
.
,
,
.
,
.
.
,
.
,
,
-
,
,
.
.
,
.
,
,
.
1
S ee
S e ct i on
102
.
TH E
T R EA T ISE
153
culture of the feeli ng of p lea s ur e or of p a i n
?
pr op e rly b e l ongs her e
Th i s sho u ld b e n e gati v e ; but
th e fe e l i ng must n ot b e sp oi l e d by too
f
Ed u c t i
i
F
l
n
g
much t e nd e rn e ss A n i ncl in ati on for i nd o
l e nt e as e i s wors e for man than all t h e e vi ls of l i fe I t
i s th e r e for e e xtr e m e ly i mp o rtant that ch i ldr e n sh o uld
l e arn t o w ork I f th e y a r e not alr e ady e ffe m i nat e d by
fondl i ng ch i ldre n r e ally lov e amus e m e nts wh i ch ar e
comb i n e d w i th fati gui ng e x e rti ons and o ccupati ons whi ch
d e mand str e ngth on th e i r part O ne should n ot make
ch i ldre n fast i d i ous i n th e i r e nj o ym e nts nor all o w th e m
to cho os e th e i r pl e asur e s by th e ms e lv e s M oth e rs
usually sp oi l th e i r ch i ldre n i n th i s parti cular and pamper
th e m g e n e rally S ti ll it i s noti ceabl e that ch i ldr e n e s
l
l
ec
i
a
t
h
o
s
ns
lov
th
r
fath
r
mor
than
th
r
e
e
e
i
e
e
e
i
p
y
moth e r Th i s may b e d ue to th e fact that m oth e rs do
n o t p e rm i t th e m t o spri ng about run around e t c
for
fe ar that th e y m ight b e i nj ure d Th e fath e r on t h e
c o ntrary who scolds and e v e n wh i ps th e m wh e n th e y
hav e b ee n unruly tak e s th e m n o w and then i nto th e
fi e lds and th e r e lets th e m run around play and b e
b o yi shly fr o l i cs om e
52
.
Th e
on o
a
ee
.
.
.
,
.
,
.
,
,
.
,
,
.
,
.
,
.
,
,
,
,
,
,
.
Th i s fe e l i ng r e pre s e nts on e of t h e thr ee d i v i s i ons of t h e
m e ntal faculti e s— th e oth e rs b e i ng und e rstand i ng and d e s i re
wh i ch Kant s auth ori ty sanct i o n e d for alm ost a c e ntury as th e
starti ng -p oi nt of psych ol og i cal sci e nc e Th i s fe e l i ng fo rms t h e
bas i s of h i s C i ti que of Ju dgm en t wh i ch tr e ats of th e aesth e ti c
fact ors of ex p e ri e nc e and als o forms t h e k ey -ston e to t h e wh ol e
syst e m of C ri t i c i sm I t i s surpri s i ngly strang e that i n th e s e L ctur e
N ot es th e r e app e ar only t wo r e fe r e nc e s t o t h e cult i vati on o f t h e
aesth e t i c
p ow e rs — vi z S e ct i ons 5 2 7 0 ( S ee S e l e cti on V )
1
—
“
’
.
r
,
,
e
.
”
,
.
,
,
.
.
EDUCA T I O N AL T HE O RY O F I MMANUE L K AN T
154
W e th i nk we d i sc i pl i ne the pati e nc e of chi ldren
by comp e lli ng them to wai t a long t i me for anythi ng
i
i
Th
s
how
v
r
hardly
n
c
ss
ry
But
s
e
e
a
e
e
T i i g m
P ti
th e y hav e ne e d of pat i e nce i n s i ckn e ss e t c
Pati e nc e i s twofold : i t cons i sts e i th e r i n abandon i ng all
hop e or i n tak i ng n e w courag e Th e first ki nd of p a
t i e n c e i s not n e cessary when o n e d e s i r e s only that wh i ch
i s poss ibl e ; t h e s e cond k i nd may always b e had i f on e
des i r e s only what i s ri ght I n s i ckn e ss hop e lessness
aggravat e s j ust a s much as c o urag e t e nds to am e l i orate
H e w h o i s cap ab le of und e rstandi ng th i s i n i t s relati on
t o h i s phys i cal or moral cond i ti on does not ab andon
hop e
53
.
.
,
ra n n
a
,
.
en c e
.
,
.
.
,
.
.
w i ll of ch i ldren should not b e brok e n as
state d abov e but m e r e ly d ir e cte d i n such a mann e r
that i t w i ll a ft e rwards yi e ld t o natural h i n
Wi n b e k i g
dranc e s O f course at first th e ch i ld must
bli ndly ob e y I t i s unnatural that t h e ch i ld should com
On e
m and by hi s cri e s and th e strong ob e y t h e w e ak
should th e r e for e n e v e r yi e ld to th e c ri e s o f ch i ldre n i n
th ei r first y e ars and n e v e r all o w th e m t o obtai n what
th e y w i sh by th i s m e ans Parents usually d e ce i ve th e m
s e lv e s i n th i s and lat e r th i nk t o mak e am e nds by d e ny
But th i s i s
i ng ch i ldre n e v e ryth i ng fo r wh i ch th e y ask
absurd — t o d e ny th e m w i thout reas on that wh i ch th e y
m e rely to
e xp e ct from th e k i ndness of th e i r par e nts
opp ose th e m and to l e t th e m the w e ak e r on e s fe e l t h e
sup e ri or forc e o f thei r pare nts
54
.
Th e
,
,
- r a
n
,
.
.
.
,
,
,
,
.
,
.
,
“
,
,
,
.
55
.
Ch i ldre n
grati fied and
,
ar e
b a d ly
l
s
e
l
u
t
f
i
e
a
q
y
ducat e d i f th e i r wi lls a re
ed ucat e d i f on e acts d irectly
e
EDUCA T I O NA L T HE O RY O F I MMANUE L K AN T
15 6
best not to do anyth i ng to pl e as e h i m
if h e do e s noth i ng to pl e as e us
Wi ll bre ak
St ubb
i n g r e sults i n cre ati ng a s e rv i l e d i spos i ti on ;
natural re s i stanc e on t h e contrary produces doc i li ty
born
then
;
it i s
.
or n n e s s .
,
.
,
A ll th i s i s sti ll a part of n ega ti ve culture ; for
many of th e w e akn e ss e s of man r e sult n ot from h i s
havi ng b e e n taught noth i ng but from th e
fals e i mpre ss i ons wh i ch h e has re ce i v e d
Thus for e xample nurs e s i nculcat e upon
ch i ldre n a fe ar o f spi d e rs toads e t c Ch i ldre n would
b e j ust as apt t o r e ach o ut for sp i d e rs as th e y do for
oth e r th i ngs But s i nc e nurs e s as soon as th e y s e e a
sp i d e r show th e i r t e rror by th ei r looks th i s fright i s com
m un i c at e d t o th e ch i ld through a sort o f sympathy
M any r e tai n th i s fe ar throughout the i r whol e l i fe and a re
always ch i ld i sh i n thi s re sp e ct For wh i l e sp i d e rs are
wi thout d o ubt dan g e rous to fl i e s th e i r sti ng b ei ng p oi
s on o u s t o th e m th e y do n ot harm human b e i ngs
A nd
a toad l i k e wi s e i s as harml e ss as a green fr og or any
oth e r an i mal ?
57
.
,
,
.
,
,
.
,
,
.
,
,
,
.
.
,
,
,
,
.
,
S i n c e at th i s p oi nt
att e nti on s ee ms t o b e turn e d
from i nfancy and t o b e d i re cte d m or e t o t h e fe atur e s of ch i ldh oo d
and y o uth th e foll ow i ng s e l e cti on on th e d e ve l opm e nt of t h e ch i ld
may b e i n plac e h e re I n t h e op e n i ng s e ct i on of th e A n t hr op ol
“
whi ch tre ats of t h e c on s ci ou s n es s of on e s s e lf Kant
ogy
etc
o bs e rv e s
“
I t i s r e markabl e that t h e ch i ld w h o can talk v e ry w e ll b e g i ns
rath e r lat e t o sp e ak i n t h e first p e rs on ( p e rhaps a y e ar lat e r) but
has always sp oke n of h i ms e lf i n t h e th i rd p e rs on ( C harl e s wants t o
and that s om e th i ng s e e ms t o dawn up on h i m
e at
t o go
wh e n h e b egi ns t o sp e ak w i th I h e n eve r r e turns t o t h e
1
i n t h e N ot es t h e
,
.
’
,
.
,
”
,
.
,
,
,
,
‘
’
T HE T R E AT ISE
15 7
phys i cal e ducat i on i s cul
tur e?
d i ffe r e nt fro m th e an i mal
I t cons i sts p ri nc i pally i n th e e x e rc i s e o f h is m e ntal fa c ul
ti e s That i s why pare nts sh o uld gi v e th e i r ch i ldre n
58
.
Th e p os i ti ve asp e ct of
I n th i s re sp e ct man i s
.
.
arl i e r form of sp e e ch F orm e rly h e m e re ly felt h i ms elf n ow h e
Th e e xplanat i o n of th i s ph e n o m e n on may b e d i f
t hi n ks h i ms e lf
fi c u l t for t h e anthr op o l o g i sts
“
That a ch i ld n e i th e r w e e ps n or sm i l e s b e for e h e i s thre e
m o nths old as h as b e e n obs e rve d s ee ms t o re st up on th e d ev e l op
m e nt of c e rtai n i de as of o ffe nce and i nj usti c e wh i ch h i nt at
re as on [S e e S e ct i on
That i n th i s p e r i od h e b e gi ns t o foll ow
wi th h i s e y e s any bri ll i ant obj e cts that may b e h eld up b e fore
h i m i s t h e crud e b e g i nn i ng o f t h e pr o gr e ss o f p e rc e pt i ons ( appr e
h e n s i o n o f th e i d e a o f s e nsat i o n ) wh i ch i s lat e r e xt e nd e d t o kn o w l
o f e xp e r i e nc e
e dg e of th e o bj e cts of t h e s e ns e s
That furth e r wh e n h e tri e s t o talk h i s muti lati on o f w ords
s e e ms s o ad orabl e t o m oth e rs and nurs e s and mak e s th e m i ncl i n e d
t o hug and ki ss h i m all t h e t i m e and t o mak e h i m a l i ttl e aut o crat
by fulfill i ng h i s e v e ry w i sh th i s l ovabl e n e ss o f t h e ch i ld duri ng
hi s d e v e l o pm e nt i nt o manh oo d must b e cr e d i t e d partly t o h i s i nn o
c e nce and t h e frankn e ss of all h i s as y et faulty e xpr e ss i ons i n
wh i ch th e re i s n o c onc e alm e nt and n oth i ng mal i c i ous but als o i n
part t o th e nurs e s natural i ncl i nat i on t o b e ki nd t o a cr e atur e
w h o e ngag i ngly r e s i gns h i ms e lf t o h e r auth or i ty for h e i s gi v e n a
play -ti m e th e happ i e st of a l l i n wh i ch th e e ducator agai n e nj oys
h i ms e lf by maki ng h i ms e lf a ch i ld onc e m ore
“
Th e ch i ld s m e m o ry o f h i s e arly y e ars d oe s n ot h ow e ve r
re ach s o far back for thi s was n ot th e t i m e of e xp e ri e nc e s but
m e r e ly of scatte re d p e rc e pti ons wh i ch h a d n ot as y e t b ee n un i te d
und e r t h e c o nce pt o f an obj e ct — H arte nste i n vi i pp 4 37 4 38
Ka n t plac e s culture i n s tr ong c o ntrast w i th m oral i z ati o n
that has m a ny e nds th i s has only on e en d — v i z t h e s e l e ct i on of
e ct i ons 1
ot e and
C
f
S
n
t h e g oo d
(
“
—
i nt e ll e ctual e ducat i on
wh i ch
S e cti ons 5 8 7 6 d e al wi th
ou gh t t o b e i ns e rt e d h e r e as a sup e rscr i pt i o n
e
.
,
.
.
,
,
.
.
,
,
,
,
,
,
:
,
,
’
,
,
,
.
’
,
,
,
,
”
.
1
,
.
.
,
”
e
.
.
.
,
,
,
,
,
,
.
.
EDU CAT I O N AL T HE O RY O F I MMANUE L K AN T
15 8
v e ry opp ortun i ty for such e x e rc i s e The first and pri n
ci p a l rul e h e r e i s :
all i nstrum e nts shall b e d i sp e ns e d
Th P i t i v
w i th as far as poss ibl e ? Th e r efore l e ad
A p mf
-carts
ng-stri ngs
i
and
o
should
n
v
r
e
e
b
e
g
Ph y i l
Ed u c t i n
us e d and the ch i ld should be p e rm i tt e d to
cre ep unti l h e learns to walk by h i m s e lf for th e n h e w i ll
walk much m o r e st e ad i ly I nstrum e nts i n fact only
ru i n natural ab i l i ty Thus w e us e a stri ng to m e asure
a gi ve n d i sta nc e but i t can be d o n e j ust as w e ll by the
e y e ; w e u s e a clock i n ord e r to t e ll t h e ti m e but i t i s
n e c e ssary only to not e the pos i ti o n of th e s un ; w e use
a compass i n ord e r to kn o w th e d i r e cti ons wh e n w e are
i n a for e st but it i s poss i bl e to kn o w th i s by t h e pos i ti on
o f t h e s un duri ng t h e day and o f t h e stars by n i ght
I t m igh t e v e n b e sai d : i nstead of us i ng a boat to go on
2
t h e wat e r o n e can swi m
Th e i llustri ous F rankl i n
marv e ll e d that ev e ry on e d i d not learn to sw i m s i nc e i t
H e e v e n i nd i cat e s an e asy
i s s o agre e ab l e and us e ful
way by wh i ch on e can l e arn i t by h i ms e lf Let an egg
dr op i nto a brook wh e re th e l e arn e r s h e ad i s j ust out
o f th e wat e r wh e n h e i s stand i ng o n t h e ground ; now
att e mpt to r e ach t h e egg I n b e nd i ng ov e r th e fe e t a re
rai s e d and t h e h e ad i s lai d back i n t h e nap e of th e n e ck
s o t hat t h e wat e r do e s not e nt e r th e mouth and thus
t h e l e arn e r has e xactly th e pos i ti on whi ch i s n e c e ssary
The essenti al th i ng i s the culti vati on of
for swi mm i ng
e
.
e
S
os
e
,
ec
s ca
a
o
,
,
.
.
,
,
,
,
,
,
.
,
.
,
.
.
’
.
,
,
,
.
1
Th i s rul e may
be
re gard e d
as
an e xc e ll e nt summary
of
th e
njam i n Frankl i n ( 1 7 0 6
th e pr i nt e r t h e state sman
th e sc i e nt i st and th e gr e at A m e r i can e x e mplar of w i sd o m and
com m o n s e ns e as foun d i n h i s P oor R i ch a r d s A lm a n a c
2
Be
,
,
,
’
,
.
EDU CA T I O NAL T HE O RY OF I MMANUE L K AN T
16 0
j udgm e nt t e lls th e m th e y w i ll pass i n safe ty M ost
m e n how e v e r fe ar e v e n an i magi nary fall and th i s fe ar
paralyz e s th ei r l i mbs i n such a mann e r that i t would b e
really dange rous for th e m to mak e any such att e mpt
Th i s fe ar ord i nari ly grows w ith a ge and i s usually found
am o ng thos e who a re e ngag e d i n much brai n w o rk
S uch e xp e ri m e nts wi th ch i ldre n a r e re ally not ve ry
dang e r o us ; for th e y hav e i n pr op orti o n to th ei r
stre ngth far l e ss w e i ght and d o n ot fall as h e avi ly
M or e o v er th e i r b on e s a r e n ot a s bri ttl e and fragi l e as
th e y gr o w t o b e lat e r Chi ldre n try th ei r ow n str e ngth
the m s e lv e s Thus for e xampl e th e y ar e oft e n s e e n
cl i mb i ng w i thout any appar e nt purpos e R unn i ng i s a
h e althy movem e nt and str e ngth e ns th e body Le ap i ng
l i ft i ng carryi ng hurl i ng thr o wi ng at a mark wre stl i ng
rac ing and all such e x e rci s e s a r e e xc e ll e nt D anc i ng
i n so far as i t i s t e chn i cal s e ems to b e l e ss sui tabl e for
youn g ch i ldr e n
.
,
,
,
.
,
.
,
,
.
,
.
.
,
,
.
.
,
,
,
,
,
,
,
.
,
.
long-d i stanc e throwi ng and i n hi tti n g
targe ts also r e sults i n tra i n i ng t h e s ens e s e sp e ci ally that
of
v
sual
p
rc
pt
i
n
o
f
d
i
stanc
e
P
lay
n
g
o
i
e
e
i
i
h
T i
g t
S en e
ball i s on e of th e b e st sp o rts for ch i ldre n
s i nc e i t i nvolv e s runn i ng wh i ch i s v e ry h e althful I n
ge n e ral thos e plays ar e th e b e st wh i ch along w i th t h e
ski lfu l n e ss th e y d e v e lop als o trai n t h e s e ns e s ; for e x
ampl e thos e wh i ch e x e rc i s e t h e e y e t o j udge d i stanc e
s i z e and prop o rti o n ac curat e ly or t o find th e card i nal
po i nts of any plac e wh e n on e must re ly up o n t h e sun e t c ?
6 0
Practi ce i i i
.
,
hh h
s
h
.
e
s
,
.
,
,
,
,
,
,
,
,
,
1
S ee
Em i l e
,
P
ayn e s translat i on pp
’
,
.
96 ff
.
,
1 15
.
T HE T R EA T ISE
16 1
A ll such are g o od e xerci s es The local i magi nati on by
wh i ch i s meant th e ski ll to r e pr e s e nt anyth i ng i n th e
plac e wh e r e i t was actually s e e n i s som e th i ng v e ry a d
v an t age o us ; for e xampl e th e ab i l i ty t o find o n e s way
o ut o f a fo r e st by n o t i c i ng thos e tr e e s wh i ch w e r e pass e d
pr e vi ously I t i s th e sam e w i th t h e m em or i a l oca li s by
wh i ch on e knows not only i n what book som e thi ng has
b e e n r e ad but also th e e xact locati on of the passag e
Thus t h e mus i c i an has th e keys i n hi s m i nd and does
not n e e d to conc e rn h i ms e lf ab out th em I t i s j ust as
r e q u i s i t e to culti vat e the h e ari ng of ch i ldre n that by thi s
m e ans th e y may di sc e rn whe th e r a thi ng i s near or far
and on wh i ch s i d e it i s
,
.
,
’
,
1
.
,
,
.
,
,
.
,
.
’
The play of b li n d
bu ff among ch i ldren w a s
k nown e v e n among t h e Gre eks by who m it was calle d
Chi ldr e n s plays are v e ry un i v e rsal
fl uf 5 a
Th e Pl y e e f
h i m e“
C
an yway Those whi ch ar e us e d i n G e rmany
a r e found i n E ngland F rance e t c
They a r e bas e d upon
a natural i mpuls e o f ch i ldre n I n the play of b l i n d m an s
buff for e xampl e th i s i mpuls e man i fests i ts e lf i n the d e s i re
to k n ow how th e y can h e lp th e ms e lv e s wh e n d e pri v e d of
n
o
e
i
e
o e
f th r s e ns s
Top sp i nn i ng i s a parti cular play ;
but ch i ldre n s plays of th i s ki nd gi v e men mat e ri al for
w i d e r r e fl e cti on and som e ti m e s are the occas i ons of i m
2
portant i nv e nti o ns Thus S egn e r has wri tt e n a d i ss e r
t at i on on th e top and th e top h as gi v e n t o th e capta i n
6 1
m an s
.
,
’
f/
,
.
a
.
,
,
.
’
.
,
,
.
’
,
.
,
,
m e m ory of plac e
J ohann A ndr e as v on S e gn e r ( 1 7 04—1 7 7
a Ge rman natural i st
and math e mati c i an a profe ss or at J e na a n d lat e r at G6 t t i n ge n
1
Th e
.
2
,
,
11
.
EDUCA T I O N AL T HE O R Y O F I MMANUE L K AN T
16 2
an E n gl i sh sh i p the occas i on t o i nvent a m i rror by
m e ans of wh i ch t h e h e i ght o f stars can b e m e asure d
ab o ard sh ip
Ch i ldr e n l ov e no i sy i nstruments such as l i ttl e trump
drums etc
But thes e i nstrum e nts are worth
et s
n o th i ng s i nc e ch i ldr e n mak e th e ms e lv e s v e ry troubl e
som e to oth e rs I t would be much b e tt e r if th e y sh o uld
learn to mak e wh i stles o ut of r ee ds
S wingi ng also i s a go o d m ov e ment ; adults th e mselv e s
use i t for th ei r h e alth ; but i n th i s sport ch i ldr e n must
b e watch e d s i nce t h e m ov e m e nt can b e com e v e ry rap i d
Ki te fly in g i s a faultl e ss play I t culti vates d ext e ri ty ; for
t h e h e ight to wh i ch t h e k i t e ri s e s d e p e nds upon i t s
t
os
i
t
i
on
r
lat
i
ve
to
h
e w i nd
e
p
of
.
,
,
.
,
,
.
.
,
,
.
,
.
.
b ei ng absorb e d i n thes e plays t h e boy
d en i e s h i ms e lf o th e r n e eds and thus l e arns gradually to
i mp os e oth e r and gre at e r pri vati ons upon
Th e M r l
V l ue f
h i ms e lf A t th e sam e ti m e h e b e com e s a c
Pl y s
custom e d to conti nuous o ccupati on ; but
for th i s v e ry r e ason hi s plays must n ot b e m e r e ly plays ;
th e y m ust b e plays hav i ng a purpos e and an e n d ; for
the more h i s body i s stre ngth e n e d and hard e n e d i n th i s
m ann e r t h e safe r i s h e from th e d i sastrous c o ns e q u e nc e s
Gymnasti cs should s i mply be confin e d t o
o f pamp e ri ng
gui d i ng nature and ought not th e r e fore to try to bri ng
about a ffe ct e d e l eganc e I t i s d i sc i pl i n e and n ot i n s t r u c
ti on wh i ch should app e ar first I n culti vati ng th e b o dy
it must n ot b e forgott e n that ch i ldr e n a r e als o b ei ng
“
Y ou w i ll n e v e r
formed for s o ci ety R ouss e au says
make an excelle nt m an unl e ss y o u hav e a l i ttl e scamp
6 2
.
H i s i nter e st
,
,
o a
o
a
a
.
’
,
,
.
,
,
,
.
,
.
,
,
.
,
EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
16 4
d i ffe re nt from culti vat i ng natur e Th e natur e o f th e
b o dy and that of t h e soul agre e i n th i s that i n o ur
1
culti vati on
th e e ffort must b e mad e to
l
Ph y i
C l t e f t h e pr e v e nt i mpai rm e nt to ei th e r and that art
add som eth i ng to the body as w e ll as t o
?
Thus i n a c e rtai n sens e i t i s poss ibl e to call
t h e s oul
t h e cultur e o f th e s o ul as w e ll as that o f t h e b ody
phys i cal
Th i s phys i cal culture of th e soul i s t o b e d i sti ngui sh e d
from t h e moral cultur e i n that the form e r ai ms sol e ly
at nature t h e latt e r sol e ly at fre e dom A man can b e
h ighly culti vat e d phys i cally ; he may hav e a h ighly p er
fect e d mi nd but at t h e same t i me be want i ng i n moral
culture and h e nce b e an evi l b e i ng
But i t i s n e c e ssary t o d i sti ngu i sh p hy s i ca l culture from
r a m a ti c o r m or a l
r a cti ca l cultur e wh i ch i s
the
I
n
p g
p
?
latter case it i s m or a li z a ti on an d n ot cu lti va ti on
.
,
s ca
u
ur
o
,
,
,
,
,
”
.
,
.
,
,
.
.
,
We d i v i d e th e p hy si ca l cultur e of the m i nd i nto the
fr ee and t h e s chola s ti c Th e free culture i s so to speak
only a play ; and th e sch o lasti c on th e oth e r
hand i s a seri ous a ffai r The fo rmer i s that
wh i ch must always b e obs e rv e d i n t h e pup i l ;
i n th e latter h e must b e cons i dered as subj ect e d to con
“
strai nt O ne may b e busy i n play ; th i s i s call e d busy
i n l e i sur e
o n e can also b e e mploy e d und e r compuls i on
and th i s i s called w or
Th e scholasti c cultur e should
?
b e work and the fre e should b e play for t h e ch i ld
6 4
.
.
,
,
,
.
,
.
,
,
,
C f S e ct i on 32
That i s by d i sc i pl i n e
By culture
I n th e di vi s i on of t h e sch olast i c -m e c h an i cal cultur e of S ec
ti on 32 Kant i s ai m i n g a sharp cri ti ci sm aga i nst a m e th od pr e
1
2
2
,
,
.
.
.
.
,
T R EA T ISE
TH E
16 5
ducati onal plans hav e b e e n d e vi s e d i n
—
n
t
d
o rd e r t o try
o fi
som e th i ng v e ry laudabl e— wh i ch
i s th e b e st m e th o d i n e ducati on
I t has
Fl y m
b e e n sugg e st e d among oth e r th i ngs t o l e t
Ed u t i l
M thm
ch i ldre n l e arn e v e rythi ng as i n play Li ch
l
ti ng en Ma g a z i n e ri d i
t e n b e rg i n a numb e r o f th e t
cul e s the op i n i o n of th o se w h o would t e ach boys e v e ry
th i ng i n th e fo rm of play wh i le re ally th e y should b e
6 5
Vari ous
.
e
.
a
on a
ca
,
,
e
'
.
'
,
,
,
vai l i ng i n h i s t i m e wh i ch wh e re ve r p oss i bl e s ought t o t e ach ch i l
dre n i n t h e form of play Th i s cri ti c i sm h as n ot l ost i t s fo rc e
agai nst th e sam e te nd e ncy i n m e th od wh i ch has a thr i vi ng survi val
i n curre nt e ducat i on
E ls e wh e re i n h i s wri ti ngs Kant utte rs pr ot e sts agai nst t h e effort
am ong h i s c ont e mp orari e s t o d o away w i th any and all c onstrai nt
i n l e arn i ng
I n th e Cr i t i qu e of Ju d gm en t ( 1 7
H arte nste i n v
p 3 14 h e o bs e rve s i n tr e at i ng o f t h e m e chan i ca l fact or i n free art
that many m od e rn e ducat ors th i nk th e y prom ote a fre e art be st
by r e m ovi ng fro m i t all c onstrai n t and changi ng i t fro m w ork i nt o
m e re play
I n t h e A n t hr op ol ogy e t c
H arte nst e i n v i i
p 5 4 3 d e fini t e m e chan i cal rul e s ar e re gard e d as abs olutel y e ss e n
“
ti al e v e n i n t h e cas e o f g e n i us : Me chan i sm of i nstruct i on s i nce
i t fo rce s t h e pup i l t o i m i tat i o n i s t o b e sur e d i sadvantag e ous t o
t h e g e rm i nat i o n o f g e n i us — i s a s far as h i s o ri g i nal i ty i s c o nc e rn e d
B u t y e t e ve ry art r e q u i r e s c e rtai n m e chan i cal fundam e ntal rul e s
that i s t o say i t n e e ds c onform i ty of t h e product t o t h e und e rly i ng
i de a
t r u t h i n t h e r e pr e s e ntati o n of t h e obj e ct wh i ch i s th o ught
Th i s must b e l e arn e d w i th sch olasti c stri ctn e ss and i s of
of
c ours e an e ffe ct of i m i tati on B ut t o fre e t h e i magi nat i on fr om
th i s c onstrai nt and t o all ow th e p e cul i ar tal e nt e v e n c o ntrary t o
natur e t o pr o c e e d i rre gularly and t o r un r i ot w ould p e rhaps
yi e ld ori g i nal madn e ss but of a s ort wh i ch w ould n ot b e e xe m
pla t y and wh i ch w ould c e rtai nly n ot b e re ck on e d as g e n i us
Ge org C hr i stoph L i chte nb e rg ( 1 7 4 2— 1 7
a w e ll -kn own Ger
man natural sci e nti st and sati ri st a profe ss or at Gotti n ge n
,
,
,
.
.
.
.
,
,
,
,
.
.
.
,
.
,
.
,
,
,
,
,
,
,
.
.
.
,
,
.
,
.
,
,
,
,
,
”
.
,
1
,
.
OF
E DUCA T I O N AL T H E O RY
16 6
I MMANUE L KAN T
arly accust o m e d to s e ri ous occupati ons b e caus e they
w i ll on e day e nt e r up o n a s e ri o us l i fe Th i s has a p e r
v e rs e e ffe ct Th e ch i ld should play h e should hav e
hours o f r e cr e at i o n ; but h e must also l e arn to work
Th e cultur e of hi s sk i ll i s c e rtai nly g o o d l i k e t h e cultur e
o f hi s m i nd ; but e ach k i nd o f cultur e sh o uld b e p ra c
I t i s mor e ov e r e sp e ci ally uh
ti s e d at d i ffe r e nt ti mes
fortunat e for man that h e i s s o gre atly i ncl i n e d to i ndo
l e nc e Th e m o re a p e rson has i dl e d away hi s ti m e t h e
more d i fficult i t i s for h i m t o mak e up h i s m i nd to work
e
,
.
,
.
.
,
.
,
,
.
.
I n labor t h e e mploym e nt i s n o t agre e abl e i n i ts e lf
but i t i s und e rtak e n w i th anoth e r e n d i n v i e w E mploy
i
t
h
m
nt
i
play
on
e
i
e c ontrary i s agr e e ab le
Pl y m
W 1“
i n i ts e lf wi th o ut hav i ng a furth e r purpose
Wh e n w e go o ut for a walk t h e walk i ts e lf i s th e pur
p o s e and th e long e r th e walk th e more agree abl e i t i s to
us I f how e ver w e w i sh to go s o m e wh e re th e soc i e ty
wh i ch i s t o b e found i n that plac e or som eth i ng e ls e
i s t h e purpos e of o ur go i ng and w e cho o s e t h e short e st
way Th e sam e appl i e s e q ually to card -playi ng I t i s
strang e i nd e e d to s e e h ow rati onal m e n are capabl e of
s i tti ng and shuffl i ng cards by the hour Th i s shows that
men d o n ot c e as e s o e as i ly t o b e ch i ldre n ; fo r i n what
parti cular i s th i s play any bett e r than t h e ch i ldr e n s
gam e of ball ? I t i s tru e that adults do not ri d e a sti ck
e
th
but th e y non
e l e ss ri d e oth e r h obby hors e s ?
6 6
,
.
.
e
he
,
e
,
O1
.
,
,
.
,
,
,
,
,
,
.
.
.
’
,
Kant r e marks on t h e m e an i ng of play as foll ows i n t h e A n t hr o
“
l
o
Th e plays of th e b oy
p ogy e t c ( H art e nst e i n vi i p
( ball wr e stl i ng runn i ng rac e s play i ng s old i e r) furth e r th o s e of
t h e man ( ch e ss cards wh e r e i n t h e cas e of t h e form e r t h e m e r e
1
,
,
.
,
,
.
,
,
,
.
,
EDU CA T I O N AL T HE O R Y O F I MMAN UE L K AN T
16 8
gross e d by
purp os e wh i ch h e has i n m i nd he b e
com e s obl i vi ous o f h i ms e lf and t h e b e st re st for hi m i s
that wh i ch follows lab o r ; h e nc e t h e ch i ld must b e a c
custom e d t o labor A nd wh e re e lse than i n t h e sch o o l
i s i t p oss i bl e to gi v e t h e i ncl i nati on to w ork a b e tt e r cul
1
t i va t i on ?
Th e scho ol i s a fo rc e d cultur e
To l e ad
t h e ch i ld t o l o o k upon e v e ryth i ng as play i s v e ry i nj u ri o us
Th e re must b e a ti m e for r e cr e a ti on but th e r e must also
E v e n if t h e ch i ld d oe s not s e e th e
b e a t i m e fo r w o rk
uti li ty of th i s c o nstrai nt i mm e d i at e ly h e w i ll b e c om e
aware o f i t s great b e n e fits later I t would only i ndulge
chi ldren s i nd i screet curi os i ty always to answ e r th ei r
s
i
uest
i
o
ns
Why
i
s
th
i
s
an
d
Why
i
that
?
E
ducat
on
?
q
th e
,
,
.
.
.
,
.
,
.
’
,
far as exces si ve s t u dy i s c onc e rn e d i t i s n ot n e c e ssary t o
warn y oung p e opl e agai nst i t I n th i s matte r y outh n e e ds t h e spurs
rath e r than a bri dl e E v e n t h e m o st v i ol e nt and t h e m ost p er
s i st e nt e x e rti on i n th i s r e gard can w e ll t i e t h e m i nd s o that as a
result man may tak e a d i sl i ke t o sc i e nc e but w i ll n ot put i t ou t of
tun e wh e re i t has n ot alr e ady b ee n d i sc onc e rte d and th ere for e
foun d pl e asur e i n myst i cal b ooks and i n man i fe stati ons wh i ch go
b ey ond h e althy human und e rstand i ng To th i s als o b el ongs t h e
i ncl i nat i on t o d e v ote o n e s s e lf t o th e r e a d i ng o f b ooks wh i ch have
r e c e i v e d a c ertai n h oly an oi nt i ng m e re ly on acc ount o f th i s l i beral
i s m w i th out a i m i ng a t t h e m oral for wh i ch a c e rtai n auth or has
-n ot e by Kan t
c oi n e d t h e p h ras e H e i s wri ti ng mad
F
o
t
o
[
]
“
I t i s a c omm on e xp e ri e nc e that m e rchants e ngage i n t oo much
bus i n e ss and l os e th e ms e l ve s i n t oo e xt e ns i ve plans B ut anx i ous
pare nts n e e d n ot fe ar e xc e ss of i ndustry i n th e i r y oung p e opl e ( i f
th ei r h e ads ar e l e ve l t o b e g i n w i th ) N ature h e rs e lf guards agai nst
such ov erl o ad i ng of kn owl e dg e i n th i s w a y th e th i ngs ov e r
wh i ch h e has rack e d h i s brai ns but all t o n o purp os e d i sgust th e
— Ant hr o olo
H
art
nst
ei n vi i
pp
5
3
5
e
t
c
e
s tud e nt
gy
p
1
“
So
,
.
.
r
,
,
,
.
’
,
,
,
’
‘
.
,
.
.
,
,
”
.
5 36
.
,
.
,
.
.
,
T HE T R EAT ISE
16 9
must b e full of constrai nt but th i s do e s
shall b e slav i sh ?
,
A s for
m i nd ? i t must
6 8
.
fr e e cul tur e
obs e rv e d that
the
be
n ot
mean that i t
of
it
the faculti e s of th e
i s cont i nuous
I t has
.
Kant h e r e i n d e parts fro m R ouss e au i n thus d e ny i ng t h e gre at
valu e o f t h e pri nci pl e of uti l i ty as a m oti ve for l e arn i ng Th e fol
l ow i ng passag e i n t h e A nt hr op ology e t c ( H art e nst e i n V i i p
c ould w e ll b e tak e n as d i r e ct e d agai nst th e gr e at e ffort of t h e
“
To m a k e
Ph i l n t h r op i n i s t s t o r ob w o rk o f i t s tru e characte r i st i cs
s om e th i ng d i fficult e asy i s a s e vi ce ; t o r ep es en t i t as e asy th ough
C
f
S
e ct i o n 6 4 n ot e
on e i n ot abl e t o d o i t o n e s s e lf i s d ecei t
(
)
Kant h e r e m e ans t h e i nt e ll e ctual p ow e rs e xclud i ng t h e
“
“
affe cti v e and act i v e p ow e rs H e foll ow e d t h e ol d d octri n e
h e e stabl i sh e d t h e d o ctri n e by
o f t h e m e ntal facult i e s — i nd e e d
gi vi ng i t h i s auth ori tat i v e ad opt i on -wh i c h h e rath e r re gard e d
Th e basal d i ffe r e nt i at i o n b e tw e e n Kanti an a n d
as r e al p ow e rs
H e rbarti an p e dag o gy i s first t o b e s ought i n H erb ar t s cr i t i cal ov e r
thr ow of th i s psyc h ol og i cal d octri n e of th e facult i e s
Kant h er e as e ls e wh e re acc e pts t h e th e ory of t h e e qu i li bri um
of t h e m e ntal facult i e s wh i ch has b e e n and r e ma i ns a n u n d em on
Th e c orr e sp ond i ng th e ory i n phys i cs w as
s t r a bl e i d ea l of psych ol ogy
e stabl i sh e d i n t h e past g e n e rat i o n as t h e w o rk i ng pr i nc i pl e o f t h e
c ons e rvati on a n d c orre lati on of e n e rgy Thi s i d e al h a s play e d an
e n orm ous r ol e i n p e dag ogy usually i n t e rms of t h e ol d p e dag og i cal
maxi m wh i ch Kant h e re pr obably m ost n e arly appr ox i mate s of
“
harm oni ous d ev e l opm e nt o f t h e m e ntal p o we rs as an en d
the
e e S e ct i on
n e of h i s e ar
and a duty i n e ducati on
S
I
n
o
(
li e st obs ervati ons up o n t h e structure of th e human m i nd h e
fo und psych ol ogi cal fe ature s wh i ch i f tru e rob th i s max i m of all
“
I n t h e p e rfe cti on o f t h e human und erstan d
i t s e mp i r i cal w orth
i n g th e r e i s n o such pr op ort i on and si m i lar i ty as for e xampl e
I n t h e cas e of t h e latte r i t i s
i n t h e structur e of t h e human b ody
i nd e e d p oss i bl e t o e sti mat e t h e s i z e o f t h e wh ol e fr om t h e s i z e of
on e and t h e oth e r m e mb e rs but i n m e ntal ab i l i ty i t i s e nt i re ly
1
.
,
.
,
.
.
a
r
r
’
s
,
”
.
.
,
.
,
2
,
”
”
.
,
,
,
.
’
.
,
,
,
,
.
.
,
,
,
”
.
,
,
,
.
,
,
,
,
EDUC AT I O N AL T HE O R Y O F I MMANUEL K AN T
17 0
h i gh e r p ow e rs parti cularly i n Vi e w Th e low e r
p ow e rs a r e culti vat e d at t h e sam e t i m e but only wi th
e fe r e nc e t o th e h i gh e r ; w it
r
for e xampl e
Educatio n f
th M
t l
w i th r e fe re nc e to th e und e rstand i ng Th e
F lt i e
pri nc ipal rul e t o b e fo ll o w e d h e r e i s that n o
p o w e r of t h e m i nd shall b e culti vat e d i n i s o lati on but
e ach w i th
r e fe r e nc e t o t h e oth e rs ; for e xampl e the
i magi nati on o nly for t h e b e n e fit o f t h e und e rstand i ng
Th e l o w e r faculti e s hav e no worth i n th e ms e lves for
e xampl e a man m a y hav e a gr e at m e mory but no j udg
m ent S uch a on e i s a l i v i ng l e x i con But such pack
mul e s of Parnassus a r e n e c essary ; for although th e y
th e ms e l v e s a r e unabl e to pr o duc e anythi ng rati onal th e y
can drag along th e mat e ri al o ut o f wh i ch o th e rs can
bri ng som e thi ng g o od ? W i t becom e s outri ght s i lli n e ss
the
.
,
,
o
e
,
en a
a cu
.
s“
,
,
.
,
,
.
.
,
,
d i ffe re nt S ci e nc e i s an i rre gular b o dy w i th out eve nn e ss an d
uni form i ty A l e arn e d man of a dwarf s statur e o fte n e xce ls i n
th i s or that d i v i s i on o f kn owl e dg e an oth e r w h o t ow e rs far ab ov e
h i m w i th t h e wh o l e rang e o f h i s sc i e nc e
Th e van i ty o f m e n d oe s
n ot e xt e nd s o far acc ord i ng t o all app e aranc e s as n ot t o b e awar e
-Thou h t s on t h e Tr u e Va l u a t i on o
of th i s d i ffe r e nc e
g
f Li vi ng
For ces
H art e nste i n i p 7
Th e re o ccur many allus i o ns i n Kant s wri t i ngs t o e mpty and
l i fe l e ss l e arn i ng of wh i ch th es e a re a few i nstance s
“
Th e re i s als o gi ga n ti c l e arn i n g but wh i ch i s oft e n cy clop ea n
-that i s t o s a
— nam e ly that of tru e ph i l os ophy
lack
i
ng
an
e
e
y
y
i n ord e r t o u s e p u rp os i v e ly thr o ugh r e as o n th i s mass o f h i st or i cal
kn owl e dge t h e burd e n of a hundr e d cam e ls — A n t h op ol ogy e t c
H art e nst e i n v i i p 5 45
H e w h o cann o t t hi n k h i ms e lf alth ough h e can l e arn a gr e at d e al
i s call e d a d ull ( stup i d ) man
A p ers on can b e a va s t sch olar ( a
mach i n e for th e i nstructi on of oth e rs as h e h i ms e lf was i nstructe d )
and y e t b e v ery s tup i d s o far as th e rati on a l u s e of h i s h i stori cal
.
,
’
.
.
,
,
”
.
,
.
.
.
1
’
,
,
,
,
,
,
,
.
,
,
.
.
r
,
.
,
.
,
,
.
,
,
EDU CAT I O N AL T H E O RY O F I MMAN UE L KANT
17 2
un i v e rsal rul e h e should b e p erm i tt e d to c i te i nstanc e s
i n h i story or i n fabl e s i n wh i ch i t i s conc e al e d and
passag e s i n po e try wh e re i t i s alr e ady e xpressed and
thus i nduc e d to e x e rc i s e hi s w i t m emory e t c
,
,
,
,
6 9 Th e
.
,
max i m ta n tum s oi m us qu a n tum m em or i a ten e
m u s ? i s w i thout d o ubt q u i te c o rre ct and that i s why the
cultur
e
of
th
e
m
e
m
ory
i
s
v
ry
n
e
c
e
ssary
e
Im p t
of
M m y nd
A ll th i ngs a r e s o mad e that t h e und e rstand
R ol e of
M h ni c l
i n g first fo ll ows t h e s e nsuous i mpr e ss i ons
Me t h d
and th e m e mory must re ta i n them Thus
i t i s fo r e xampl e w i th languag es
Th e y can b e l e arn e d
2
e i th e r by formal
m e mori zin g or by conv e rsat i on and
i n t h e c as e o f mod e rn languag e s t h e latt e r i s t h e b e st
m e thod Th e ac q ui s i ti on of a vocabulary i s re ally i h
.
,
,
,
.
or a n c e
e
or
ec
a
a
O
a
s’
.
,
,
.
,
.
last e p och
fi rs t t w o ,
et a
'
5 17
m or e
it is
s e e i ng all
n ega t i ve,
— A n t hr o ol o
p
gy ,
et c
fool i shn e ss
H art e nst e i n
the
.
,
of
vii
th e
.
p
.
.
I t sh oul d
bs e rve d h ow Kant h e r e w orks h i s d octri n e of free
d om i nt o t h e i nt e ll e ctual pr o c e ss e s —a t e nd e ncy hardly i n acc ord
w i th t h e Cr i ti que of P ur e R ea s on Th i s v i e w i s d e fin i te ly a ffirm e d
i n t h e A n t h op ol ogy e t c
Th e i nn e r p e rfe cti on o f man c ons i sts
i n th i s that h e has th e u s e o f all h i s facult i e s i n h i s p o w e r s o as
—Ib i d
to subje ct th e m t o h i s fre e w i ll
p 45 5
W e kn ow o nly s o much as w e h old i n t h e m e m ory A s for
t h e c orr e ctn e ss o f th i s max i m that i t m i ght s e rv e as a bas i s for
p e dag o gi cal pract i c e s th e re h as b e e n much d e bate W e o f t o-day
would probably i nv e rt t h e orde r of d e p e nd e nc e and s a y that w e
r e ally rem e mb e r o nly that wh i ch w e kn ow and th e r e for e e as i ly
fo rge t what w e d o n ot und e rstan d
“
“
F ormal and mate r i al a r e i mp ortant c onc e pts i n Kant s
ph i l os oph i cal th i nk i ng wh i ch app e ar i n h i s p e dag ogy ( C f t h e
t yp e of d i v i s i on i n S e cti on
be
o
,
.
r
,
,
,
”
.
.
,
.
.
1
.
,
.
,
,
,
.
2
’
”
”
,
.
.
T R EA T ISE
TH E
17 3
but i t i s b e st to have the pup i ls l e arn those
occur i n r e ad i ng an auth o r I t i s n e ce s
sary that t h e pup i ls hav e a fix e d and d e fin i t e task Ge
ogra p h y als o i s b e st l e arn e d by a m e chan i cal m e th o d
Th e m e mory e sp e c i ally lov e s th i s form o f m e chan i sm
and i n a multi tud e of cas e s i t i s v e ry us e ful Up t o the
pr e s e nt ti m e th e re has b ee n contri v e d n o m e chan i sm to
fac i litat e t h e study o f h i story ; t h e att e mpt has b e e n
mad e w i th tabl e s but th e se d o n ot app e ar t o hav e v e ry
g o o d e ffe cts ? H i st ory how e v e r i s an e xc e ll e nt m e ans
M e m ori zi ng
of e x e rc i s i ng th e und e rstand i ng i n j ud gi ng
i s v e ry n e c e ssary but as a m e r e e x e rc i s e it has no valu e
— for e xampl e m e mori z i ng a sp e e ch word for w o rd
I n any cas e i t only h e lps towards t h e e nc o urage m e nt of
confid e nc e ; and b e s i d e s d e clai m i ng i s s o m e th i ng for
?
adults o nly
H e r e b e long als o all th os e th i ngs wh i ch a r e
l e arn e d m e r e ly for a futur e exam i nati on o r i n futu r a m
3
ob li vi on em
Th e m e m ory shoul d b e e mploy e d on l y w i th
di spensabl e ;
w ords wh i ch
.
.
.
,
.
,
,
,
.
,
,
,
.
,
,
,
,
.
k c i te s i n a n ote th e h i st or i cal tabl e s of S ch ol z e r and sug
ge sts that Pe stal oz i s i d e a and pract i c e app e ar t o hav e b ee n e xpre s
s i v e o f t h e m e chani cal a i ms h e re d i scuss e d by Kant
To b e sur e th e r e a r e m en o f i nt e ll i g e nce a n d i ns i ght w h o s e e m
t o b e i ncapabl e o f d e cla i m i ng
But i t i s c e rtai n that that i s m ore
e as i ly r e m e mb e r e d wh i ch i s r e ad w i th t h e n e c e ssary e xpr e ss i on or
wh i ch at l e ast c o uld b e s o r e ad and t h e lat e st m e th od of r e ad i ng
has pr ove d that t h e foundati o n for th i s can b e lai d e as i ly and s uc
ce s s fu ll y
S e e Ol i v i e r Ueb e Ch a ct r a n d Wer t gu t e Un t er r i cht s
m et hod en L e i p z i g 1 80 2 and h i s Ku n s t l es en u n d echt s chr ei b en eu
l eh en
D e ssau 1 80 1 ( On t h e C haract e r a n d W orth of Good
Me th ods of I nstructi on and A rt o f T e ach i ng R e ad i ng and Corre ct
Wri ti ng ) [A n ote by Kant ]
To b e s oo n fo rg otte n
1
Rin
,
z
’
.
2
,
.
,
,
,
,
.
r
,
,
,
,
ar
r
e
,
r
'
r
,
,
.
_
,
.
2
.
EDU CA T I O N AL T HE O R Y OF I MMANUEL K AN T
17 4
such th i ngs as a r e i mportant for us to re memb e r and
wh i ch hav e relati on to r e al l i fe Nov e l -re ad i ng i s most
i nj uri o us to ch i ldre n s i nc e i t only s e rv e s t o amus e them
for t h e ti m e b e i ng
S uch r e adi ng w e ak e ns t h e m e mory
I t w o uld b e absurd to wi sh to re m e mb e r romanc e s and
to re p e at th e m to oth e rs
Thus all n ov e ls s h ould b e
tak e n o ut of t h e hands of ch i ldre n Whi l e r e ad i ng
th e m th e y fashi o n for th e mselv e s i n th e story a new
romanc e ; for th e y r e arrang e t h e c i rcumstanc e s and fall
o
i nt re v e ri e s and b e com e e mpty m i nd e d ?
D i stracti ons must n e v e r b e tol e rat e d l e ast of all i n
t h e sch o ol for th e y end i n pr o duci ng c e rtai n i ncl i nat i ons
a n d c e rtai n hab i ts
E v e n t h e most b e auti ful
D i t ct i
tal e nts p e ri sh i n hi m who i s subj e ct to d i s
tract i on I f chi ldr e n b e c o me h ee dl e ss i n th ei r pl e asure s
th e y so on c o mpos e th e ms e lv e s ; but th e y app e ar most
d i stract e d wh e n th e y hav e som e naughti n e ss i n m i nd
for th e n th e y a r e thi nki ng h o w th e y can conc e al or
.
,
.
.
.
.
,
,
,
.
s ra
on .
.
,
,
Kant re marks r e p e at e dly on t h e e v i ls of n ove l r e adi ng ( C f
“
for e xampl e A n t h op ol ogy e t c H arte nst e i n vii p
N ov e l
r e ad i ng b e s i d e s caus i ng many oth er d e pr e ss i ons of t h e sp i ri ts
mak e s d i stracti o n hab i tual For alth ough by d e scri pt i ons of
charact e rs wh i ch a e r e ally t o b e found am ong m e n ( alth ough t h e
d e scri pt i on s ar e e xagg e rat e d) i t g i ve s t h e th oughts a c oh e re nc e
i
n a tru e h i s t or y w h os e e xp os i ti o n must
c
nn
c
as
o nt i nu i ty
e ct i on
o
)
(
always b e i n a c e rtai n way y s t em a t i c y e t at t h e sam e ti m e i t all ows
th e m i nd wh i l e th e r e a d i ng i s g oi ng o n t o i ns e rt d i gr e ss i o ns ( for
sti ll oth e r e v e nts as i magi n i ngs ) and th e curre nt of
e xampl e
th ought b e c om e s f a gm en t a y s o that t h e i de as of on e and t h e
sam e obj e ct ar e all ow e d t o play ab out i n th e m i nd i n a scattere d
way ( p a r s i m ) n ot c onn e ct e d accord i ng t o i nte ll e ctual un i ty (con
p
S
e e als o S e l e ct i on VI
(
1
.
r
,
.
,
,
.
,
,
.
,
.
,
r
,
,
,
s
,
,
,
,
r
s
.
r
,
,
.
.
E DU CAT I O N AL T HE O R Y O F I MMAN UE L KAN T
17 6
and e ngravi ngs leads t o pol i ti cal g e ography F rom a
study o f t h e present surfac e of th e e arth th e stud e nt
go e s back to i t s form e r c o nd i ti on and c o m e s up on
anci e nt ge ography anci e nt hi s t ory e t c
I n t h e i nstructi on of ch i ldre n w e must try to e ffect a
gradual un i o n of knowl e dge and pow e r A m o ng all
the
sc
i e nc e s math e mati cs app e ars to b e t h e
Un i o n f
K wl d g e
o n e wh i ch best accompl i sh e s th i s purpos e ?
nd “ w “
M ore ov e r knowl e dg e and languag e should
But the
b e un i t e d ( e l o q u e nce rh e tori c and oratory )
.
,
,
,
,
.
.
,
o
no
a
e
e
,
,
nd i cate d i n h i s ann ounc e m e nt of h i s un i v ers i ty
l e cture s for that w i nte r s e m e ste r a part of wh i ch i s transl ate d i n
S e l e cti on VII Wallac e r e marks i n h i s Ka n t ( p 31) that Kant and
“
H amann th e Magus of t h e N orth
s e e m i n 1 7 5 9 t o have e n
t ert a i n ed t h e i d e a o f a j oi nt -w o rk— a natural ph i l os ophy for ch i ldr e n
1 7 6 5 —6 6
,
as
.
,
is i
,
.
.
”
,
,
sik
K
n d er h
i
p y
)
(
.
On th i s s eparat i o n of kn owl e dge and ab i l i ty wh i ch Kant s i mply
p ostulate s h e re as e x i st i ng and as c onsti tut i ng a pr obl e m for all
i nstructi on h e make s a sp e c i al r e mark i n t h e C i t i qu e of Ju dgm en t
i n try i ng t o d e te rm i n e th e i nti mat e natur e of art
Ar t as t h e sk i ll o f man i s als o t o b e d i sti ngu i sh e d fr o m sci e nc e
p
w
r
fr
m
kn
owl e dg e
as
pract
i
cal
fr
o m th e o r e ti cal fac u lty as
o
e
o
(
)
t e chn i q u e fr om th e ory ( as surve y i ng from ge om e try) A nd e ve n
that wh i ch on e ca n d o as s oon as h e k n ows what sh ould b e d on e
and th e re fore i s su ffici e ntly fam i l i ar w i th t h e d e s i r e d e ffe ct cann ot
Only that wh i ch on e e ve n th ough h e kn ows i t m ost
b e call e d art
th or oughly has n ot y et t h e sk i ll t o mak e b e l ongs i n s o far t o art
-H art e nst e i n v p 3 1 3
Th i s unusual p e dag ogi cal s e l e cti on of math e mat i cs as capabl e of
ov e rc o m i ng th e c ontrad i ct i o n usually a ffirm e d t o e x i st b e t w e e n
th e ory and pract i c e had m ore l i ght thr own up on i t acc ord i ng t o
W i llmann (p
i n B e rnhard i s Ma t hem a t i k u n d Sp a chen
Gegen s a t u n d Er ga nz ung 1 81 8 wh o s e fo undat i o n was d e r i v e d
from Kant s th e ory of kn owl e dge ( C f S e cti on 7 5 b e l ow )
1
,
r
,
,
,
.
,
,
,
,
.
,
,
,
.
.
.
,
’
r
.
z
,
,
’
.
.
,
.
,
T HE T R EA T ISE
17 7
chi ld must also l e arn to d i sti ngu i sh cl e arly b e tw e e n
kn o wl e dg e and m e r e op i n i on and b e l i e f? I n th i s way
th e r e i s form e d a corr e ct und e rstand i ng and a tast e that
Th e tast e wh i ch i s
i s cor r ect rath e r than fi n e o r d eli ca t e
t o b e culti vat e d first i s that of t h e sens e s e sp e c i ally that
?
o f t h e e y e and lastly that o f i d e as
,
.
,
,
71
.
vat e
R ules must app e ar i n e v e ryth i ng that i s to culti
?
t h e und e rstand i ng
I t i s also v e ry us e ful to a h
s e c ond part o f t h e Me th od ol ogy of
t h e C i t i qu e of P u e R e s on wh e r e Kant tr e ats at l e ngth o f th e
re lat i ons b e tw e e n op i n i ng kn ow i ng and b e l i evi ng
C f S e cti on 5 2 and n ote I n th e s e t w o paragraphs of S e ct i on
7 0 wh i ch t e nd t o summari z e t h e c o nt e nt of a c o urs e of study i t
i s rath e r ama z i ng n ot t o find anyth i ng s e l e cte d fr om p oe try mus i c
and th e oth e r fi n e arts a s contai n i ng e ducati ve mate ri al ( S e e
S e l e cti on V ) On e i s te mpt e d t o ask Was t h e last paragraph of
S e cti on 7 0 wri tte n aft e r t h e C i t i que of J u dgm en t ( 1 7
e sp e c i ally
i t s I ntr oduct i on wh i ch tre ats cri ti cally of t h e un i on o f man s
psych ol ogi cal p o w e rs i n aesth e ti cal e xp e ri e nc e s and i t s e xpr e ss i o n i n
judgm e nts o f taste ?
“
Th e natural und e rstand i ng can thr ough i nstruct i o n b e e n
ri ch e d w i th many c onc e pts and furn i sh e d w i th rul e s ; but t h e
s e c ond i nte ll e ctual faculty— nam e ly that of kn ow i ng Wh e th e r
s om e th i ng falls und e r a rul e or n ot j udgm e nt (j u d i ci um )— cann ot
b e taught but o nly pract i s e d ; th e r e for e i t s gr owth i s call e d ma
t u r i t y and that und e rsta nd i ng wh i ch w e say d oe s n ot c om e b e for e
I t i als o e asy t o s e e that th i s c o uld n ot b e oth e rw i s e
t h e y e ars
for i nstruct i o n tak e s plac e by c o mmun i cat i o n o f rul e s
I n cas e
o n e s h o uld att e mpt t o i nstruct j u d gm e nt
uni ve rsal rul e s would
b e n e c e ssary acc ord i ng t o wh i ch on e c ould d e c i d e wh e th e r a g i v e n
cas e falls und e r a rul e or n ot e t a — A n t hr op ol ogy et c ( 1 7
H arte nste i n vi i p 5 1 5
1
th i rd s e cti on
S e e th e
r
of
th e
a
r
,
”
,
.
,
2
.
.
,
,
,
,
.
,
,
.
r
’
,
2
,
,
,
,
,
,
,
,
s
.
.
,
”
,
,
.
.
.
,
.
EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
17 8
stract them s o that the und e rstand in g may not proc e ed
i n a m e r e ly mechan i cal fash i o n but rath e r wi th a con
s ci o us n e s s o f th e rule wh i ch it i s follow i ng
I t i s als o v e ry go od to arrang e th e rul e s i nto certa i n
formulas and to i ntrust th e m i n th i s form t o the m emory
e
if
l
Th
n
we
r
m
mb
r
a
ru
and
hav
for
e
e
e
e
e
T i i ng t h e
U d e t n d i g g o tt e n i t s appl i cat i on w e w i ll not b e long i n
recoveri ng i t H e r e occurs the q u e sti on wh e th e r rul e s
should first b e gi v e n i n a b s tr a cto and l e arn e d only wh e n
th ei r appl i cati on h a s be e n compl e t e d or should rul e
and us e go to geth e r
Th e latt e r c o urse alon e i s a d
v i s ab l e
I n th e oth e r i nstance t h e use remai ns v e ry
unc e rtai n unti l on e r e ach e s t h e rules Th e rul e s should
also occasi onally b e arrange d i nto classes ; for th e y a re
n ot r e tai ned i f th e y hav e n o r e lati on to one anoth e r
Thus grammar must always b e a l i ttl e i n advanc e i n t h e
study o f languages
,
,
.
.
,
ra n
n
n
rs a
,
.
,
.
.
.
.
.
We must n o w gi ve a systemati c concept of the
whol e ai m of e ducati on and of th e mann e r i n wh i ch it i s
?
t o b e attai n e d
Fn l D
D
72
i
of
a
Ed
.
IV ISIO
u ca t i on a
A c t i v mes
ture
.
l
‘
The gen er a l cu ltur e of the fa cu lti es of the
m i n d , di sti ngu i shed from th e i r parti cul a r cul
1
.
I t ai ms at dext e ri ty and p e rfe cti on
th e
:
pup i l
is
Th i s s e cti on tak e n w i th S e cti on 3 1 consti tute s t h e ch i e f d i vi s
i on o f e ducati onal th e ory wh i ch Kant mak e s h i s wh ol e tr e atm e nt
b e i ng sub ordi nat e d t o or re gulat e d by th i s d i vi s i on Th i s s e cti o n
pre s e nts h i s c once pti on of t h e parts of e ducat i on m ore sci e nt i fically
s o t o sp e ak than d o any o f t h e oth e r s e ct i ons tr e at i ng th i s p oi nt
S e ct i ons 3 1 7 2 sh ould b e cl os e ly c omp are d w i th S e cti on 1 8
b e tw e e n wh i ch on e d oe s n ot find any lack of harm ony t h e latt e r
1
,
,
,
.
,
,
.
,
,
,
EDU CAT I O NA L T HE O R Y O F I MMANUEL K AN T
1 80
it
upon e xampl e s thr e ats pun i shm e nts et c Th e n it
would b e n oth i ng but m e re d i sc ipl i n e W e should s e e
t o it that the pup i l b e hav e s w e ll from h i s ow n max i ms
and n ot from h ab i t and that h e n ot only do th e good
but do it fo r t h e r e ason that i t i s go o d ; for t h e m o ral
worth o f acti ons co n s i sts i n th e max i ms of good Th e
d i ffe re nc e b e tw e e n phys i cal e ducati o n and moral e duca
ti on i s th i s : t h e fo rm e r i s pass i v e fo r t h e pup i l t h e
latt e r acti v e H e must always p e rc e i v e t h e pri nci pl e s
o f act i on and t h e bond wh i ch attach e s i t to the i d e a o f
?
duty
.
,
,
,
.
,
,
.
,
.
73
m i nd
2
.
The p a r ti cu la r cu ltur e of t he fa cu lti es of the
Thi s i nclud e s t h e culture o f th e i nt e llect , t h e
.
?
s e ns e s t h e i magi nat i on t h e m e mory t h e
Cul t u e f t h
Low M t l stre ngth e ni ng of th e att e nti on an d t h e w it
F cu l t i es
and th us whatev e r conc e rns t h e low e r
p ow e rs of th e und e rstand i ng W e h av e alre ady m e n
t i on e d the culture of th e s e ns e s ; fo r e xampl e t h e
v i sual p e rc epti o n of spac e A s fo r th e cultur e of th e
o
r
,
,
e
,
en a
er
a
,
,
'
.
,
.
w i ll i ng th e obj e ct i v e pri nc i pl e ( i e that wh i ch w ould als o s e rv e
all rati onal b e i ngs subj e cti v e ly as a practi cal pri nc i pl e i f re as on
had full p ow e r ove r t h e act i v e faculti e s ) i s t h e practi cal la w
Fun d a m en t l P i n cip l es of t h e Met ap hy s i c of Et h i cs H arte nst e i n
i
t
i
C
f
t
h
e first s e ct i o n o f t h e
u
e o
C
P
a
c
t
i
c
a
l
i v p 248
q
f
(
R eas on ) A max i m b e i ng t h e formula wh i ch d i ctat e s an acti on
for a r e as o nabl e b e i ng i s opp os e d t o t h e pri nc i pl e o f m e chan i cal
acti on I t i s l i k e w i s e an i mp ortant e l e m e nt i n h i s th e ory o f m oral
e e S e ct i ons 7 7
S
e ducat i on
(
S e e S e ct i o n 19
C f S e cti o ns 5 2— 6 6 and 6 8— 7 1 for th e e arl i e r d i scuss i ons of t h e
c ultur e of t h e l ow e r facult i e s o f t h e m i n d
of
.
.
”
.
a
.
.
.
s
r
,
r
.
,
.
,
.
,
.
1
.
2
.
.
,
r
T HE T R E AT ISE
18 1
the fo llow i ng i s t o h e r e marked : ch i ldre n
hav e an e xtre m e ly pow e rful i magi nat i on wh i ch has n o
n e e d o f b e ing furth e r str e tch e d an d strai n e d by fai ry
tal e s I t has much m o re n e e d o f b ei ng g o v e rn e d and
bro ught und e r r ul es ; b ut at th e sam e ti m e it should
n o t b e l e ft e nti r e ly i nacti v e
G e ograph i cal maps hav e som e th i ng i n th e m wh i ch
charms all ch i ldr e n e v e n th e small e st Wh e n th e y are
ti r e d of e v e ryth i ng e ls e th e y sti ll l e arn som e
V l fM p
thi ng wh e n maps a r e us e d An d th i s i s an
e xc e ll e nt d i v e rs i on for ch i ldr e n wh e r e th e i r i magi nati on
i s n ot allow e d to wand e r but must b e fix e d on a d efi
n i te figur e I t i s re ally p oss ibl e t o b e gi n w i th g e ography
Pi ctures of an i mals plants e t c
can b e add e d at the
sam e t i m e ; these w i ll enl i v e n g e ography But h i story
should not app e ar unti l lat e r
A s fo r stre ngthen i ng th e attenti on it should b e oh
s e rv e d that th i s must not b e n egl e ct e d To attach o ur
th o ughts fix e dly t o an obj e ct i s n ot s o much
A t t e t i on
a tal e nt as a w e akn e ss of our i nn e r s e ns e
b e caus e it i s i nfl e x ib l e i n th i s cas e and cannot b e appli e d
at w i ll D i stracti on i s th e e n e my of all e ducati on ; but
m e mory i s bas e d up on att e nti on ?
i magi nat i on ,
,
.
.
,
,
.
.
,
,
a ue o
a
s
.
.
,
,
.
.
.
,
,
,
.
.
,
.
n
.
,
.
F o ll ow i ng t h e passag e fr om t h e A n thr op ology e t c translate d
n ote 1 t o S e cti o n 6 9 p 1 7 4 Kant gi v e s thi s i llustrati on
1
,
in
.
,
.
,
,
t e ach e r fro m t h e pulp i t o r i n th e acad e m i c class ro om or
t h e l e gal pr os e cut or or adv ocate i f h e w i sh e s t o sh o w pr e s e nc e o f
mi nd i n fre e d e l i v e ry (i mpromptu) e ve ntually i n re lati ng s om e th i ng
must g i v e pr oof of thr e e k i nds o f atte nt i on first re gard for that
wh i ch h e i s n ow s a y i ng i n ord e r t o repr e s e nt i t cl e arly ; s e c o nd
r e fe r e nc e t o that wh i ch h e h a s s a i d ; and th i rd prov i s i on for th at
“
Th e
-
,
,
,
,
,
,
:
,
,
,
,
E DUCA T I O NA L T HE O R Y O F I MMANUEL K AN T
182
A s for the hi gher fa culti es of the u n d er s ta n di ng we
hav e to d o h e re w i th t h e culture o f t h e und e rstand i ng t h e
t h e r e as o n
e rt ai n
j
udgment
and
I
n
a
c
Cu l t ur e f t h
Hi gh M t l s e ns e t h e trai n i ng of th e und e rstandi ng can
F
m
b egi n pass i v e ly w i th t h e c i tati on o f e xampl e s
w hi ch apply to a rul e or vi ce ver s a w i th th e d i scov e ry
o f t h e rul e wh i ch appl i es to part i cular cas e s
Th e j udg
ment i nd i cat e s what us e i s t o b e mad e o f t h e und e r
sta ndi ng Th e und e rstand i ng i s n e cessary i n ord e r to
co m pr e h e nd what h as b e e n l e arn e d or spok e n and i n
ord e r t o r e p e at noth i n g wi thout comprehendi ng i t H ow
many r e ad and h e ar thi ngs w i thout und e rstandi ng th e m
even though th e y b e l i e v e the m "Pi ctures and th i ngs
ar e nec e ssary to und e rstand i ng
The reason d i s cerns pri nci ples B ut i t must b e r e
m e mb e r e d that we are here speaki ng of a re ason that i s
sti ll und e r gui dance ; hence i t must n ot always w i sh
t o reason but i t must be on i t s guard agai nst re ason i ng
t o o much ab out that wh i ch transc e nds i t s concepts
W e are n ot here sp e aki n g of the sp e culati v e r e ason but
of refl e ct i on up on that wh i ch occurs accord i ng t o i t s
caus e s and e ffe cts I t i s a re ason wh i ch i n i ts economy
and arran g ement i s practi cal ?
74
,
.
,
en a
er
acu
,
e
o
es
.
,
'
,
,
.
.
,
.
,
.
.
,
.
,
,
.
,
w hi ch h e wi s hes t o s y late r I f h e n e gl e cts atte nt i on t o th e s e
thre e th i ngs — i e i f h e ne gl e cts t o arrange the m i n th i s ord e r —h e
d i stracts h i ms e lf and h i s h e are r or r e ad e r and e ve n a usually i n
t e l l i gen t man ca n n ot h e lp g e tt i ng c o nfus e d
Th i s e ve ry d ay practi cal re as on must n ot b e c o nfus e d w i th
t h e sp e culat i ve r e as on i n i t s e th i cal asp e cts wh i ch Kant als o calls
pract i cal
a
.
,
.
,
.
,
.
1
-
”
,
’
.
E DUC AT I O N AL T HE O R Y O F I MMANUE L K AN T
184
duc e cons i d e rable from th e i r o w n r e ason There are
many po i nts on wh i ch i t i s n ot nec e ssary that ch i ldren
should e x e rc i s e th e i r r e ason Th e y must n o t r e ason
about e v erythi ng Th e y d o n ot n e e d t o know th e r ea
s ons of e v e ry thi ng wh i ch i s to contrib ut e to th ei r e d u
cati on ; but as s o on as duty com e s i nto q u e sti on t h e
pri ncipl e s must b e mad e kn o wn to th e m W e must s e e
t o it anyway that rati onal knowl e dg e b e drawn o ut of
th e m rath e r than i ntroduced i nto th e m Th e S o crati c
should furn i sh th e rul e for th e cat e ch e ti cal m e th o d ? I t
i s to b e sur e rath e r slow ; and i t i s d i fficult s o t o
arrang e i t that at t h e sam e ti m e that knowl e dge i s
b ei ng drawn out of on e m i nd th e oth e rs shall l e arn
so m e th i ng Th e m e chani cally cat e ch e ti cal m e thod i s
als o go o d i n many o f th e sc i e nc e s ; for e xampl e i n t h e
i nstruct i o n i n re veal e d rel i gi on
I n un i v e rsal re l i gi on
on t h e contrary i t i s n e c e ssary to e mploy t h e S ocrat i c
m e thod I n r e sp e ct to that wh i ch must b e l e arn e d h i s
.
.
.
,
.
,
,
.
,
,
.
,
.
,
,
.
Th i s pr oc e e ds s ol e ly by m e ans o f q u e sti ons and answ e rs
wh i ch hav e b e e n pre pare d i n advance of t h e pup i l s study In
i t s pure fo rm t h e t e ach e r d o e s n o t sp e ak oth e rw i s e than t o ask
“
t h e q u e st i o ns
I ts m e chan i cal characte r app e ars wh e n t h e
q u e st i ons and answ e rs alt e rnate as an a i d t o m e m ory (S e e Kant s
“
m od e l of a Moral C at e ch i sm S e l e cti on XI and S el e ct i on VIII
S e cti on 1 1 9 wh e r e Kant d oe s n ot s e e m t o h old t h e cat e ch i sm i n
ve ry h i gh e st e e m )
Wi llmann ( p 1 24) supp os e s Kant i n th e s e o bs e r vat i ons i n S ec
t i on 7 6 t o hav e had i n m i nd B ah r dt s Phi la nt hr op i n i s ch E i e
h un gsp l a n Frankfurt -a m -Ma i n 1 7 7 6 wh i ch i ntr oduc e d t h e c on
s i d e rat i on of th e S ocrati c m e th o d
J F C G rass e publ i sh e d a w ork i n 1 7 95 h e a ri n g th e t i tl e
1
’
.
”
.
’
.
”
.
,
,
.
,
,
.
.
’
,
,
er
rz
,
.
.
.
.
Lehr b u ch d er
a llgem ei n en
Ka t echet i k
n a ch
Ka n t
’
s ch en
Gr un d s ci tz t en
'
.
TH E
T R EA T ISE
185
m e chan i cally catechetical method
pr e fe rable ?
t ori cal l y , t h e
to b e
M O RA L E D UCAT I O N
found
is
?
M oral cultur e must b e bas e d upon max i ms not
upon di sci pl i ne D i sc i pl i ne pre v e nts d e fe cts ; moral cul
ture shap e s t h e mann e r o f thi nki ng On e M l c mhm
1
2 14
must s e e to it that th e ch i ld accustom h i m
s e lf t o act accord i ng to max i ms and n ot accord i ng t o ce r
77
.
,
.
e re
.
e
2 11
2 2
111 2
I n th e s e N ot es Kant has l i ttl e or n oth i ng t o s ay ab out l e arn
i n g ( s e e S e ct i ons 7 0 7 3
a t op i c of i mp ortanc e i n t h e gen
1
,
,
ral th e m e A n ot e on th i s p oi nt w i th s om e what w i de r and d i f
fere n t b e ar i ngs i s fo und i n t h e Di al e ct i c of t h e Cr i t i que of P r a ct i ca l
R ea s on has p e dag og i cal i nt e r e st and i s h e r e transcr i b e d
Le n i n g i s r e ally o nly t h e t otal i ty o f h i s t o i ca l sc i e nc e s Con
s e q u e ntl y only t h e t e ach e r of r e ve al e d th e ol o gy can b e call e d a God
l ea n ed man
B ut i f o n e w i sh e s als o t o call h i m w h o i s i n p os
s e ss i on of rati onal sci e nc e s ( math e mat i cs a n d ph i l os ophy ) l e arn e d
alth ough th i s w ould at onc e c ontrad i ct th e m e an i ng o f t h e w ord
i
as
at
all
t
m
e s o nly that can b e r e ck on e d as l e arn i ng wh i ch o n e
(
must b e t a ught and wh i ch th e re fore on e cann ot d i sc ove r by h i m
s elf thr ough r e as on ) e ve n s o t h e ph i l os oph e r w i th h i s kn owl e dge
o f God as a p os i t i v e sc i e nc e
w o uld mak e t oo p oor a figur e t o l et
h i ms e lf h e call e d lea r ned on th i s acc ount —H arte nste i n v pp
e
.
,
,
,
,
ar
r
r
.
.
,
,
,
,
,
,
”
,
.
1 4 3, 1 44
.
.
.
foot-not e 1 p 1 7 0 S e l e c ti on I Nos 8 1 8 2 0 als o S e l e c
t i ons VIII and IX
I n s e ve ral e d i ti ons of t h e Lectu e-Not es as i n R i nk s H arte n
st e i n s V ogt s et c wh i ch re tai n any h e adi ngs t o t h e di vi s i ons of
Kant s d i scuss i on s t h e sup e rscr i pti on Practi cal E ducati on i s
plac e d b e for e S e ct i on 91 Th e i nt e rve n i ng s ect i ons a r e s o pate ntly
“
c once rn e d w i th th i s t op i c that I have p l ac e d t h e h e a d i n g Moral
See
.
.
.
,
.
,
,
.
2
r
’
,
’
,
,
’
,
,
.
,
”
’
,
.
E DUCATI O N AL T HE O R Y O F I MMAN UE L KAN T
1 86
ta i n i mpulses D i sci pli ne leaves hab i ts only wh i ch fad e
away w i th y e ars The ch i ld should l e arn to act acc o rd
i ng to max i ms whose j usti ce he h i ms e lf p e rc e i v e s
I t is
eas i ly se e n that i t i s v e ry d i fficult to accompl i sh th i s i n
th e cas e of youn g ch i ldren and that th e refor e moral
educati on d e mands the utmost sagac i ty on the part of
pare nts and t e achers
Wh e n t h e ch i ld i s untruthful for e xampl e h e should
n ot be pun i shed but tr e at e d w i th c o nt e mpt and sh o uld
b e tol d that he w i ll n ot b e b e l i e v e d i n the future etc
But if he i s pun i s hed wh e n he does wrong and i s re
ward e d when he does right h e do es right i n ord e r to
be treate d well A nd when later he ent e rs t h e world
where th i ngs d o n ot happen i n that way b ut wh e re he
can d o right or wron g wi thout recei vi ng any reward or
chasti sement he b e com e s a man w h o th i nks only of h ow
he can b e st make hi s way i n the world and wi ll b e g ood
or b a d j ust as he finds i t most pro fi tab le
.
,
.
.
,
.
,
,
,
,
.
,
,
.
,
,
,
.
The max i ms must spri ng from man h i mself I n
mo ra l e ducati on th e atte mpt t o i ntroduc e i nto the c hi ld s
M ali t y m u, m i nd the i dea of what i s good or evi l must
1112 2 11 11 2
be mad e v e ry early I f on e w i shes t o es
Mo
t ab l i s h moral i ty th e re must b e n o pun i shm e nt
rali t y i s someth i ng s o holy and subl i me that i t must n ot
78
.
.
’
,
or
e
1
11
:
.
.
,
E d ucati o n
b e fore S e cti o n 7 7 foll ow i ng Kant s analys i s i n S e c
t i on 7 2 and acce pti ng B urg e r s v e ry prop e r sugge sti o n S e cti ons
7 7 —90 pr e s e nt t h e i nt e ll e ctu al bas i s and h e nc e t h e pass i v e asp e ct
S e cti ons 91 ff c ons i d e r t h e acti v e ac qu i s i t i on of
o f charact e r ;
characte r by t h e ch i ld
’
,
’
.
,
,
.
.
EDU CAT I O N AL T HE O R Y O F I MMAN UE L K AN T
188
I f on e wi shes to form a charact e r i n ch i ldren i t i s
very i mportant that i n all thi ngs th e y b e shown a c e rta i n
plan c e rtai n laws wh i ch th e y must fo llo w
e xactly
They should for e xample hav e a
fix e d ti me for sle e p for work and for r e c
r e a t i on ; t h e t i m e b e i ng onc e
fix e d must b e n e i ther
l e ngth e n e d n or short e n e d I n th e case of i nd iffe r e nt
th i ngs ch i ldr e n may b e p e rm i tt e d to e x e rc i se th e i r o w n
ch oi c e but th e y must always c o n t i nu e to obs e rv e what
th e y hav e onc e mad e a law for the m s e l ve s On e should
not att e mpt to gi v e ch i ldren the character of a c i ti zen
b ut rath e r that of a ch i ld
Thos e p e rsons who hav e n ot lai d down certai n rul e s
for thems e lv e s a r e untrustworthy ; it fr e q uently happ e ns
that i t i s i mposs ib l e to explai n th e i r c o nduct and on e
n e v e r kn ows e xactly wh e re to find th e m I t i s true that
thos e p e opl e a r e o ft en blam e d who always act accordi ng
t o rul e s ; for e xampl e th e man who r egulat e s h i s e v e ry
acti on by t h e clock ; but thi s bl a m e i s o ft e n unj ust and
th i s pre c i s e n e ss alth o ugh i t l o oks l i k e pai nful p un ct i l
i o us n e s s i s a d i spos i ti on favorabl e to charact e r ?
79
.
,
,
.
,
,
,
,
,
,
.
,
,
.
,
.
,
.
,
,
,
,
O b e di e nc e above all th i ngs i s an e ssenti al trai t i n
?
charact e r o f a ch i ld parti cularly that o f a pup i l
It
80
th e
.
,
,
,
sai d that Kant w a s s o re gular i n tak i ng h i s da i ly aft e rn oon
walks that pass e rs b y w o uld tak e ou t th e i r t i m e p i e c e s t o regulate
th e m by h i s app e aranc e Th i s n ote m i ght b e tak e n as h i s j u s t ifi
cati on of h i s re gular i ty
Th i s c onc epti on i s a lm ost a d i re ct transcri pt i o n o f h i s e th i cs
i nt h i s p e dag ogy ; for m oral i ty acc ord i ng t o Kant m e ans s e lf
1
It
is
-
.
2
o
,
,
TH E
is
T R EA T ISE
1 89
twofold : first i t i s an ob e d i e nc e to t h e a bs olu te w i ll
o f h i m w h o d i rects ; but it i s
s e condly an obed i e nc e
to a wi ll r ega r d ed a s r a ti on a l a n d good Ob e
d i e n ce can b e d e ri v e d from constrai nt and
th e n it i s a bs olu te or from c o nfid e nc e and
th e n it i s of t h e oth e r ki nd Th i s volun ta r y
obed i e nc e i s v e ry i mport ant ; but th e form e r i s als o e x
t e rn a ll y n e c e ssary s i nc e i t pr e par e s t h e ch i ld for th e a c
co m p l i s h m e n t o f such laws as h e wi ll hav e t o fulfil lat e r
as a ci ti z e n e v e n i f th e y d o n ot pl e as e h i m
,
,
,
.
,
,
,
.
,
,
.
Ch i ldr e n
must th e r e fore b e und e r a certai n law
o f n e c e ss i ty ; but th i s law must b e a un i v e rsal on e
whi ch i s to b e e sp e c i ally obs e rv e d i n schools U i v l L w
1
1 2 1
Th e t e ach e r must sh o w n o pr e d i l e cti on no
pre fe r e nce for o n e ch i ld ; fo r o th e rw i s e t h e law c e as e s
t o b e un i v e rsal
A s s o on as t h e ch i ld s e e s that all oth e rs
a r e n ot subj e ct e d to t h e sam e law as h e h e b e com e s p r e
sumptuous
81
.
,
,
n
.
e rs a
a
11
0 10 0
s
:
,
.
,
.
It
always sai d that everyth i ng should b e pre
s e nt e d t o chi ldre n i n such a mann e r that th e y w i ll d o it
from i n cli n a ti on Wi thout doubt th i s i s go o d i n m any
82
.
is
.
d e t e rm i nati on i n th e l i ght of an abs olut ely unchangi ng pri nci pl e
— that i s
m oral i ty i s ob e d i e nc e t o t h e r eas on b eh i nd c onduct
“
Kant s d oubl e tre atm e nt of th e p e dagogi cal uni t as b oth chi ld
ci ti z e n i nd i cate s that h i s c once pti ons of m oral i ty w e re
and
e l ab orat e d i n t h e l i ght of th e i r us e fuln e ss fo
all s oc i al as w e ll as
i nd i v i dual e nds — a phas e o f e ducat i o nal th o ught i n wh i ch pr e s e nt
day e fforts are e ngag e d ( S e e S e cti ons 1 2 1 7 1 8 0 2 5 2 9 8 8 1 12
,
.
,
’
”
r
,
.
et c
.
)
,
,
,
,
,
,
E DUC AT I O N AL T H E O R Y O F I MMANUE L K AN T
1 90
cases ; but there i s also much that must b e prescrib ed
for them as d u ty ? Th i s wi ll be o f very gre at valu e
duri ng the i r whol e l i fe ; for i n publ i c duti es
Dut y m
1 0 11 2 1
i n t h e labors o f an offi c e , and i n many
other i nstanc e s duty alone n ot i ncl i nati on can gui d e
u,
e
11
112
,
,
01
,
,
,
Kant s vi e w of th e psych ol og i cal affin i ty of t h e c once pt of duty
and i t s p e dagog i cal usage app e ars i n t h e foll o w i ng passage s
“
For t h e pure c onc e pt i o n of duty m i x e d w i th n o fore i gn ad d i
ti on of e mp i ri cal i n c i t e m e nts and e sp e c i ally t h e c onc e pti on of t h e
m oral l aw h as up on t h e human h e art by m e ans o f th e r e as on
al on e
an i nflu e nc e s o much m ore p ow e rful than all oth e r
m oti ve s wh i ch on e may offe r from t h e fi e ld of e xp e r i e nc e that i t
i n t h e c o nsc i ousn e ss o f i t s ow n d i gn i ty d e sp i s e s t h e latt e r and can
gradually b e c om e th e i r maste r et c
I n a foot-n ote t o th i s passag e Kant gi ve s an i nt e re sti ng obs e rva
t i on on t h e i nad e q uacy of t h e curre nt i nstruct i on i n m orals
“
I hav e a l e tte r fr om t h e late e x ce ll e nt S ul z e r [ 1 7 2 0— 1 7
in
whi ch h e asks m e wh y l e ss ons i n m orals acc ompl i sh s o l i ttl e h ow
My answ e r was
e v e r c o nv i nc i ng th e y may s e e m t o t h e r e as o n
B ut i t i s n o oth e r
d e lay e d by my pre parat i on t o g i v e i t c ompl e te
than that th e t e ach e rs th e ms e lve s ar e n ot cl e ar i n th ei r own i d e as
a n d th e y d e str oy th e m wh i l e try i ng t o mak e up for th i s by hunti ng
up m oti v es for b e i ng m orally goo d i n ord e r t o mak e th e m e d i ci n e
w
rful
F
o r t h e m ost ord i nary o bs e rvat i o n sh ows that wh e n
e
o
p
s e nts an acti on o f upri ghtn e ss fr e e fr om any i d e a of an
o n e r e pr e
ad vantag e of any s ort i n th i s or an oth e r w orld p e rform e d fai th
fully am i d t h e gr e ate st t e mptati ons df n ee d or e nti c e m e nt i t l e ave s
e v e ry s i m i lar acti o n wh i ch was i n t h e l e ast d e gr ee affe ct e d by a
fore i gn m oti v e far b eh i nd and ov e rshad ows i t i t e l e vat e s t h e s oul
and arous e s th e w i sh t o b e abl e als o t o b e hav e thus E v e n ch i l
dre n of m od e rat e a ge fe e l th i s i mpr e ss i on and dut i e s sh ould n e v e r
Fu n d a m en t a l P r i n
n
e
o
e
r
pr
s
nt
d
th
m
any
th
r
way
t
i
e
o
e
e
be e
H art e nst e i n i v pp
cip l es of t h e Met ap hy s i cs of Mor a l s ( 1 7
1
’
,
,
,
,
,
,
,
,
.
,
,
.
.
,
,
,
,
.
,
,
,
,
,
.
,
”
.
,
25 8 , 2 5 9
.
.
.
EDUCA T I O N AL T H E O R Y O F I MMANUE L KAN T
1 92
that wh i ch the ch i ld d e s i res or i n t h e i nfl i cti on of chas
Th e form e r i s clos e ly r e lat e d t o moral pun
t i s e m ent
Th e oth e r forms should b e
i s h m e n t and i s n egati v e
practi s e d w i th cauti on i n ord e r that th e y m a y n ot r e
?
sult i n i n d ol es s er vi li s
I t i s not g o o d to di stri but e
re wards among ch i ldr e n ; i t mak e s them selfish and
?
re sults i n i n d oles m er cen a r i a
.
.
,
,
,
O b e d i e nc e more ov e r i s ei th e r that of the chi ld or
D i sob e di e nc e e ntai ls pun i shm e nt Th i s
o f the a d ol es cen t
i s e i th e r r e ally n a tur a l brought by m an
up on h i ms e lf by h i s ow n c o nduct ; for e x
ampl e th e ch i ld falls i ll i f h e e ats too much
and th e s e forms of pun i shm e nt a re t h e b e st , for man ex
n
i
i
h
s
them
n
ot
only
i
ch
ldhood
but
through
r
i
n
ce
s
e
e
p
Th e d e s i re to b e
o u t h i s whol e l i fe ; o r i t i s a r tifici a l
e st ee m e d and lov e d i s a s ur e m e ans o f mak i ng chast i s e
m e nts durabl e Phys i cal m e ans should s e rv e m e re ly
t o suppl e m e nt the i nsuffic i e ncy of moral pun i shm e nts
Wh e n t h e latt e r a r e of n o avai l and re c o urs e i s had to
th e form e r t h e fo rmat i on of a go o d charact e r c e as e s
But i n t h e begi nn i ng phys i cal constrai nt suppl i e s the
d e fic i e ncy o f re fl e cti on i n t h e ch i ld
84
,
,
.
.
.
,
,
,
,
.
‘
.
.
,
.
,
.
wh i ch a r e angri ly i nfl i ct e d have per
v e rt e d e ffe cts Chi ldre n th e n r e gard them as m e re ly th e
“
e
e
e
e
cons
uenc
s
but
th
ms
lv
s
as
bj
cts
e
o
e
of
f
Mod
q
Pu i h m e t
an oth e r s e m oti o n Chi ldre n should always
b e corr e ct e d cauti o usly that th e y may s e e that t h e on l y
I t i s absurd to d e
a i m i n v i e w i s th e i r i mprovem e nt
85
.
Pun i shm e nts
.
,
e o
n s
n
,
’
:
.
“
,
.
1
A s e rv i l e d i sp os i t i o n
2
.
A
m e rc e nary d i sp os i ti on
.
T HE
TR E A T ISE
1 93
mand of ch i ldren when th e y hav e be e n chasti sed that
th e y shall thank y ou that th e y shall k i ss your hand e t c ;
th i s o nly mak e s th e m servi l e I f phys i cal pun i shm e nts
a r e ofte n r e p e ated th e y mak e a ch i ld stubb o rn
and i f
pare nts chast e n th ei r chi ldr e n for w i lfuln e ss th e y only
make them mor e w i lful S tubborn p e opl e a r e n ot always
th e worst but often y i e ld e as i ly to k i ndly r e monstranc e s
,
,
,
.
,
.
,
,
.
,
.
ob e di enc e of the a d oles cen t i s d i ffe r e nt from
that of t h e ch i ld I t cons i sts i n s ubm i ss i on t o the rul e s
o f duty
To d o anyth i ng for th e sak e of C d h f t h
2
12 1
duty m e ans to ob e y re as o n I t i s us e l e ss to
sp e ak of duty t o chi ldre n Th e y come to look upon i t
as someth i ng t h e transgr e ss i on of wh i ch i s follow e d by
Th e c h i ld could b e gu i d e d by h i s i nsti ncts
t h e rod
alon e ; but as soon as h e b egi ns to d e v e lop t h e i d e a of
duty must b e add e d On e should not hav e r e cours e t o
t h e senti m e nt of sham e w i th ch i ldr e n but should r e
s e rv e it unti l the p eri o d o f adol e sc e nc e ; for sham e can
be pres e nt only when th e i dea of hon or has taken root
86
.
Th e
.
h e
eh
.
e
2 2 2 2 11
0
1
e
.
.
.
,
.
,
.
A second ch i e f t rai t i n th e formati on of the chi ld s
charact e r i s ver a ci ty ? I nd e e d th i s i s t h e p ri ncipal
87
’
.
,
an anthrop ol og i cal and a m oral ph e n om e n on wh i ch
had gre at i nt e rest for Kant as i s i nd i cat e d i n num e r ous passage s
and fragm e n ts ( Se e S e l e cti on I No
Th e transgre ss i o n o f th e duty o f truthfuln e ss i s call e d a l i e ;
wh e r e for e th e r e may b e e xt e rnal but als o i nte rnal l i e s s o that
b oth can occur toge th e r or e v e n as c ontrad i cti ng e ach oth e r
But a l i e b e i t i nt e rnal or e xt e rnal i s tw ofold ( 1 ) wh e n one
ass e rts a s t r u e s om e th i ng wh i ch h e k n ows t o b e untru e ( 2) wh e n
1
Ly i ng i s
,
.
.
,
.
,
,
.
,
,
,
13
EDUCA
1 94
T I O NAL T HE O R Y OF I MMANUEL K AN T
fe atur e and t h e essence of a charact e r A man who
li e s has no charact e r at all and if th e re b e anyth i ng
.
,
ass e rts as cer t a i n s om e thi ng o f wh i ch h e kn ows h i ms e lf t o b e
subj e cti ve ly unce rta i n
Ly i n g ( from t h e F ath e r of l i e s thr o ugh wh om all e vi l i s
c o m e i nt o t h e w orld ) i s t h e re ally c o rrupt sp ot i n human na
tur e e t a — A nn ou n cem en t of t he Ea ly Con clu s i on of a Tr a ct a t e
on Ever l as t i n
ea ce i n P h i l os op hy
vi
H
art
nst
n
p
P
e
e
i
g
on e
.
‘
,
’
”
r
,
.
,
.
4 98
gre ate st v i olati on of man s duty t owards h i ms e lf r e
gard e d m e re ly as a m oral cr e ature ( t owards human i ty i n h i s ow n
p e rs on) i s t h e r ev e rs e of truthfuln e ss or ly i ng
A l i e may
b e an e xt e rnal o r an i nt e rnal o n e
B y t h e fo rm e r man mak e s
h i ms e lf an obj e ct of c onte mpt i n t h e e y e s of o th e rs by t h e latt er
w h i ch i s st i ll m ore i n h i s ow n e y e s and i njur e s t h e d i gn i ty o f
human i ty i n h i s ow n p e rs on
L y i ng i s r ej e ct i on a n d as i t
w e re d e structi on of h i s human d i gn i ty
Ma n as a m oral
b e i ng ( hom o n oum en on) cann ot us e h i ms e lf as a phys i cal b e i ng
m
h
n om en on
as
a
m
r
m
e ans
sp
e ak i ng mach i n e
n ot
h
o
o
o
e
e
e
p
(
)
)
(
b o und t o t h e i nt e rnal purp os e o f th e commun i cati on of thoughts
but h e i s b ound t o t h e c ond i t i on of t h e agre e m e nt w i th th e d e c
l ar a t i on of t h e fo rm e r and i s pl e dg e d t o truthfuln e ss t owards h i m
s e lf et a — Th e M t ap hys i cs of Mor a ls Pt II
H arten
stei n v i i pp 2 34—2 36
I n t h e sam e y e ar app e ar e d h i s e ssay On a S upp os ed R i gh t t o Li e
f om H u m a ni t a r i a n Mot i ves i n wh i ch h e r e ach e d th e c onclus i o n that
th e re can b e found n o e xcus e for any s ort of ly i ng
“
On e can class w i th th e un i nt e nt i o nal play o f t h e pr oducti v e
i mag i nat i on wh i ch may th e n b e call e d fa n t a s y t h e i ncl i nat i o n
t o gu i l e l e ss ly i ng wh i ch i s a lw a y s m e t w i th i n ch i ldre n n ow a n d
t hen i n adults o th e rw i s e g oo d s om e ti m e s alm ost l i k e an h e r e d i tary
d i s e as e wh e re i n r e lat i ng s om e th i ng e ve nts and all e g e d a d ve n
ture s gr owi n g l i k e an avalanch e e m erg e from th e i mag i nat i o n
w i th n o oth e r i nt e nt i o n whats oe v e r than m e r e ly t o b e i nt e r e st
i n g e t c — A n t hr op ol ogy e t c H art e nst e i n vi i pp 494 495
’
Th e
,
,
,
.
.
,
,
,
,
.
,
.
,
,
,
,
,
”
e
,
.
,
.
.
,
.
.
r
,
.
,
,
,
,
,
,
,
,
,
,
,
”
,
,
.
,
,
.
.
,
.
E DUC AT I O NAL T H E O R Y OF I MMANUE L K AN T
196
sw e et e st of all the pleasures of l i fe
But teachers
sh o uld not pr e fe r on e pup i l ab ov e anoth er b e cause of
hi s tal e nts but only b e caus e of h i s charact e r ;
S i bi l i t y
1 1 1 2 52 1 1
e rw i s e th e r e ari s e s j e alousy wh i ch i s
for
oth
Ch t
f m ti
i ncompati bl e W l th fri endsh i p
Ch i ldren should also b e cand i d and th e i r fac e s should
?
b e as s e r e n e as th e s un
A happy h e art al o n e i s capa
A r e l igi on wh i ch
b l e of findi ng pl e asur e i n th e good
mak e s m e n gl o omy i s fals e ; for th e y sh o uld s e rv e God
w i th a j oyous h e art a n d not from compuls i on
Th e
happy h e art must n ot always b e h eld stri ctly under th e
re strai nt of t h e school for th e n it w i ll soon b e destro y e d
Wh e n i t has fre edom i t r e cov e rs i ts e lf agai n Thos e
plays wh e r e in t h e h e art bri ght e ns and th e ch i ld e u
d e a vors always to surpass hi s comrades are s e rvi ce ab l e
Then t h e soul becom e s s e r e ne o nce more
for th i s e n d
.
oc a
,
1 1
12
11
,
a r ac e r
0
or
on
a
.
.
,
.
.
.
.
,
.
.
M any p e ople thi nk that th ei r youth was t h e hap
p i e st and th e m ost agre e abl e ti m e of th e i r whol e l i fe but
n
n
o
t
s
o
s
th
s
c
rta
ly
I
t
i
i
i
s
e
i
th e hard e st
Li m i t h
f
2
0 1 11 11
peri od b e caus e on e i s und e r di sc i pl i ne and
can s e ldom hav e a tru e fri e nd and l e ss rar e ly fre edom
H orac e has already sai d Mu lta t u li t feci tqu e p u er s ud a vi t
89
.
e
1
.
eh e e
1 10 0
,
,
.
,
,
ct a ls
it
,
?
sp e ci ally gi rls must b e e arl y accustom e d t o frank
unforce d sm i l i ng f r th e ch e e rfuln e ss o f t h e fe atur e s i s gradually
i mpr i nt e d i nt e rnally and b e g e ts a d i sp os i t i on t o j oy o usn e ss
fri e ndl i n e ss and s oci ab i l i ty wh i ch th i s approach t o th e vi rtu e o f
"
g ood -w i ll e arly pre pare s — A n t hr op ol ogy e t c H art enste i n vi i
1
Ch i ldre n ,
e
,
,
o
,
,
,
.
pp
.
2
5 85 , 5 8 6
,
.
.
has e ndure d much and d on e much
sw e ate d and h e has froz e n
Th e b oy
H e h as
.
,
,
,
.
T HE T R EAT ISE
1 97
Ch i ldre n
should be i nstructed only i n such th i ngs
as are su i tabl e for thei r age M any par e nts are glad
wh e n th e i r ch i ldre n can talk pre c o c i ously ;
but noth i ng usually comes of such ch i ldre n
A chi ld should have only th e w i sdom of a
chi ld H e must not b e a bl i nd i m i tator But on e w h o
i s suppl i e d wi th precoc i ous max i m s i s e nti re ly b e y ond
t h e l i mi tati ons o f h i s y e ars an d h e s i mply i m i tat e s
H e should hav e only a ch i ld s und e rstand
m i m i cs ?
i ng and not b e i n e v i d e nc e too soon
S uch a on e
wi l l n e v e r b e come a m an of i ntell ige nc e and seren e
und e rstandi ng
I t i s j ust as i ntol e rabl e to s e e a boy
wi s h i ng to fo ll o w all th e fash i ons ; for exampl e to curl
h i s hai r to w e ar h a n dfri l l s and e v e n to carry a snuff
b ox
H e thus ac q u i re s an a ffe ct e d a i r wh i ch d o es not
b e s ee m a ch i ld P ol i te soci ety i s a burd e n to hi m and
manl i n e ss i s finally compl et e ly lacki ng i n h i m
F or th i s
very re as o n should hi s van i ty b e counteracted v e ry
e arly ;
or
mor e prop e rly sp e aki ng h e must n ot b e
gi v e n occas i on to b ecom e vai n But thi s happ e ns wh e n
v e ry young ch i ldren a re told how beauti ful th e y are
h ow charm i ngly th i s or that finery b e comes th e m or
wh en th i s i s pr o m i s e d and gi ven to th e m as a re ward
Fi nery i s not sui tabl e for chi ldr e n Th e y sh o uld regard
the i r n e at and s i m pl e clo th i ng m e rely as i ndi spensabl e
ne e ds But parents thems e l ve s sh o uld attach no value
to thes e th i ngs and should avo i d all self-ad m i rati on ;
for h e r e as elsewher e e xampl e i s all -powerful and
stre ngth e n s or d e s troys goo d teachi ng
90
.
.
.
.
.
,
,
’
,
.
.
,
,
,
.
,
.
,
.
,
,
.
,
,
.
.
.
,
,
,
,
.
1
C f S ect i on
.
74
.
EDU CAT I O NA L T HE O R Y O F I MMAN UE L K AN T
1 98
educati on i nc l udes
S
k
i
ll
a
(
)
f
El m e t s o
P ti c l
b
Worldly
W
i sdom and
(
)
Ed c t on
0
M
oral
ty
i
( )
I t i s essent i al that sk i ll b e thorough and not trans i tory
A n app e ara nc e of t h e poss e ss i on of a knowl e dge of th i ngs
wh i ch cannot aft e rwards b e real i z e d must not b e assum ed
Thoroughn e ss should b e a q ual i ty o f ski lfuln e ss and
gradually b e com e a hab i t of th e m i nd I t i s t h e ess e nti al
p o i nt i n the character of a man S k i ll i s e ss e nti al to talent
91
Practi cal
.
,
n
e
a
ra c
,
u a i
.
.
.
.
,
.
.
.
Worldly w i sdom cons i sts i n the art of apply in g our
ski ll t o m am— that i s to us e m en for our o w n e nds To
ac q u i re th i s many conditi ons a r e n e c e ssary
W ldl y
12 1 2
I t i s r e ally th e last th i ng to b e ac q ui re d ; but
accord i n g t o i t s worth i t o ccup i e s th e s e cond plac e
I f t h e ch i ld i s to b e gi v e n o ver to worldly wi s dom h e
must diss e mbl e mak e h i ms e lf i mp e netrabl e and yet b e
abl e t o p e netrate oth e rs E sp e ci ally must he c o nc e al
hi s charact e r
Th e art of e xt e rnal app e aranc e i s pro
i
u
e
s
r
i
e
t
and
th
s
art
m
st
b
e
poss
ssed
I
t
i
d
i
fficult
to
p
y
pen etrate oth e rs but it i s necessary to und e rstand th i s
art an d at th e sam e ti m e t o mak e on e s s e lf i mpen e
Thi s i nclud e s di ss i mulati on — that i s conc e al i ng
t rah l e
t
h
on e s faults and e abov e menti on e d e xt e rnal app e ar
ance D i ss i mulati on i s not always hypocri sy and can
someti mes be p e rm i tt e d b ut i t bord e rs very clos e ly upon
i mmoral i ty
S i mulati on i s a desp e rat e m e ans ? Worldly
92
.
.
,
or
3
,
0 111
.
:
,
.
,
,
,
,
.
.
.
,
,
’
,
.
,
’
,
.
,
,
.
xtre m e and alm ost un e th i cal p os i ti o n take n He r e i n th e
Lect ur e Not es i s fai rly sav ed by t h e foll owi ng p assa ge i n th e Cr i ti que
1
Th e
e
-
f
o
P ur e R eas on
1
1
8
7
)
(
E DUCAT I O N AL T HE O RY O F I MMANUE L KAN T
200
des ir e to form a good character he must b egi n by
ban i shi ng th e pass i ons M an must so trai n h i ms e lf th a t
h i s i ncl i nat i ons do not grow i n t o pass i ons
M al i t y
and h e must learn to do w i thout that whi ch
i s den i ed hi m
S us ti n e m e ans : su ffer and accust om
yours e lf t o e ndure
Courag e and i ncl i nati on are necessary i n ord e r to l e arn
to do w i thout somethi ng O ne must becom e accus
t o m e d to r e fusals opp os i t i on etc
S ympathy i s a matt e r of t e mp erament
Ch i l d r e n
m ust b e k e pt from a y e arn i ng langu i sh i ng sympathy
S ympathy i s re ally s e ns ib i l i ty ; i t i s i n k e e p
S ym p t h y
w d em
d
i ng only wi th a charact e r wh i ch i s s e ns i ti v e
I t i s also d i ffe re nt from compass i on ; i t i s an e v i l wh i ch
cons i sts i n m e re ly b e wai l i ng a t h i ng Chi ldre n should
be gi ven some pocket mon e y w i th whi ch th e y could do
good t o the n e e dy ; th e n i t would b e s e e n wh e th e r or
not th e y a re compass i onate When they are ge nerous
only w i th t h e money o f the i r par e nts th i s q ual i ty
p e rish e s ?
,
.
,
or
.
.
.
.
,
.
,
.
.
,
a
c
e
.
.
.
,
Kant has hardly gi v e n a prop e r plac e t o sympathy as a m e ans
In
e v e n e mp i r i cally r e gard e d
of gr e at p e dag og i c i mp ortanc e
H er b art s sch e m e fo r e xampl e sympathy i s mad e o n e o f t h e car
d i nal fe ature s i n e duca ti onal gro wth Kant h e re appar e ntly e x
e lud e s sympathy as a c o nst i tu e nt o f charact e r and m o ral i ty b e caus e
psych ol og i cally h e re gard e d i t as m e r e ly a d e r i vat i ve form o f th e
fe e l i ng of pl e asur e pa i n and th e r e fore as havi ng n o c onn e ct i on w i th
w i ll I n h i s late r wri t i ngs h e gav e a hi gh er place t o th i s fo rm of fe e l
i n g as may b e s e e n i n t h e foll o w i ng s e l e ct i ons fr o m t h e Met ap hysi cs
H art e nste i n v i i pp 2 6 4— 2 6 6
of Mo a ls
Pt II
S y mp a t hy ( y mp a t hi a m or a li s ) i s i nd e e d a s e nsu ous fe e l i n g of
pl e asure or di spl easur e ( h e nc e aesth e ti c) wi th r e sp e ct t o t h e e nj oy
1
.
,
’
,
,
.
,
-
,
.
,
r
,
.
.
s
,
,
.
.
T HE
TR E ATISE
20 1
max i m fes ti n a l en te i nd i cat e s a conti nuous a o
t i vi t y ; on e must gr e atly hast e n i n ord e r to learn much
— that i s fes ti n a
; but th i ngs must als o b e
gh
Th o
l e arn e d thor o ughly wh i ch re q ui re s ti me
that i s len te I t i s a q u e sti o n wh i ch i s pre fe rabl e : to
have a gre at rang e of i nformati on o r only a small ran ge
but on e wh i ch i s thorough I t i s b e tt e r t o know l ittl e
but to kn o w th i s l i ttl e w e ll than to know much and t o
kn ow i t sup e rfic i ally ; for i n t h e latt e r cas e t h e shal
lown e ss o f o n e s knowledg e w i ll finally b e come pat e nt
But th e ch i ld cannot t e ll und e r what c i rcumstanc e s h e
may n e e d th i s or that knowl e dge and th e r e fo r e i t i s
b e st that h e kn ow thoroughly a l i ttl e o f e v e ryth i ng
oth e rwi s e h e wi ll i mpo s e upon and dazzl e other s w ith
hi s show of l e arn i ng
Th e
1
,
,
rou
,
n es s
.
,
.
,
,
,
.
,
,
,
’
.
,
,
,
,
.
94
.
dati on
Th e
of
final thi ng i n practi cal educati on i s t h e fo un
?
character
Th i s cons i sts i n t h e firm re solu
m ent or th e pa i n o f oth ers ( fe ll ow fee l i ng sympath eti c s e nsati on )
s e ns i bi l i ty t o wh i ch has b ee n i mplante d i n man by nature B ut
t o e mpl oy sympathy as a m e ans fo r t h e advanc e m e nt of act i v e and
rati onal k i ndn e ss i a sp e ci al alth ough o nly a c o nd i ti onal duty
und e r t h e nam e of hum a n i ty (hum a ni tas ) ; b e caus e h e re man i
re gard e d n ot m er e ly as a rati onal b ei n g but als o as an an i mal
e nd o w e d w i th r e as o n
B ut alth ough t o hav e sympathy w i th oth e rs i s n ot i n i ts e lf a
duty y e t acti v e i nte re st i n th e i r fat e i s duty and h e nce t o culti
vat e t o th i s e n d t h e sympath e ti c natural (aesth e ti c) fee l i ngs i n o ur
s e lv e s and t o e mpl oy th e m as s o many m e ans for i nt e re st fr om
m oral pri nci pl e s and feel i ng ap p ropri at e t o th os e pri n ci pl es i s at
l e ast i nd i re ct d uty
Mak e haste sl owly
S e e S e l e ct i on X
-
,
,
,
,
.
s
,
,
s
,
.
,
,
,
,
,
,
”
.
1
2
.
.
20 2
ED UC ATI O N AL
O F I MMAN UE L KAN T
TH E O R Y
ti on o f t h e w i ll to d o s om e th i ng an d th e n i n t h e actual
e x e cut i on o f it
Vi r p r op os i ti t en a zc says H orac e and
that i s a go o d charact er I f for e xampl e
I hav e prom i s e d anythi ng I must k eep my
prom i s e e v e n i f i t do e s m e harm Th e man w h o forms
a c e rtai n r e soluti on but do e s not carry it o ut can no
l onge r trust h i ms e lf I f for e xampl e havi ng tak e n t h e
re s ol uti o n always t o ari s e e arly t o study ? or to do thi s
or that o r t o tak e a walk on e th e n e xcus e h i mself i n
t h e spri ng t i m e b e caus e th e morn i ngs a r e sti ll t o o cold
and i t m ight b e i nj uri ous to h i m ; i n summ e r b e caus e i t
i s s o favorab l e for sl e ep i ng and sl e e p i s parti cularly
agr e eabl e to h i m and thus from day to day d e fe r t h e
e x e cut i on o f hi s r e solut i on h e finally e nds by d e stroy i ng
all confid e nc e i n h i ms e lf
That wh i ch i s c o ntrary to morals should b e e xclud e d
from r e soluti ons of th i s k i nd The charact e r of a wi ck e d
man i s v e ry bad i t s chi ef q ual i ty b ei ng i t s p e rv e rs i ty ;
i
h
i
m
e
i
hi
s
e
i
o
adm
r
s
e
ng
x
cut
ng
r
solut
ns
and
t
i
e
e
e
e
w
e
y
b e i n g firm although on e would pre fe r to s ee hi m d i splay
an e q ual p e rs i st e ncy i n good conduct
Th e r e i s n ot much to e st ee m i n hi m who i s c o nstantly
d e fe rri ng th e p e rformance of h i s purpos e s Th e s o
call e d future c onv e rs i on i s of th i s s o rt Th e man who
has always b ee n v i c i ous and who w i sh e s t o b e conv e rt e d
i n an i nstant cannot p oss i bly succ e e d ; for only a m i racl e
could mak e hi m i nstantly l i ke on e who has conduct e d
,
l
.
,
,
.
,
,
,
.
,
,
,
,
.
,
,
,
,
,
,
.
.
,
,
.
.
.
.
,
,
A man firm
r e s olut i o ns
Th i s i s an oth e r l i ttl e p ers onal allus i on For y e ars h i s s e rvant
un i formly call e d h i m a fe w m i nut e s b e for e fi ve o cl ock e v e ry m orn
i n g and w i th o ut e xc e pt i on t h e st o ry runs Kant ob e y e d th e call
1
in his
.
2
.
’
,
,
,
.
EDU CA T I O NA L T H E O R Y O F I MMAN UE L KAN T
20 4
and i ncl i nati ons ; for on th e contrary on e should be
ve r y te m p e rat e and abstem i ous and mai ntai n a cer
ta i n d ign i ty w i th i n h i ms e lf wh i ch e nnobl e s
H m
D18 “
?
hi m ab ov e all cre atur e s and it i s hi s duty
not t o d e ny i n h i s o w n p e rson th i s d igni ty of human ity ?
But w e do d e ny t h e d ign i ty of human i ty wh e n for e x
ampl e w e b e c o m e addi ct e d t o dri nk comm i t unnatural
s i ns practi s e all mann e r o fi mmod e rati on e t c all of whi ch
d egrad e man far b e lo w th e an i mal N0 l e ss i s i t contrary
to t h e d ign i ty o f human i ty fo r a man to cri ng e b e fo re
oth e rs or t o o v e rl o ad th e m w i th compl i m e nts i n th e
hop e o f i ngrati ati ng h i ms e lf by such un d igni fi e d conduct
Th e ch i ld should be made s e ns ib l e of th i s human
d ign i ty i n h i s ow n p e rson ; for e xampl e i n th e cas e o f
uncl e ann e ss wh i ch to s a y t h e l e ast i s n ot b e fitti ng
humani ty But t h e ch i ld can also re ally d egrade h i ms e lf
b e lo w t h e d ign i ty o f human i ty by lyi ng s i nc e h e i s a l
ready abl e to thi nk and to commun i cat e h i s thoughts t o
oth e rs Ly i ng m ak e s man an obj ect of un i v e rsal scorn
and i s a m e ans o f robb i ng h i ms e lf o f t h e e st e e m for and
c onfid e nc e i n h i ms e lf wh i ch e v e ry o n e ought to poss e ss
b
D
ut
i
s
t
o wards oth e rs
R
v
r
nc
e
e
e
e and r e sp e ct
e
( )
fo r t h e ri ghts of m e n sh o uld b e i nsti ll e d i nto th e ch i ld
at a v e ry e arly a ge and h e should b e mad e to put th e m
I f fo r e xampl e a ch i ld m e ets an oth e r
i nto pract i c e
ch i ld p o ore r than h i ms e lf and haughti ly p ush e s h i m o ut
,
,
,
h
eh
2
,
,
,
,
,
,
.
,
.
,
,
.
,
,
,
,
.
,
.
,
,
,
.
.
.
,
.
,
,
,
trac e d i n th e i ntroductory L ctu e Not es ( s e e S e ct i on
“
and as cl e arly e lab o rat e d i n h i s e th i cal th e ory t h e d i gn i ty
i s a h i ghly sp e c i al i z e d a n d i mp ortant phras e
It is
o f human i ty
t h e gre at o bj e ct i v e c o nt e nt o f c onduct und e r t h e subj e ct i v e l a w o f
d uty
I t i s thus n ot a tri te a n d m e an i ngl ess e xpre ss i on
1
A s may
be
e
r
-
,
”
.
.
.
TH E
of
h is
T R E AT ISE
20 5
way or gi v e s h i m a bl ow o n e should not say
to h i m
D o n ot d o that i t hurts hi m ; but b e co m pas
s i on a t e h e i s a p oo r ch i ld
but h e i n turn should
et c
b e tr e at e d j ust as haughti ly and forc e fully b e caus e h i s
c o nduct i s contrary t o th e ri ghts of human i ty But
ch i ldre n do n ot hav e any g e n e ros i ty Thi s can e as i ly
b e s e e n for e xampl e wh e n par e nts com m and th e i r
ch i ld t o gi v e half of hi s lunch to anoth e r w i th o ut
b eing prom i s e d s o much the mor e ; e i th e r th e y d o not
ob e y or v e ry s e ld o m and unw i ll i ngly
I t i s also us e l e ss
t o sp e ak much about g e n e ros i ty t o th e chi ld s i nc e h e has
as y e t no poss e ss i ons of hi s ow n
,
,
,
,
”
,
,
.
,
.
.
,
,
,
,
.
,
.
M any w ri t e rs hav e e nti re ly om i tt e d or hav e
1
fals e ly e xpound e d l i k e Cr ugott that s e cti o n o f e thi cs
wh i ch contai n s t h e doctri n e of duti e s towards o n e s s e lf
D uty t owards on e s s e lf c ons i sts as has b e e n sai d ab ov e
i n pr e s e rvi ng th e d i gn i ty of human i ty i n on e s ow n p e r
son A man c e nsur e s h i ms e lf wh e n h e k e eps t h e i d e a
I n th i s i d e a h e finds an o rigi nal
o f human i ty i n m i nd
w i th whi ch h e compare s h i ms e lf A s h e gro ws older
and t h e s e xual i nst i ncts b egi n to d e v e lop th e n i s t h e
cri ti cal mom e nt i n wh i ch t h e i d e a of human d igni ty i s
alon e capabl e o f holdi ng th e y o u ng man w i th in bounds
Th e youth should e arly b e warned as to h ow he must
guard hi ms e lf agai nst th i s or that
96
.
,
,
,
’
.
’
,
,
’
.
.
.
,
,
.
.
Th e re i s som e th i ng that i s almost enti re ly
lacki ng i n o ur schools wh i ch how e v e r would gre atly
pr o m o t e the formati on o f uprightn e ss i n ch i ldre n
97
.
,
,
,
,
1
A Ge rman
th e ol og i an ( 1 7 2 5 — 1 7
EDU CA T I O N AL T HE O R Y O F I MMANUEL K AN T
20 6
nam e ly a ca techi s m of r i ght ? I t should contai n i n p op
ular form cas e s o f conduct wh i ch a r e m et w i th i n o rd i
nary
l
i
f
e
and
wh
i
ch
always
naturally
call
up
l
A M
C t m m
t h e q u e sti on wh e ther someth i ng i s o r i s n o t
right I f for i nstanc e s om e on e who ought to pay h i s
cred i t o rs t o day i s touch e d at t h e s ight of a n e e dy p e rs o n
a n d g i ves h i m th e sum wh i ch h e i s ow i ng and should n o w
—
pay i s that ri ght ? No " I t i s wrong ; for I must b e
fre e b e for e I can b e g e n e rous I n gi vi ng mon e y t o t h e
poor I p e rform a m e ri tori ous d e e d but i n payi ng my
d ebt I do only that wh i ch I ought to do F urt her
can nec e ss i ty e ver j usti fy a li e ? No " Th e re i s not a
s i ngle c o nce ivabl e cas e i n whi ch it is e xcusabl e and
l e ast of all befor e ch i ldre n who would look upon e v e ry
tri fl i ng thi ng as a n e c e ss i ty and would oft e n allo w th e m
selv e s to l i e I f th e re w e r e such a bo ok an hour each
day c o ul d b e d e vot e d v e ry us e fully i n t e ach i ng ch i ldr e n
to know and to take to h e art t h e right of me n — th i s
?
appl e of God s e y e on e arth
,
,
,
e he
a ec
,
s
.
,
,
,
,
,
.
,
.
,
,
,
.
,
,
’
By r i ght Kant m e ans t h e g oo d cons i d e re d from t h e v i e w
p oi nt of human r e lati ons Kant w a s q u i t e attach e d t o th i s i d e a
of a cat e ch i sm
as may b e s e e n i n th e translat i on o f t h e m od e l for
t h e sam e wh i ch h e pr e par e d i n S e l e ct i on XI
I t i s i nt e r e st i ng t o n ote that h e h e r e mak e s p e rhaps t h e only
d e fin i te r e c omm e ndati o n w i th re sp e ct t o th e c onte nt of t h e sch ool
curri culum — an oth e r i nstanc e of t h e c ompl e te e th i cal saturat i on
What h e has t o s a y i n S e ct i on 7 0 may
of h i s e ducat i onal th e ory
b e r e gard e d a s a pass i ng c omm e nt up o n t h e sch o o l stud i e s o f h i s
day On e n ee d n ot marve l th e re for e at t h e pr on e n e ss o f our
pre s e nt-d ay subj e ct eval u at ers and curri culum -mak e rs t o m i ss th e
p oi nt of Kant s c o ntri buti on t o educat i o n
W e n o l ong e r lack cate ch i sms of r i ghts and duti e s and many
o f th e m a r e v e ry us e fu l
I n many sch ools atte nti o n i s alr e ady
“
1
,
.
,
.
,
,
,
.
.
,
,
-
’
.
2
,
.
E DU CAT I O N AL T H E O R Y O F I MMANUEL K AN T
20 8
oth e rs H e should o n th e contrary cons i der h i ms e lf
accord i ng to t h e i d eas of h i s own re ason ? H um i l i ty
th
e r e for e i s noth i ng e ls e than a compari s o n
d
En y
H m i li t y i n of on e s worth wi th moral p e rfe cti on Th e
u
Ed
Chri sti an re l i gi on for e xampl e mak e s man
hu m bl e by l e ad i ng hi m to compar e h i m s e lf w i th th e
h igh e st m o d e l of p e rfe cti o n rath e r than by t e ach i ng
hum i l i ty d i r e ctly I t i s absurd to mak e humi l i ty c on
“
s i st i n valu i ng on e s s e lf l e ss than o th e rs
S e e h ow s u ch
and such a ch i ld b ehav e s e t c To sp e ak to ch i ldre n i n
such a mann e r pr o duc e s only an i gnoble turn of m i nd
Wh e n a man e sti mat e s h i s valu e accord i ng t o o th e rs h e
attempts e i th e r to li ft h i ms e lf ab o v e th e m or to d i m i n i sh
th e i r worth Th e latt e r i s e nvy Wh e n a p erson i s en
v i o us he tri e s to i mput e faults to an oth e r ; for w e r e th e
latt e r not th e re th e r e could b e n o c o mpari son betw e e n
h i m and on e s s e lf
A badly appl i e d sp i ri t of e mulati on
produces only j e alousy The only cas e i n wh i ch e mula
ti o n could b e o f any us e would b e that of p e rsuadi ng
a n oth e r that a th i ng i s practi cabl e ; as for e xampl e if I
r e q u i r e a c e rta i n task of a ch i ld and sh o w hi m that
oth e rs are abl e t o d o it
,
.
,
,
v
,
an
’
u
.
on
uca
’
,
,
.
’
”
.
,
.
,
.
.
,
,
,
’
.
.
,
,
.
m or e unfortunate fo r m oral i ty than t o w i sh
For e v e ry e xamp l e o f i t wh i ch i s p re
t o d e ri v e i t fro m e xampl e s
s e nt e d t o m e must i ts elf b e pr ev i ously j ud ge d by pri nci pl e s of m o
as
r a l i t y wh e th e r i t i s w orthy t o s e rv e as an o r i g i nal e xampl e — i e
a patte rn but i n n ow i s e can i t furn i sh supre m e ly t h e c onc e pt o f
m oral i ty — Fu n d a m en ta l P i n cip les of t he Metap hy s i c of Mo a ls
H art e nst e i n i v p 2 5 6
E th i cal Di dacti cs S e ct i on
S e e S e cti o n 95 and S e l e ct i o n XI
for Kant s c once pt i o n o f th e w e akn e ss o f e xampl e as a p e da
gogi cal m e ans
1
N oth i ng c o uld
“
be
.
,
,
s
r
.
.
,
.
’
.
,
.
r
.
.
.
,
,
TH E
T R EAT ISE
2 09
I n n ow i se must a chi ld b e perm i tte d to put another
t o sham e
On e should end e av o r to avo i d all arrogance
wh i ch i s bas e d o n mere advantag e s of fo rtun e A t t h e
sam e ti m e the e ffort must b e mad e t o d e v e lop frankn e ss
i n ch i ldre n
F rankness i s a m o dest confid e nc e i n on e s
s e lf I t plac e s man i n a pos i ti on i n wh i ch h e can di splay
all h i s talents i n a proper mann e r I t i s e nti re ly d i ffe r
e n t from i mpud e nc e wh i ch cons i sts i n i nd i ffe renc e t o
wards th e j udgm e nt of others
.
,
.
’
.
.
.
,
.
A ll t h e desi res of man a re e ith e r formal ( fr e e dom
and pow e r) or mat e ri al ( re lat e d t o an obj e ct )
D i
d
“
they a r e des i re s of op i n i on or of pl e asure ;
o r finally
th e y re late to the bare conti nuance of these
two thi ngs a s e l e m e nts of happ i ness
Th e des i r e s o f the first k i nd a r e amb i ti on i mp e ri ous
n e ss and cov e tousn e ss Th e d e s i re s o f the second k i nd
of
a r e thos e of the pleasur e s o f s e x ( voluptuousn e ss )
th ings (luxuri ous l i vi ng) or of soc i e ty (tast e for amuse
m e nt) The des i res of t h e thi rd k i nd finally a re th e love
of l i fe o f health o f eas e fr ee dom from care i n the futur e
(
)
Th e v i c e s are thos e o f mal i c e o f bas e n e ss or o f nar
w
To t h e first k i nd belong envy i n
m i nd e dn e ss
ro
gratitud e and mali ci ous j oy at t h e m i sfortun e of oth e rs ;
t o the second k i nd b e long i nj ust i c e p e r fi d y ( falsen e ss )
di ssolut e ness as w e ll i n t h e d i ss i pati on of o n e s g o ods
as of health (i nt e m peranc e) and of honor Th e vi c e s of
t h e th i rd k i nd a re uncha ri tablen e ss sti ngi ness i ndo
l e n c e ( e ffe m i nacy )?
10 0
.
es r es a n
2 22
,
,
.
,
.
,
,
,
,
.
,
,
.
,
,
,
.
,
,
,
,
’
,
.
,
1
5 86
S ee A n t hr op ol ogy ,
— 5 97
,
etc
.
,
S e cti ons
7 8—8 4 ,
,
H arte nstei n
,
Vi i
.
wh e re Kant pr e s e nts rath e r an e xhausti v e acc ount
.
14
pp
.
of
EDU CAT I O N AL T H E O R Y O F I MMANUE L K AN T
2 10
The v i rtues are thos e of me ri t of mere obliga
ti on or of i nnoc e nce To the first k i nd belong magna
n con q ue ri n g one s self as w e ll i n
ni m i t y
i
(
Vi rt u s
rev e ng e as i n the love of ease and of covet
and self control ; t o the s e cond
ous n es s ) b e n e fi ce n c e
honesty propri ety and peaceableness ; t o the thi rd ,
fin ally fai thfuln e ss modesty and t e mperanc e ?
10 1
.
,
,
.
’
e
.
,
,
,
,
,
,
,
,
W e n ow com e t o the q uesti on whether man i s
by nature morally good or h a d H e i s nei ther ; for h e i s
by N t
by nature n ot a moral b e i ng at all ; he b e
M
comes a m oral be i ng only when h i s reason
?
rai s e s i ts e lf t o th e conc e pts of duty and of law
I t can
b e sai d however that he has ori gi nally i m pulses for all
v i ces for h e has i ncl i nati o ns and i nstincts wh i ch i nc i te
h i m although hi s re ason i mpels hi m i n the O ppos i te
d i re cti on at the sam e t i m e H e can th e re fore become
morally good only by means of vi rtu e s — that i s by self
—
restrai nt although h e can b e i nnocent as lon g as h is
pass i ons slumber
10 2
.
.
a u re
an
,
,
,
,
.
,
,
,
,
,
.
human pass i ons B e caus e of th i s t h oroughn e ss H e rd e r call e d h i m
“
th e gre at o bs e rv er i n t h e path ol ogy of o u r s ouls
W i t h s om e
sl i ght d evi ati o ns t h e di v i si ons i n t h e A nthr op ology are t h e sam e as
th os e p re s e nt e d h e re
1
I t i s s om e th i ng t o caus e r e mark that Kant s ee ms t o b e sati s
fi e d i n h i s Not es w i th a m e r e e num e rat i on of t h e v i c e s and th e V i r
tu e s wi th o ut goi ng i nt o t h e p e dagogi cal q u e sti o n of h ow th e form e r
can b e e l i m i nate d and t h e latte r p e rp e tuate d i n t h e growth o f t h e
i nd i v i dual
Th e r e i s gre at d i fficulty i f n ot i mp oss i b i l i ty i n re m ov i ng th e
contrad i ct i on b e tw ee n th i s state m e nt and t h e th eor e ti cal d octri n e
o f transc e nd e ntal fr e e d o m
I t a ls o d oe s v i ol e nce t o s om e e arly
S
e l e cti on X
Cf
vi e ws i n t h e s e N ot es
(
)
.
,
”
.
,
.
,
,
.
2
,
,
.
.
.
.
EDUC AT I O N AL T HE O R Y O F I MMANUE L K AN T
212
poss ibl e to te ach a theolo gy t o yo ung people
w h o far from hav i n g a knowl e dg e of th e world do n ot
know e ven th e ms e lv e s
Would youth wh i ch does not
i
s
kn
ow
what
duty
be
capable
of
compreh
nd
i
n
g
an
e
t
e
y
i mm e d i ate duty to God
Th i s much i s certai n that i f i t
w e re p oss ible s o to arrang e that ch i ldre n should w i tness
n o act o f adorat i on towards t h e S upr e m e B e i ng and
that th e y should n o t ev e n h e ar th e nam e of Go d t h e
prop e r order of pro c e e d i ng would b e to l e ad th ei r a t
t e nti on first to final caus e s and t o that wh i ch i s fitti ng
for man to ex e rc i se th e i r j udgment to i nstruct them i n
t h e or d er a n d b ea u ty of the wor ks of n a tur e th e n to add
an e xt e nded knowl e d g e o f t h e structur e o f t h e un i v e rs e
and finally to rev e al to th e m the i d e a of a S upre m e
B ein g a Lawgi v e r B u t s i nce th i s i s not poss ibl e i n th e
pre s e nt stat e o f soci e ty th e r e sult would b e i f on e de
s i r e d n ot to t e ach th e m anythi ng about Go d unti l lat e r
and y e t th e y h e ard H is nam e m e nti oned and saw d e mon
s t ra ti ons o f d e vot i on t o H i m that th i s would produce i n
th e m ei th e r i ndi ffe re nc e or p e rv e r te d i d eas as for e x
ampl e fe ar of d i vi n e po w e r Now s i nc e i t i s n e cessary
to pre ve nt thi s i d e a from n e stli ng i n t h e fantasy of ch i l
dre n t h e i nculcati on of rel igi ous conc e pts must b e
would
it b e
,
,
,
,
,
,
,
,
,
,
,
,
,
.
,
,
,
,
,
,
,
.
,
,
,
,
subtop i c i n m oral e ducati on I n th e rul e s lai d d own und e r th i s
t op i c Kant s e e ms t o r e fl e ct m or e or l e ss i nflu e nc e from R ouss e au
A t t h e sam e ti m e i t must b e obs e rve d that
o n t h e sam e th e m e
Kant d oe s n ot adv ocate that a on e -s i d e d m oral e ducati on sh ould
r e place al l re l i g i ous i nstruct i on as t h e e xp e ri m e nts i n F re nch
sch ools have att e mpt e d duri ng t h e last t w o d e cade s Kant s i mply
argu e s agai nst d ogm a i n favor of d u ty as havi ng pri m e p e dag ogi cal
i mp ortan ce
.
,
.
‘
,
.
.
T HE T R EAT ISE
2 13
attempt e d v e ry e arly But thi s should n ot b e an a ffai r
of memory i m i tat i on and pur e m i m i cry ; but t h e way
wh i ch o n e sel e cts must always b e i n harmony w i th
nature Chi l dre n w i ll c o mpr e h e nd e v e n w i th out hav i ng
t h e abstract conc e pts of duty of obl i gati ons of good or
evi l c o nduct that th e r e i s a law of duty ; that it i s not
t h e agre e abl e the us e ful and the l i k e wh i ch d e t e rm i n e
i t but s om e th i ng un i v e rsal wh i ch do e s n ot adj ust i ts e lf
accord i ng to th e fanc i e s of men But t h e teach e r h i m
s e lf m ust d e v e l op th i s conc e pt
A t first ev e ryth i ng sh o uld b e attribut e d to nature and
th e n nature i ts e lf attri but e d to God ; how for e xampl e
i n t h e first plac e ev e ryth i ng was arrang e d for th e con
s e rvati o n of the speci es and th ei r e q u i l ib ri um but also
r e mot e ly for man that h e b e abl e to make h i mself
happy
Th e b e st m e ans for first maki ng clear th e i d e a o f Go d
i s t o e mpl o y th e analogy of a fath e r und e r whos e car e
w e are plac e d ; from th i s th e trans i t i on to t h e i d e a of
th e un i ty of man as i n a fam i ly can happ i ly b e
mad e ?
.
,
,
,
.
,
,
,
,
,
,
.
.
,
,
,
,
,
.
,
,
Kant d oe s n ot c onfus e t h e p e dag ogy of re l i g i on w i th t h e p e da
f
o
th
e
b
m
rals
alth
ugh
f
rm
r
may
o
o
o
e
o
e sub o rd i nat e d t o t h e
g gy
latt e r I n t h e E th i cal D i dact i cs ( S e l e ct i on XI pp 2 8 0 2 8 5 ) h e
e xpl i c i tly stat e s th at th e m oral cat e ch i sm and th e r e l i g i o us cat e
ch i sm must n ot b e m i x e d
I t sh ould als o b e n ote d that h i s sugge sti ons h e r e as t o t h e fou n d a
t i on of r e l i g i o us e ducati on as i d e fr om th ei r th e ol ogy have re cei ve d
full j usti ficat i on i f th e y have n ot e ve n b orn e frui t d i r e ctly i n t h e
lat e r h i st ory o f p e dag o gy F i chte was t h e first t o carry out Kant s
S chl e i e r
i d e a o f t h e d e p e nd e nc e o f r e l i g i o n up o n m oral i ty
1
,
.
.
.
,
.
,
,
,
,
’
.
.
ED UCA T I O NA L
2 14
TH E O R Y
O F I MMANUE L K AN T
But then what i s r eligi on ? R e l igi on i s t h e law
i n us i n s o far a s i t i s i mp ri nt e d upon us by a l e gi slator
1
and
a
j
udg
e
i
t
i
s moral i ty appl i ed to the
R li gi n
d
M li t y
knowl e dge of God I f re l igi on i s not uni t e d
w i th moral i ty i t becomes noth i ng mor e than an e nd e avor
to gai n d i vi n e favor Th e s i ngi ng of prai s e s prayers
—
and church go i ng should only s e rv e to gi v e man new
str e ngth and n e w c o urage for i mprov e m e nt o r b e the
expre ss i on of a h e art i nsp i re d by the i d e a of duty
Th e s e thi ngs a r e only pr eparati ons for good works but
not good works th e ms e lv e s and on e cannot pl e as e t h e
S upreme Bei n g otherwi se than by b e com i ng a b e tter
p e rson
Wi th t h e ch i ld i t i s n e cessary to commenc e w i th t h e
l a w wh i ch h e has i n h i mself
M an i s cont e mpt ible i n
hi s ow n eyes when he i s v i c i ous
Th i s cont e mpt spri ngs
from h i s o w n nature and n ot from th e fact that God h as
forb i dd e n evi l ; for th e l e gi sl ator i s not n e c e ssari ly the
author of th e law Thus a pri nce can forb i d th i e very
w i thout b ei ng regarded on th i s account as t h e author of
the proh ib i ti on of th e ft F r o m thi s man l e arns t o under
stand that hi s good conduct alon e mak e s h i m worthy of
10 5
,
.
,
,
e
an
o
or a
.
.
,
,
,
.
,
.
,
,
.
.
.
,
.
.
mach er s p e dag ogy of r e l i g i on as w e ll as h i s th e ol ogy was bas e d
on th e fe e l i ng of d e p e nd e nc e
h e re s o w e ll d e scri b e d b y Kant
An d on d o w nward thr o ugh t h e H e rbart i an m ov e m e nt i n i t s s u c
c e s s i ve stag e s th i s p oi nt of d e partur e for r e l i g i o us i nstruct i on has
b e e n ste ad i ly mai ntai n e d unt i l i t i s n ow fully accr e d i te d ev e n by
th e
h i gh e r cri ti ci sm or t h e sc i e nce of r el i g i on
“
S ee S e l e cti o n XIII
R e l i g i on ( subj e ct i v e ly c o ns i d e r e d ) i s t h e
R eli gi on
kn owl e dge of all our duti e s as d i v i n e c ommands
wi t hi n t he Li m i t s of Mer e R ea son ( 1 7
H art e nste i n vi p 2 5 2
’
,
,
.
,
,
”
.
1
.
”
-
.
,
.
.
.
EDUCA T I O N AL T HE O R Y O F I MMANUE L K AN T
2 16
10 7
Ch i ldren
cannot compr e hend all r eligi ou s c on
o
c e ts but a fe w
notw
i
thstand
ng
must
i
mparted
t
i
b
e
p
e m ; only th e s e should be more n e gat i v e
th
M t h od m
R l i gi us
than p os i ti ve
To mak e chi ldren repeat
P e d g gy
formulas i s of no us e and produces only a
fals e conc e pt of p i e ty Tru e rev e re nce cons i sts i n acti n g
acc o rd i ng to God s wi ll and i t i s th i s that chi ldre n must
b e taught Care must b e tak e n w i th ch i ldre n as w i th
on e s se lf that t h e nam e of Go d b e n ot so o ft e n m i s
us e d
M e r e ly to u s e i t i n congratulati on e ven wi th
p i ous i nt e nti ons i s a profanat i on Th e th o ught of God
should fill man wi th re v e r e nc e ev e ry ti m e he sp e aks
H i s nam e and h e sh o uld th e r e for e s e ldom u s e it and
nev e r fri volously Th e ch i ld must l e arn to fe e l r e spe ct
for Go d as th e mast e r o f hi s l i fe and of th e whol e world ;
furth e r as t h e prot e ctor of man ; and finally as h i s
1
j udg e
I t i s sai d that Ne wton always stopped and
medi tated a mom e nt whenev e r he spoke the name of
.
,
,
,
e
e
o
a
.
c’
'
,
.
’
,
.
,
’
,
.
,
.
,
,
,
.
,
,
,
.
God
.
By a un i fi e d e luc i dati on o f t h e concepts of God
and of duty t h e chi ld l e arns all t h e better to r e sp e ct t h e
car e wh i ch God tak e s for H i s cr e ature s and
D ty d G d
i s thus r e strai n e d from the i ncl i nati on for
d e structi o n and cru e lty wh i ch expre sses i ts e lf s o much
A t t h e sam e ti m e
i n t h e torture o f small an i mals
youth should b e taught to di scov e r t h e go od i n e vi l ; for
an i mals of pre y and i nsects a re mod e ls of
e xampl e
10 8
.
,
an
u
o
.
.
,
,
1
Sir
I saac N e wt on ( 1 6 42
phys i ci st
.
th e
E ngl i sh math e mati c i an and
T HE T R E AT ISE
2 17
cl e anl i n e ss and i ndustry ; wi ck e d m e n make us th i nk of
t h e law ; b i rds wh i ch seek worms a r e protectors of the
garden e t c
.
,
O ne should also gi v e ch i ldre n som e concepts o f
the S upr e m e B e i ng s o that wh e n e v e r th e y s e e oth e rs
pray etc th e y may know to whom th e y a re
prayi ng and why th e y d o i t But thes e con
c ep t s should b e v e ry fe w i n numb e r and as
already sai d only negati ve On e should how e v e r begi n
t o i nculcat e th e s e i n th e e arl i e st y e ars but at t h e sam e
ti m e guard agai nst chi ldren e sti mati ng m e n accord i ng to
th e i r r e l i gi ous practi c e s ; for i n sp i t e of i t s vari eti e s there
i s aft e r all everywh e re un i ty of rel igi on
10 9
.
,
,
.
,
.
,
,
,
,
.
,
,
,
,
,
,
.
CON CLU S I ON
clos i n g we w i ll add a fe w remarks as t o th e
cours e to b e pursu e d wi th y outh j us t en ter i ng a d oles cen ce
About thi s ti m e th e boy b egi ns t o mak e c e r
tai n d i sti ncti ons wh i ch h e has not mad e
b e fore Fi rst the di s ti n cti on of s ex Natur e
has thrown a v ei l of s e crecy over thi s matt e r as though
it wer e someth i ng i nd e cent and m e r e ly an an i mal n e e d
But nature h a s tri ed t o comb i n e i t w i th e v e ry p ossi bl e
k i nd of moral i ty E ve n savages conduct th e mselves i n
th i s matter w i th a sort of modesty and r e s e rv e Ch i l
dre n som e ti m e s ask the i r e ld e rs i n q u i s i ti v e q uesti ons
about i t ; fo r exampl e as t o where bab i e s com e from
But they a re eas i ly sati sfi e d e i th e r wh e n gi v e n ans w e rs
wh i ch m e an nothi ng or when told that they ar e aski ng
fool i sh q u e sti ons
Th e development o f th e se i ncl i nati ons i n th e boy i s
mechani cal and a s i s t h e cas e wi th all i nsti ncts th e y
are develop e d wi th no knowledg e o f an obj e ct ? Thus
i t i s i mposs i bl e t o ke e p the adol e sc e nt i n i gnoranc e and
S i lenc e
i n th e i nnocenc e whi ch i s i ns e parable from i t
W e can s e e
on t h e subj ect only mak e s matt e rs worse
1 10
IN
.
,
.
.
,
.
,
.
.
.
.
,
,
.
,
,
,
.
.
nsti nct for n ouri shm e nt by m e ans of whi ch
nature pres e rv e s e ach i nd i v i dual t h e i nst i nct of s e x by wh i ch i t
pr ov i d e s for t h e pr e s e rvati on of e ach sp e ci e s i s t h e m ost i mp o r
t ant — The P r ob a b l e B egi n ni ngs of H um a n H i s t ory ( 1 7
H arte n
st ei n i v p 3 1 8
1 “
N e xt
to the i
,
,
,
,
”
.
,
.
2 18
.
.
.
EDU CA T I O NAL T H E O R Y O F I MMANUE L KAN T
220
grati fi e d at any mom e nt Th e phys i cal e ffect i s e x
t re m el y harmful but t h e moral re sults a re wors e st i ll
H e re on e cross e s t h e boun d s of natur e a n d d e s i re
rag e s wi thout c e as i ng b e caus e it finds no r e al s at i s fac
ti on T e ach e rs of grown adol e sc e nts hav e ask e d t h e
e
i
i
i
u
st
on
as
to
wh
th
r
s
w
ll
to
allow
boys
to
m
ngl
e
e
it
e
e
q
wi th the opp os i t e s e x I f on e or th e oth e r must b e
ch os e n th i s cours e i s by all m e ans th e b e tt e r I n one
i nstanc e h e acts c ontrary to natur e but n ot her e
Nature m e ans hi m to be a man as s o o n as h e attai ns
hi s maj ori ty and p e rp e tuat e hi s sp e c i e s but the n e e ds o f
ou r cult i vat e d stat e somet i m e s mak e it i mposs i bl e for h i m
t o e ducat e h i s ch i ldr e n ? H e r e i n h e s i ns agai nst the soc i al
ord e r Thus i t i s b e st— y e s i t i s hi s duty— to wai t unti l
he i s i n a p os i ti on t o b e marri e d I n s o do i ng h e acts
not only l i ke a go o d man but also l i k e a good c i ti z e n
The adol e sc e nt sh o uld l e arn e arly to hav e a proper
r e sp e ct for the oth e r s e x to e arn th e i r e st e e m by hi s
uncorrupt acti vi ty and thus t o pre ss forward t o t h e
nobl e pri z e of a happy marri age
.
.
,
,
.
,
.
,
.
.
,
,
,
.
,
.
,
,
.
,
,
.
A s e cond d i sti ncti on wh i ch th e adolescent begi ns
t o make about t h e ti m e h e e nters s oci e ty cons i sts i n
t
d
o
h
e
k
n
o
w
l
e
e
c
l
s
d
i
s
t
i
n
t
i
o
h
e
e
t
a
s
c
n
s
a
n
d
i
n
i
t
d
S
y
g f
o
en
u a li t
m
A
s
a
ch
i
ld
must
h
e
n
o
t
b
e
q
y f
allow e d to noti c e th e s e th i ngs H e sh o uld n ot e v e n
I f h e s e e s that
b e p e rm i tt e d to gi v e ord e rs to s e rvants
h i s par e nts gi ve th e m orders h e can al w ays b e told
We gi v e th e m bre ad and that i s why th e y ob e y us ;
112
oc e
.
an
.
.
.
,
,
,
1
C f S e cti on
.
26
.
C O NCLUSI O N
221
do n ot d o s o and th e re fore th e y a re n ot obl iged t o
ob e y y ou
Ch i ldr e n know noth i ng about th i s d i ffer
e nce i f par e nts th e ms e lv e s do not t e ll th e m o f it
Th e
y out h should b e shown that th i s i n e q ual i ty of m e n i s a n
arran g e ment wh i ch has ari s e n b e cause on e p e rson has
att e mpt e d to ge t t h e advanta g e o f anoth e r Th e con
s ci o us n e s s o f th e e q ual i ty o f man w i th i n c i vi c i ne q ual i ty
can gradually b e awak e n e d
o
u
y
,
.
.
,
.
.
113
Th e
youth must be accustomed to e sti mat e
h i ms e lf absolute ly and not accord i ng t o oth e rs A
h igh e sti mati on of oth e rs i n that whi ch do e s V i A m
pp
f th
not constitut e the worth o f man i s vani ty
ti
M mm “
The youth must also b e taught to hav e con
s c i e n t i o u s n e s s i n all thi ngs and must stri v e not only to
app e ar but to b e H ab i tuat e hi m to s e e to it that wh e n
e v e r h e h a s onc e adopt e d a r e s olut i on i t do e s n ot b e
com e a vai n on e M uch rath e r should one mak e no
re soluti on and leav e t h e th i ng i n d o ubt T e ach h im
t o b e cont e nt e d wi th e xt e rnal c i rcumstanc e s and pati e nt
i n l ab or (s us ti n e et a b s ti n e) and t e ach h i m mod e rati on
i n pl e asure s
Wh e n on e do e s n ot d e s i re pl e asure s
m e re ly but w i ll also b e pati e nt i n work he b e comes
a us e ful memb e r of th e commun i ty and pr o te cts hi m
s e lf agai nst enn ui
Th e youth should also be exhorted t o j oyousn e ss and
g ood-humor Li ght-h e artedn e ss naturally results from a
consci e nc e wi thout reproach R ecom m e nd an e q ual i ty
of mood to h i m
By practi ce o n e can always succ e ed
i n mak i ng h im self an agre e abl e m e mb e r of soc i ety
On e must accustom h i mself t o look upon many th i ngs
.
,
.
a r ou s
.
ca
on s o
o
a
,
.
,
,
,
.
.
,
.
,
e
,
,
.
.
.
.
.
2 22
E DU CAT I O N AL T HE O R Y O F I MMANUEL K AN T
as duty A n acti on should be of value t o me n ot be
caus e i t accords wi th my i ncl i nati ons but becaus e I fulfil
m y duty i n p e rform i ng it
Lov e for o thers and afterwards cosmopol i ta n s e nti
m e nts sh o uld b e d e v e loped I n our soul th e re i s som e
th i ng wh i ch caus e s us to b e i ntere st e d ( a ) i n ours e lv e s
b
i
n those w i th whom w e have be e n brought up and
( )
c
n
s um m u m
on u m
h
ldren
must
mad
e
i
i
th
e
b
C
b
e
( )
fam i l i ar w i th th i s i nt e re st that th e y may warm thei r
souls w ith i t Th e y should rej o i ce ov e r th e g ood of the
world even if i t i s n ot t o the advantage of thei r fath e r
land or t o th ei r own profit
Th e ch i ld must be s o trai ned as t o attach only a
medi ocr e valu e to the e nj oym e nt o f the pl e asures of
l i fe Th e ch i ld i sh fe ar of d e ath wi ll then di sapp e ar
Y oung m e n should b e shown that e nj oyment do e s n ot
gi v e that w hi ch i t prom i s e s
I t i s n e c e ssary finally to call h i s att e nti on t o the n o
c es s i t y o f ord e ri ng h i s o w n accounts da i ly s o that at the
end o f l i fe h e may b e able t o compute i t s valu e
,
.
,
.
,
,
.
,
,
.
,
.
,
.
.
.
.
,
,
,
.
SELEC T IO N S
I
P EDA G O G I CA L FRA G M EN T S
S KI LL
1
first b u t n t t h e ch i e f th i ng t o b e th o ught o f
S o i s br ad th e firs t b ut n o t th ch i f “i ng t o b
c o ns i d e r e d i l l marr i ag Th e fi rs t th ing i s that wh i ch
c onta i ns th n c ssary c o nd i t i o n f th e i m but t h e a i m i ts e l f i s
o f abs lut e i m p rtanc e
1
.
is the
o
,
e
e
,
e
e
e
e
r
e
.
.
a
o
e
o
o
.
,
.
us t b e d i sc i pl i n e d b e caus e h e i s natura lly w i ld and
tau gh t b e caus h i s r w Only i n t h e r d e r f natur i s h e g o d
i n t h e m ral o r d r h e i s h a d
H must b e d e v l p e d
D
i i pl i
H i s d ucat i o n i s n t m e re ly n e gat i v e
i nt o v i rt u c
H e mus t fe e l r stra i nt b caus e h e w i ll b e subj e ct t c i v i l r e stra i nt
B c br ugh t p fr e ? H mus t b e dr i ll e d tra i n e d ( u p r i gh t ga i t)
2
Ma n
.
m
,
e
a
e
o
o
o
.
e
e
.
e
o
e o
ne.
sc
o
e
.
e
e
li
o
.
e
o
e
.
.
,
ch i ld must b e bro ught u p fre e ( that h e all ow th e rs t o b
fre e) H mus t l e arn t e ndur t h re s t ra i n t t wh i ch fr e d o m
subj e cts i ts e l f fo r i t s w n pr s e rvat i on ( e xp e r i e nc e
T i i g
sub rd i na ti n t o h i s c om m an d ) Thus h e must
n
Th i s pr e c e d e s i ns t ruct i n Tra i n ing must co n
b e d i sc i pl i n e d
t i n u w i th ut i n te rrupt i o n
H e must l arn t d w i th o u t th i ngs
3
Th e
.
o
e
.
o
e
o
e
e
o
e
e
ra n n
o
o
o
.
o
.
e
o
.
e
.
I have nu m be r e d th e s e Fragm e nts
o
o
f c i l i tat i n g r fe r
e nc e t o th e m and t
l t e ach Fr gm e n t stand u t i n d e p e n d ntly
F r agm e nts 1 t o 18 i nclus i v a r V og t s s l ct i n ( p ci t pp
1 15
ch i fly fro m E rdmann s Ka n t R fl ct i n s on A n t h o
l
o
F ragm e n t s 1 9 t o 6 2 have b e e n s el e cte d fro m H arte nste i n
p ogy
v i ii pp 6 0 9—6 4 4
1
o
e
.
.
e
’
e
.
a id
to
in
a
e
.
.
a
e
o
’
e e
’
s
e
e
o
e
o
o
.
.
,
.
.
r
,
EDUC AT I O N AL T HE O R Y O F I MMANUEL K AN T
22 6
and t o b e ch eerful ab out i t H e must n ot b e obl i ge d t o d i s s i m u
lat e h e must ac qu i r e i mm e d i at e h orr o r of l i es must l e arn s o t o
re sp e ct t h e r i ghts of m en that t h ey b ec om e an i nsurm ounta bl e
wall for h i m
H i s i nstruc t i on must b e m or e n e ga t i v e
He
must n ot l ear n r e l i g i on b e fore h e kn ows m oral ity H e must b e
r e fin ed but n ot sp oi l e d ( pamp e r ed) H e must l earn t o sp e a k
fra nkly and must as sum e n o fals e sham e B e for e ad ol e sc enc e h e
m ust n ot l e ar n fi n e mann e rs ; t h or oughn e ss i s t h e ch i e f t h i ng
Thus h e i s crud e l onge r but e arl i e r us e ful and cap a bl e
.
.
,
.
.
.
.
.
,
.
,
.
.
,
s ex es must b e e duca t e d and d i sc i pl i n e d Men n e e d th e
form e r for s oc i ety m ore th an w om e n d o It i s w orth w h i l e t o e x
i n e t h e i mp o rta nt op i n i o n o f R o uss e au that t h e
am
Th S
culti vati on by e duc a ti on o f t h e ch ar ac t e r of g i rls
w o uld hav e t h e gre at e st i nflu e nc e o n t h e m a l e s e x a n d up on m or a ls
ge n er a lly At pre s e nt g i rls ar e m er e ly t ra i n e d t o g ood mann e rs
but t h e y ar e n ot e duc a t e d t o g ood m or als and m od es of th ought
r el i gi on h on or wh i ch i s d i r e ct e d t o th at wh i ch oth e rs w hat e v e n
o n e s i n l e p e rs on th i nks
4
B oth
.
.
.
e x es .
e
.
,
.
,
g
.
shal l hav e stud i e d fe m i n i n e natur e b ett e r i t i s b e st
t o l e av e th e e duca ti o n o f daught e rs t o t h e i r m oth e rs a n d t o l e t
th
e m o ff fr om b o ok s
It i s n ot only n a tural but
Gi l
pro p e r t o b e p ol i t e y i eld i ng a n d m i ld t owar ds
b e auty a n d y outh for i t i s h on orab l e t o b e c apab l e of b e i ng i n
fl u e n c e d by g e nt l e i mpr e ss i ons a n d t h e r oughn e ss o f gro ss forc e
i s hard ly pra i s e w o rth y
5
U nti l
.
we
.
.
.
r s
,
.
,
.
,
,
.
W om e n are much m or e ar t i s t i c fin e r a n d m or e re gul ar wh e n
th ey r e s i gn th e ms elv e s t o th e b e nt of th e i r s e x th a n a r e m n
m
or eov e r th e y hav e th e i nt e ll i g e nc e t o fo rm t hi s b e nt
W m
by r eas on Thus w oman re qu i re s much l e s s trai n
i n g a n d e ducati on al o l ess i nstr ucti on th a n man
a nd d e fe cts i n
h e r d i sp os i t i o n w ould b e l e ss n ot i c e ab l e i f s h e h a d m or e e duc a
t i on a lth ough a sch e m e for i t wh i ch w o uld a gr e e w i t h t h e d e s ti ny
o f h e r s e x h a s n ot y e t be e n i nv e nt e d
H e r e duca t i o n i s n ot i n
struc t i on but gu i dan c e S h e must kn ow m e n ra t h e r t han b ooks
H on o r i s h e g re at e st v i rtu e d om e sti c i ty h e r m e r i t
6
.
.
,
e
o
an
:
,
.
.
,
.
s
,
,
.
.
.
.
r
,
.
EDUC AT I O NA L T HE O R Y OF I MMANUE L K A N T
2 28
Th e re must b e a s e e d of e ve ry g oo d thi ng i n t h e characte r
o f m e n oth e rw i s e n o o n e can br i ng i t ou t
Lacki ng that anal o
go us m ot i ve s h on or e t c ar e substi tut e d Par e nts a e i n t h e hab i t
of l ook i ng o u t for t h e i ncl i nat i o ns fo r t h e tal e nts and d e xt e r i ty
p e rhaps for t h e d i sp os i ti o n o f th e i r ch i ldre n and n ot at all for
th e i r h e art or characte r
13
.
,
.
,
.
,
,
,
r
.
,
,
,
.
p e rs on d e ri v e s h i s rul e s of con
duct fro m h i ms e lf and fr om t h e d i gn i ty o f human i ty C haract e r
i s t h e c o mm o n rul i ng pr i nc i pl e i n man i n th e u s e o f
Ch t
h i s tal e nts and attr i but e s
Thus i t i s th e nature o f
h i s w i ll and i s g o o d or bad
A man w h o acts w i th out s e ttl e d
pr i nci pl e s w i th n o un i fo rm i ty has n o characte r A man may
hav e a g ood h e art and y e t n o charact e r b e caus e h e i s d e p e nd e nt
up o n i mpuls e s and d oe s n ot act acc ord i ng t o max i ms F i rmn e ss
and un i ty o f pri nci pl e a r e e ss e nti al t o characte r C haracte r i s
d e v e l op e d late and supp orts i ts e lf at last g o od nature i s l ost w i th
a happy h e art and s o c i ab i l i ty e sp e c i ally i n t h e cas e of w om e n
and th e y hav e but l i ttl e charact e r anyway
15 Th e m or e on e pr e supp o s e s that h i s ow n p ow e r w i ll su ffic e
h i m t o r e al i z e what h e d e s i r e s t h e m or e pract i cal i s that d e s i re
Wh e n I tre at a man c ont e mptu ously I can i nsp i re h i m w i th n o
pract i cal d e s i r e t o appre ci ate my grounds of truth Wh e n I tre at
I can i nsp i r e h i m w i th n o d e s i re t o d o ri ght
a n y o n e as w o rthl e ss
14
.
C haract e r m e ans that
the
.
a ra c er
.
.
,
.
,
.
,
,
.
.
-
,
,
.
.
.
,
.
.
,
Wh e n b e ds are w e ll shak e n up th e y q u i ckl y spr e ad th e m
s e lve s out agai n by th e i r ow n e lasti ci ty
Old p i ll ows re tai n
i mpr e ss i ons th e y ar e sl ow i n r e sum i ng th e i r fo rm e r
Im p i
shap e Th i s i s th e d i ffe r e nc e i n t h e r e c e pti on of
str ong i mpr e ss i o ns by y oung and by ol d p e opl e Th e latte r a re
s e ns i ti ve t o i mpre ss i ons but lack e lasti c i ty Wh e n t h e v i tal forc e
b e g i ns t o flow ou t agai n th e re i s an agre e abl e langu or pre s e nt
On e fe e ls t h e pre p o nd e ranc e o f h i s v i tal forc e s but th e ol d p e rs o n
fe e ls th e i r re tardati on and th e r e c ove ry i s sl ow and h e nc e u n
n ot i c e abl e Old p e opl e d o n ot n e e d such e m oti ons as h i nd e r i t
1 7 Y o ung p e opl e l ov e that wh i ch i s fu l l o f fe e l i ng b e caus e th e y
ar e fr i v ol o us and th e i r i m pr e ss i o ns ar e s o elast i c as t o d i sa pp e ar
16
.
,
.
r es s o n s
.
.
.
,
.
.
,
.
.
,
SE LEC T I O NS
q u i ckly and als o b e caus e th e y
,
hav i ng c ontrol ove r on e s
th e p ow e r of oth e rs
’
ow n
2 29
as y et kn ow t h e valu e of
fe e l i ngs and of n ot e xp os i ng th e m t o
do
n ot
.
Th i nk i ng p eopl e b e l ong t o a l e arn e d w orld wh i ch has un i n
t e rr up t e d c o nt i nu i ty e v e n th ough s e v e ral i nte rv e n i ng c e ntur i e s
may hav e d re am e d ( sl e pt) I n th i s way t h e anc i e nts
b e l ong t o t h e m od e rn l e arn e d or t h i nk i ng w orld
t h e m o d e r n t o t h e anci e nt — that
i f th e y mak e
u s e o f th e v i e ws of t h e o l d w o rld
w e must h on or t h e ol d
l e arn e d w orld and b e thankful t o t he anc i e nts
18
.
,
.
,
,
.
.
Moral
re g e n e rat i o n That i s us e ful (m i l d b onum ) wh i ch
r e al ly or i n i magi nati on sati sfie s n e e ds Th e d e s i re s wh i ch are
n e c e ssary t o man through h i s natur e ar e natural
Th M
f
d e s i r e s Th e man w h o has n o oth e r d e s i re s and i n
n o gr e at e r d e gr e e than th o s e o f natural n e c e ss i ty i s
a man of nature and h i s ab i l i ty t o b e sati sfie d w i th l i ttl e i s m od
Th e numb e r o f forms o f kn o wl e dg e and ot h e r
c rat i o n o f natur e
p e rfe cti ons wh i ch t h e sat i s facti o n of nature d e mands i s t h e s i m
Th e man i n wh o m t h e s i mpl i c i ty and t h e m o d
p l i c i t y o f natur e
H e w h o c ould d e s i r e
c rat i o n o f natur e m e e t i s t h e man o f natur e
m ore than i s naturally n e c e ssary i s luxuri ous
19
.
.
.
,
,
e
.
an o
,
,
,
.
.
.
.
wh ol e a i m o f t h e sc i e nc e s i s e i th e r e u di ti o (m e m ory)
B o th must r e sult i n mak i ng man m or e
or sp ecu l a t i o ( r e as o n )
s e ns i bl e ( shr e wd e r w i s e r) i n th e p os i ti on appropri at e
Si
t o human natur e and thus m or e e as i ly c o nte nt e d
Taste wh i ch i s m oral mak e s on e d esp i s e t h e sc i e nc e wh i ch d oe s
n ot i mpr ov e h i m
20
Th e
.
r
.
,
c e n ce
.
.
,
,
,
.
21
.
Young p eopl e hav e much fe e l i ng but l i ttl e tast e
,
.
W o man has fi n e tast e i n t h e ch oi c e of that wh i ch can a ffe ct
man s fe e l i ngs man has a blunt s e ns e o f th i s H e nc e h e pl e as es
22
.
’
.
EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
2 30
m ost wh e n h e i s th e l e ast c onc e rn e d ab out pl e as i ng On th e othe r
hand w oman h a s s ound taste i n that whi ch c once rns h e r ow n fe e l
i ngs
.
,
.
s h on or c ons i sts i n h i s ow n e sti mati on of h i ms elf ;
w oman s h on o r i n t h e j udgm e nt of oth e rs A man marr i e s ao
c ord i ng t o h i s own j udgm e nt a w oman d oe s n ot marry agai nst h e r
pare nts w i sh e s Woman m e e ts i njust i c e w i th t e ars man w i th
ange r
23
Man
.
’
’
.
’
.
,
.
24
N ov e ls mak e n obl e w om e n fantast i c and c o mm on w om e n
.
s i lly th e y mak e n o bl e
25
Ro
.
m en
fantasti c and c omm on
uss e au s b ook s e rv e s
’
to i
mprove up on
the
m en
laz y
anci e nts
.
.
B e caus e i n c i vi l i z e d c ond i ti o ns th e r e a re s o many unnatural
de s i re s th e r e als o o ccas i onally ar i s e s a m oti v e for v i rtu e and b e
caus e th e r e i s s o much luxury i n e nj oym e nt and i n kn owl e dge
sci e nc e ari s es I n t h e natural state on e can b e g ood w i th out vi rtu e
and r e as onabl e w i th out sc i e nc e
26
.
,
,
.
.
d i fficult t o s e e wh e th e r man w o uld b e b e tte r off i n t he
s i mpl e natural s tat e than h e i s n ow ( 1) b e caus e h e h as l ost h i s
susce pti b i l i ty t o s i mpl e pl e asur e ( 2 ) b e caus e h e
usually b e l i e ve s that t h e c orrupti on wh i ch h e s e e s i n
t h e c i v i l i z e d state als o e xi sts i n t h e state o f s i mpl i c i ty
H app i n e ss w i th out taste i s bas e d up on s i mpl i c i ty and t h e m od e ra
ti on of i ncl i nat i ons h app i n e ss wi th tast e i s bas e d up o n t h e s e ns i
ti v e s oul calm H e nce o n e must b e capabl e of h app i n e ss wh e n
al on e for th e n on e i s n ot ann oy e d by n e ce ss i t i e s R e st afte r lab or
i s m or e agre e abl e and on e sh o uld n ot pursu e pl e asure
‘
27
It i s
.
:
.
.
.
,
.
,
uss e au pr oc e e ds synth e ti cally and b e g i ns w i th t h e natu
ral man ; I pr oc e e d analyti cally and b e gi n w i th th e m oral m an
H ow e v e r th e h e art of man may b e c onst i tut e d ou r
wh e th e r th e stat e of natur e or
o nly q u e st i o n h e r e i s
o f t h e c i vi l i z e d w orld d e v e l ops m o r e r e al s i ns and
m ore fac i l i ty t o s i n Th e m oral e vi l c a n b e s o muffl e d that o nly
lack of gre ate r puri ty but n e ve r a p os i ti v e vi c e e xh i b i ts i ts elf i n
28
.
Ro
,
.
,
,
,
.
,
,
ED UCATI O N AL
23 2
TH E O R Y
O F I MMAN UE L KAN T
ncl i nati o n wh i ch th e y obs e rv e i n oth e rs Thus th e y can only
b e pun i sh e d for that wh i ch th e y cann o t d e ny and th e y sh o u l d n ot
b e grante d what th e y w i sh m e re ly b e caus e o f t h e r e as ons th e y a d
vanc e
th e i
.
,
.
Wh e n on e i s try i ng t o d e v e l op m oral i ty o n e sh o uld und e r
n o c o n d i t i o n e mpl oy i nduc e m e nts wh i ch d o n ot mak e th e act i o n
m orally goo d
pun i shm e n t re ward e t c Thus
ly i ng sh ould b e r e pre s e nte d as li t er a lly v i ci ous as i t
i nd e e d i s and i t sh ould n o t b e i nclud e d i n any oth e r
m o ral cat e g ory ; for e xampl e that of duty t owards oth e rs On e
has n o duti e s t o war d s on e s s e lf but o n e has abs olute dut i e s whi ch
a r e such i n th e ms e lv e s — t o act r i ghtly
I t i s absurd that i n our
m oral i ty w e s eldom d e p e nd up o n ours e lve s
34
.
,
,
.
,
,
,
,
,
.
’
,
.
.
that t h e phys i c i an i s t h e s e rvant of
nature t h e sam e i s tru e i n e th i cs ke e p t h e e xt e rnal e v i l at a d i s
tance and natur e w i ll tak e t h e ri ght path of h er ow n acc ord I f
a phys i ci an sai d that nature i s c orrupt h ow c ould h e i mpr ov e h e r ?
E ve n s o t h e m oral i st
35
I n m e d i ci ne
.
we
s ay
.
,
,
.
happ i n e ss or unhapp i n e ss of
unt i l h e h i ms e lf i s sati sfi e d ; h e nce mak e h i m sat i sfi e d
oth e rs
w i th l i ttl e and y ou w i ll mak e k i nd m e n ; oth e rw i s e i t i s i n
vai n U ni ve rsal broth e rly l ove has s om e th i ng ve ry n obl e and
subl i m e ab o ut i t but i t i s ch i m e r i cal A s l ong as on e i s h i ms elf
s o d e p e nd e nt up on th i ngs h e cann ot sympath i z e w i th th e happ i n e ss
o f oth e rs
36
Ma n i s
.
n ot
i nt e r e st e d i n t h e
,
.
.
,
,
.
s i mpl e man has a s e ns e of r i ght v e ry e arly but v e ry
late or n ot at all a c onc e pt o f ri ght Th i s s e ns e must b e much
e arl i e r d e v e l o p e d than t h e c o n
c
e pt
I
f
h
e i s taught
S e ns e
C
pt
first t o d e v e l op accord i ng t o rul e s b e w i ll n ev e r fe e l
T i i g
Wh e n t h e i ncl i nat i ons are onc e d eve l op e d i t i s d i ffi
cult t o i mag i n e g oo d or e v i l i n oth e r ci rcumstanc e s B e caus e I
am n ow d e vour e d by ennui unl e ss I hav e c onti nual pl e asure I
i mag i n e t h e sam e th i ng t o b e tru e o f t h e S wi ss c ow h e rd o n t h e
m ountai n and h e w i ll n ot th i nk of h i ms e lf as a man w h o i s sat i s
Th e
37
,
,
,
.
ver su s
on c e
ra n n
.
.
,
'
,
.
,
-
,
SE LEC T I O NS
2 33
and cann ot de s i re anyth i ng m ore On e can hardly c o nc e i ve
that th i s l owl i n e ss i s n ot fill e d w i th pai n On th e oth e r hand
e v e n wh e n oth e r p e opl e ar e i nfe ct e d w i th i mag i nary e v i ls
s om e
cann ot i magi n e h ow th i s i d e a c ould hav e b e e n e xp e cte d i n th e i r
cas e Th e ari stocrat i magi n e s that t h e evi ls o f t h e d i sre gard of
van i sh e d magn i fic e nc e cann ot oppre ss t h e c i ti z e n and d o e s n ot
und e rstand h ow h e can accust om h i ms e lf t o c ount c ertai n luxuri e s
am ong h i s n e c e ss i ti e s
38 C an anyth i ng b e m or e p e rv e rt e d than t o talk ab out th e oth e r
w orld t o ch i ldre n w h o hav e hardly b e gun l i fe i n th i s
fi ed
.
.
,
,
.
,
.
.
A s fru i t wh e n
r i p e drops from t h e tr e e and falls t o t h e
gr ound i n ord e r t o l et i t s ow n s e e ds tak e r oot s o th e man w h o
c om e s o f a ge separat e s h i ms e lf from h i s par e nts transp l ants h i m
s e lf and b e c o m e s t h e r oot of a n ew rac e Man must b e i nd e
p e nd e nt that w o man may d ep e nd e nt i re ly up o n h i m
39
.
,
it is
,
,
,
.
,
.
ask e d h ow far i nne r m oral pri nc i pl e s can br i ng
a man Pe rhaps th e y w i ll br i ng h i m t o t h e p oi nt wh e r e h e i s g ood
i n th e state of fr e e d o m w i th out gr e at t e mptat i on
But wh e n t h e
i njusti c e o f o th e rs or th e fo rc e of an i llus i on d oe s h i m harm
th i s m n e r m oral i ty i s n ot su ffici e ntly p ow e rful H e must have
r e l i gi on and e nc ourage h i ms e lf w i th t h e h op e o f th e r e ward of
a future l i fe H uman n atur e i s i ncapabl e of an i mm e d i at e m oral
pur i ty ; but wh e n i t s puri ty i s w ork e d up o n i n a sup e rnatural
mann e r future r e wards hav e n o l ong e r t h e characte r of m ot i v e s
40
I t must
.
be
,
.
.
,
,
.
.
.
,
di ffe r e nc e b e tw e e n fals e and tru e m oral i ty i s th i s that
t h e form e r me r e ly s ee ks c orr e cti v e s for e v i ls wh i l e t h e latte r i s
c onc e rn e d w i th pr ev e nti ng t h e e x i st e nce of the s e ev i ls
41
.
Th e
,
.
unnatural that a man sh ould sp e nd t h e gre at e st part of
h i s l i fe i n t e ach i ng a ch i ld h ow i t shall l i v e h e r e aft e r
S uch p r i
vat e tutors as J e an J ac q u e s are h e nc e arti fici al A
R u
ch i ld has but few s e rv i c e s d on e for i t ordi nari ly as m S h l
s oon as i t gai ns a l i ttl e stre ngth i t of i t s ow n acc ord
p e rforms l i ttl e us e ful act i ons of adults — for e xampl e i n t h e cas e of
c ountry p eopl e and arti s ans -a n d l e arns t h e r e st gradually S ti ll
42
.
It
is
.
.
o
er s u s
c
s s ea u
oo s .
,
,
,
,
.
,
ED UCATI O N AL T H EO R Y O F I MMAN UEL K ANT
2 34
fitti ng that a man sh o uld d ev ot e h i s l i fe t o t e ach i ng many
oth e rs at t h e sam e t i m e t o l i v e
th e n t h e sacri fic e of h i s own l i fe
i s n ot t o b e c o unt e d
H e nc e sch ools a r e n e c e ssary b ut t o mak e
th e m p oss i bl e Em i l e must b e e ducate d I t w ould b e w e ll i f R ous
s e au had sh own j ust h ow sch ools c ould ari s e fro m th i s C ountry
pastors c an b e g i n i t wi th th e i r own ch i ldr e n and th os e of th ei r
n e i ghb ors
it i s
.
,
.
,
.
.
uss e au unti l I am n o l o nge r d i stracte d by t h e
b e auty of h i s styl e and th e n I can e sti mate h i m r eas onably That
gre at p e opl e sh i n e o nly i n t h e d i stance and that a pr i nc e l os e s
much i n th e pre s e nc e of h i s val e t i s b e caus e n o man i s gre at
43
I must r e ad
.
Ro
.
,
,
,
n e c essary t o und e rstand h ow t h e art and dai nti n e ss of
th e ci vi l i z e d c o nst i tuti o n ar i s e and h ow i n s om e r e g i ons of th e
w orl d th e y ar e n ev e r m et w i th ( for e xampl e wh e r e
Th S i m pl
n ord e r t o l e arn t o
th
e r e a r e n o d o m e st i c an i mals
i
)
St t f N t
d i sti ngu i sh that wh i ch i s stran ge and acci d e ntal t o
natur e fro m that wh i ch i s e ss e nti al t o h e r Wh e n on e c ons i d e rs
t h e h app i n e ss of t h e savag e s it i s n ot i n o rd e r t o r e turn t o t h e
w oods but o nly i n ord e r t o s e e what on e has l ost whi l e o n e has
gai n e d i n oth e r r e sp e cts that on e may n ot sti ck fast w i th unn at
ural a n d unh a ppy i ncl i nati ons i n t h e e nj oym e nt and u s e of s oc i al
luxury and may r e mai n a m oral man of nature S uch an e h s e r
vati on s e rve s as a standard for natur e n ev e r mak e s a man a ci t i z e n
and h i s i ncl i nati ons a n d e fforts a r e all m e ant m e re ly for t h e s i mpl e
state of l i fe Th e ch i e f obj e ct of m ost of th e oth e r cre ature s s e e ms
t o b e th at th e y and th e i r k i nd l i v e ; wh e n I assum e th i s i n t h e
cas e of man I must n ot d e sp i s e t h e c omm on savage
44
It
.
.
is
,
,
e
e
a ur e
a eo
,
.
.
,
,
,
,
,
.
,
,
,
.
.
,
I can n e ve r c onv i nc e an oth e r e xc e pt t h r ough h i s ow n
th ough ts ; h e nc e I must tak e for grante d that h e has a good and
45
.
j ust und e rstand i ng oth e rw i s e i t i s vai n t o h op e that
h e can b e w on ov e r by my re as o ns
Li k e w i s e I
cann ot m ov e any on e i n a m oral s e ns e i n any oth e r
way than thr ough h i s ow n fe el i ngs h e nce I must tak e for grante d
that h e has a ce rtai n goodn e ss o f h e art o th e rw i s e my d e scri pt i on of
,
.
,
,
,
,
EDUC AT I O N AL T HE O R Y O F I MMANUE L K AN T
2 36
h i ms el f i n
ant i qu i ti e s
Ro
m e w i th
th e
spl e nd or
of
th e
church e s and
th e
.
may subt i l i z e as much as h e l i k e s h e cann ot forc e
natur e t o lay d own d i ffe r e nt laws H e must e i th e r w ork h i ms elf
o r o th e rs must w ork for h i m ; and th i s lab o r w i ll r ob oth e rs o f
th e i r happ i n e ss i n t h e rati o i n wh i ch h e tr i e s t o rai s e h i s ab ove
t h e av e rag e
51
.
Ma n
,
.
.
vi l e ffe ct of sc i e nc e up on m en i s pri nc i pally th i s that
by far t h e gr e at e st n u mb e r o f th os e w h o w i sh t o d i splay a kn owl
e dg e of i t acc o mpl i sh n o i mpr ov e m e nt at all o f t h e und e rstand i ng
but only a p e rv e rs i ty of i t n ot t o m e nt i on that i t s e rv e s m ost of
th e m as a t ool o f van i ty
52
.
Th e
e
,
,
,
.
s gre at e st conc e rn i s t o kn ow h ow h e shall prop e rly
fill h i s plac e i n t h e un i v e rs e and c orr e ctly und e rstan d wh at h e
must b e i n ord e r t o b e a man
53
.
Man
’
.
54
.
Y outh must
l ogi cal gr ounds
on
55
.
be
taugh t
to
h o n or r e as o n
on
m oral as w e ll as
.
I am an i nve sti gator by i ncl i nat i o n
I fe e l a gre at th i rst
.
kn owl e dg e and an i mpati e nt e ag e rne ss t o advanc e als o sati s
facti on at e ach pr ogre ss i ve ste p Th er e w a s a t i m e
wh e n I th o ught that all th i s c ould c o nsti tute t h e
h on or of human i ty and I d e sp i s e d t h e m ob wh i ch
kn ows n oth i ng ab out i t R o uss e au s e t m e strai ght Th i s daz z l i ng
I l e arn t o h on or m e n and w ould c ons i d e r
e xc e ll e nc e van i sh e s ;
mys elf much l e ss us e ful than c omm o n lab or e rs i f I d i d n ot be l i e ve
that th i s c ons i d e rati o n c o uld g i ve all t h e oth e rs a valu e t o e stabl i sh
t h e r i ghts o f human i ty
fo r
,
.
,
,
.
.
,
,
.
l fe of on e wh o
and w i th out m orals s e e ms
56
.
Th e i
,
r e ly e nj oys w i th out c onte mplati on
hav e n o valu e
me
to
,
.
S ELECTIONS
In
2 37
c i v i l i z e d state m a n gr ows w i s e only v e ry lat e and on e
m i ght w e ll s a y wi th Th e ophrastus that i t i a p i ty that h e c e as e s
t o l i v e just as h e s e e s l i fe o p e n i ng
57
th e
,
,
s
,
.
m e taphys i cal e l e m e nts of aesth e ti cs t h e vari o us n on
m oral fe e l i ngs a r e t o b e mad e us e o f i n t h e e l e m e nts of m oral
m e taphys i cs t h e vari ous m oral fe e l i ngs of m e n acc ord i ng t o t h e
di ffe re nc e s i n s e x a ge e d ucati on and g ov e rnm e nt o f rac e s and
cl i mate s a r e t o b e e mpl oy e d
58
.
In
th e
,
,
,
,
,
.
,
has r e as on n ot t o r efi n e h i s fee l i ngs t oo much first i n
o rd e r n ot t o e xp o s e th e m t o t oo much pa i n ; s e c o nd i n ord e r t o
car e for tru e r and m ore us e ful thi ngs Mode rati o n and s i mpl i c i ty
r e q u i r e coars e r fe el i ngs and make on e h appy
59
.
On e
‘
,
,
,
.
.
,
natural S tate n o c onc e pt o f God can ari s e and
fals e on e wh i ch on e mak e s for h i ms e lf i s harmful H e nc e
th e ory o f natural re l i g i on can b e tru e only wh e re th e r e i s
sci e nce th e r e for e i t cann ot b i nd all m e n t ogeth e r
6 0
.
In
th e
,
.
th e
the
no
.
b e st for us t o b e gu i de d by t h e m od e l of th e anc i e nts i n
all th os e th i ngs wh i ch app ertai n t o fi n e or e l e vat e d fe e l i ng i n
sculpture arch i t e cture p oetry and e l oq u e nce ol d
i
Th A
t
cust o ms and ol d c onst i tuti ons Th e anc i e nts w e r e
cl os e r t o natur e ; b e tw e e n us and nature th e r e i s much that i s
fri v ol ous voluptu ous or slavi shly c orrupt Ours i s a c e ntury of
b e aut i ful t ri fle s of bagate ll e s o f n obl e ch i m e ras
6 1
.
It
is
:
,
,
,
e
n c en s .
.
.
,
,
,
.
,
has h i s ow n i ncl i nati ons and a natural w i ll wh i ch i n
h i s acti o ns by m e ans of h i s fr e e ch oi c e h e foll o ws and d i r e cts
Th ere can b e n oth i ng m or e dr e adful th an that t h e
F
A ti
acti ons of on e man sh ould b e subj e ct t o t h e wi ll o f
an oth e r ; h e nc e n o abh orre nc e can b e m ore natural than that
wh i ch a man has for slav e ry A nd i t i s for th i s re as on that a
chi ld cri e s and b e c om e s e mb i tte re d wh e n h e must d o what oth e rs
w i sh wh e n n o on e h as tak e n th e tro ubl e t o mak e i t agre eabl e t o
H e wants t o b e a man s oon s o that h e can d o as h e h i ms e lf
him
l i k es
6 2
.
Ma n
,
.
,
,
r ee
.
,
.
,
.
c
on
.
HUM A N P ERF ECT I ON A N D P R O G R ESS
T H AT Kant cam e t o r e gard e ducati on as prop e rly fal l i n g w i th i n
t h e b ounds o f e th i cs rath e r than w i th i n t h e r e alm o f phys i cal o r
natural
sc
i e nc e and h e nc e w i th i n th e o r e t i cal ph i l os o
P d g gy
ch f
phy may b e gath e re d fro m th e fol l ow rn g s e l e ct i ons
B
Et h i
from th e I ntr oduct i on t o The Met ap hy si ca l E le ment s
of Et hi cs
S e cti ons 5 8
I n d i scuss i ng th os e
Pt II
“
e nds wh i ch a r e als o dut i e s h e r e marks ab out
O ur Own Pe rfe c
"
t i on wh i ch i s on e of th e m
e
a
a
o
ra n
,
o
cs
,
'
.
,
.
,
,
,
,
,
w ord P e fect i on i s subj e ct t o many m i sc onc ept i ons
Wh e n i t i s sa i d o f t h e p e rfe ct i on b e l ong i ng t o man i n g e n e ral
i
i
n
i
r
ally
human
ty
that
ts
lf
a
duty
mak
th
s
t
i
i
t
s
e
t
o
e
o
e
i
o
u
r
)
(
purp os e i t must b e und e rstood as m e an i ng that
P f ti
wh i ch can b e th e (f et of o n e s a ct i on n ot that
wh i ch i s a m e re g i ft for wh i ch w e must thank natur e for oth e r
w i s e i t w ould n ot b e a duty I t can th e re fo r e b e n oth i ng e ls e than
cu lt u e of on e s fa cu lty ( or natural capaci ty) i n w h i ch t h e u n d er
i s c ons e q u e ntly th e h i gh e st o f
s t a n d i ng a s t h e faculty o f c o nc e pts
th os e wh i ch re fe r t o dut i e s but als o at t h e sam e t i m e o f h i s wi l l
m
ral
m
F
rst
od e o f th i nk i ng) t o sat i sfy e v e ry duty i n g e n e ral
i
o
(
i t i s h i s duty t o e l e vate h i ms e lf gradually ou t of t h e rawn e ss o f h i s
nature ou t o f an i mal i ty m or e a n d m or e i nt o human i ty through
wh i ch al on e h e i s capabl e of s e tti ng purp os e s b e fore h i ms e lf ; t o
supply h i s i gn orance through i nstruct i on and t o c orre ct h i s e rrors
and t h e t e chn i cal pract i cal r e as o n n ot only r ecom m en ds th i s t o h i m
as h i s ulti mat e purp os e (of art) but t h e m oral -practi cal r eas on
Th e
r
.
,
e r ec
on
’
.
e
,
.
’
r
,
,
,
,
,
.
,
,
,
,
-
,
288
EDU CA T I O N AL T H E O R Y O F I MMANUE L K AN T
2 40
lat e as 1 7 98 t owards t h e cl os e of t h e practi cal or e thi cal
p e r i od of h i s l i fe as s om e b i o graph ers characte r i z e i t i n d i scuss i ng
th e c o nd i t i o ns o f human pr o gr e ss Kant e xpr e ss e d t h e fo ll ow i n g
v i e w i n The S t ife of t h e Fa cu lti es S e ct i o n 1 0 H art e nst e i n vi i
pp 4 0 6 40 7
“
As
,
,
,
,
r
.
,
.
,
,
.
,
In w ha t
or d er ca n
t owa r d s t he b et t er b e
p
Not
r ogr es s
ct ed
a l on e exp e
9
.
answ e r i s
from t h e pr o gre ss of th i ngs fr om b elow up
w a d but f om a b ove d own wa d — To e xp e ct that o n e can succ e e d
i n e ducat i ng n ot o nly g o o d c i t i e ns but als o fo r t h e
f
C di t i
g
oo d capabl e o f pr o gr e ss i ng and supp ort i ng i ts e lf
P g
thr ough th e e ducat i on o f y outh i n d om e st i c i n
struct i on and lat e r i n sch o ols fr om t h e l ow e st t o th e h i gh e st i n
sp i r i t ual and m oral cult ur e stre ngt h e n e d by t h e te ach i ngs of r e
l i gi on i s a plan wh i ch hardly pr om i s e s th e d e s i r e d r e sult
For
n ot o nly d o e s t h e publ i c i ns i st that t h e e xp e ns e s o f t h e e ducat i o n
o f i t s y o uth sh o uld n ot fall up o n i t but rath e r up on t h e stat e
whi l e t h e state on t h e oth e r hand has n o m on e y t o pay salari e s
t o th or o ugh and e nthus i ast i c t e ach e rs ( as B ii s ch i n g c o mpla i ns )
b e caus e i t n ee ds all i t s funds for w a r ; but t h e wh ol e mach i n e ry
o f th i s e ducat i o n has n o c o nt i nu i ty i f i t i s n ot pr oj e ct e d acc or d i ng
t o a w e ll c o ns i d e r e d plan o f t h e h i gh e st auth or i ty o f th e state and
acc ord i ng t o i t s i nt e nti ons put i nt o op e rati on and un i formly mai n
for th i s i nd e e d i t m i ght b e n e c e ssary that t h e stat e r e fo rm
t ai n e d
i ts e lf fr o m t i m e t o ti m e and try i ng e v olut i o n i nste ad of r e v oluti on
c ont i nually advance t o w ards t h e b e tt e r B ut s i nc e i t i s m en w h o
c ons e q u e ntly s u ch as hav e had
a r e t o br i ng ab o ut th i s e ducat i on
t o b e e ducat e d for i t th e ms e lv e s i n v i e w o f th i s w e akn e ss o f
human nature und e r t h e unc e rta i nty of t h e c ond i ti ons wh i ch favor
such an e ffe ct t h e h op e o f i t s pr o gre ss i s only i n a wi s d om fr om
i
i
i
i
n ce
a b ove wh i ch
wh
e
n
i
t
s
nv
s
bl
e
t
o
us
i
s
call
d
o
i
d
e
as
a
e
P
r
(
)
p os i ti v e c ond i ti on but for that wh i ch can h e rei n b e e xp e ct e d and
d e mand e d of m e n only n e gati v e w i sd om i s t o b e e xp e ct e d for t h e
furth e rance of th i s obj e ct nam e ly that th e y s e e th e ms e lve s obl i ge d
nam e ly war — wh i ch
t o l et t h e gr e at e st h i ndranc e of t h e m o ral
always caus e s t h e m oral t o r e trograde
d i sapp e ar i n ord e r t o
Th e
,
r
r
r
z
on
ro
,
on s o
re s s
,
.
,
.
,
,
,
,
,
,
,
-
,
,
,
,
,
,
,
.
,
,
,
,
,
v
,
,
,
,
,
-
,
,
,
,
SELE CT I O NS
241
ad opt a c on st i tut i o n wh i ch by i ts v e ry nature w i th out w e ak e n i ng
i ts e lf found e d up o n r e al pr i nc i pl e s of r i ght can advance u n i n t e r
r u p t e dl y t owards t h e b e tt e r
,
,
,
,
.
In
th e A n t hr op ology ,
etc
H arte nst e i n
p 6 5 3 in
Kant pr e s e nts th i s form
n on -p ol i ti cal a sp e ct as foll o ws
.
tr e ati ng o f Th e C haract e r of th e
o f e ducat i onal fo rc e i n it s natur al
,
vn
,
.
.
,
ducati on o f t h e human rac e i n t h e t ot a li ty of i t s sp e c i e s
i e tak e n coll ecti vely (uni v s or um ) n ot i nd i vi dually (s i n gu l or um )
—
wh e r e t h e multi tude y i e lds n ot a syst e m but only
a c oll e ct e d aggr e gat e w i th t h e struggl e t owards a
ci v i l c onsti tuti o n t o b e found e d up o n t h e pri nc i pl e
o f fr e e d om but at t h e sam e t i m e up on t h e pr i nc i pl e of lawful r e
stra i nt i n m i nd man e xp e cts o nly fro m P r ovi d en ce
fr om a
w i sd om wh i ch i s n ot hi s but y e t wh i ch i s ( through h i s o w n fault)
t h e i mp ote nt i d ea o f h i s ow n r e as on
th i s e ducati on from ab ov e
d ownward I say i s wh ol e s om e but hars h and s e ve r e and i s a
v e ry unc om fortabl e man i pulati on of natur e whi ch g oe s n e arly t o
t h e l e ngth o f d e str oy i ng t h e wh ol e rac e — nam e ly t h e pr oduct i o n
o f th e
n
o
t
i
nt
nd
d
by
man
t
a
g
d
wh
i
ch
o
nc
e
h
e
r
b
oo
d
e
e
u
o
o
e
g
mai ntai ns i ts e lf from t h e evi l wh i ch i s c onti nually i n i nt e rnal d i s
agre e m e nt w i th i ts e lf Pr ov i d e nc e m e ans that v e ry w i sd om wh i ch
w e n oti c e w i th adm i rati o n i n t h e pr e s e rvati on o f t h e sp e c i e s of
organ i z e d natural cr e atur e s w h i ch a re c o nt i nually lab or i ng at t h e
d e struct i on of th e i r ow n sp e ci e s and y et always prote ct i ng i t w i th
for that r e as on assum i ng a h i gh e r pr i nc i pl e i n t h e pr ovi s i o n
out
for th e m than w e do for t h e pr e s e r vat i o n of plants and an i mals
Th e
.
.
e
,
er
,
,
,
,
,
,
,
,
,
,
-
,
,
,
,
,
,
,
,
,
,
,
.
,
,
,
.
L ETT ER S ON T H E P H I L AN TH RO P I N U M
A T D ESS A U
TO
TH E GENE R AL PUB LI C
1
T H E R E i s n o lack i n t h e c i vi l i z e d c ountri e s of E ur op e of e d uca
t i on al i nst i tut i ons and o f w e ll -m e ant i nt e nt i ons on t h e part of
t e ach e rs t o b e us e ful i n th i s matte r ; and y et i t has
d
b
e e n cl e arly pr ov e n that th e y w e r e all sp oi l e d a t t h e
figfggf
that b e caus e e v e ryth i ng i n th e m i s w orki ng
o uts e t
i n opp os i t i on t o natur e th e goo d t o wh i ch nature h a s g i ve n t h e
d i sp os i ti on i s far fr om b e i ng drawn out of man and that b e caus e
w e an i mal cr e atur e s a r e c onv e rte d i nt o m en o nly by d e v e l opm e nt
w e w ould i n a sh ort t i m e s e e e nti r e ly d i ffe r e nt m e n ar o und u s i f
o nc e that e ducat i o nal m e th od w e r e i n full sw i ng wh i ch i s d e r i v e d
w i s e ly from natur e i ts e lf and n ot s lavi shly c op i e d aft e r th e ol d
custom of rud e and i n e xp e ri e nce d a ge s
B ut i t i s us e l e ss t o e xp e ct th i s salvat i on of t h e human rac e t o
c om e from a gradual i mprove m e nt o f t h e sch ools Th e y must b e
mad
e o v e r i f anyth i ng g ood i s t o c om e fr o m th e m
l ut i
A R
for th e y ar e d e fe ct i v e i n th e i r o r i g i nal o rgan i z ati on
l
i S h
N e c e ssary
and e ve n t h e teach e rs must ac q u i re a n ew culti va
t i on Th i s can b e br ought ab out n ot b y a sl ow r efor m but by a
i
i
i
e c e ssary than a
u
ck
A
n
f
o
r
th
s
n
th
ng
m
o
r
e
s
n
i
r
e
v
l
u
t
i
o
n
d
o
o
q
,
,
,
u ca
‘
'
,
,
,
,
,
,
,
,
.
.
on
e vo
n
c
,
oo s
,
,
.
,
.
Th i s c ommuni cati on t o t h e publ i c i n b e half of The P hi la nt hr o
dat
d
arch
2
1
a
p
e ar e d o r i g i nally i n t h e K
b
n i gs
n um
e
M
7
7
i
7
7
p
p
b e rg n ewspap e r ov e r Kant s i ni ti al K von R aum er i n 1 8 4 3 i n
h i s Ges chi cht e d er P ad a gogi lc was t h e first h i stor i an of e ducat i on
t o call att e nt i on t o i t by r e pri nt i n g i t i n full
1
,
,
,
’
.
,
.
,
,
.
242
,
ED UCAT I O N AL T H E O R Y O F I MMANUE L K AN T
2 44
hav e attach e d t o i t at first t o fall aw a y naturally Th e attacks
agai nst i t wh i ch crop up h e r e and th e r e and t h e occas i onal l i b els
ab out i t a r e such ord i nary tr i cks of fault -fi n d i n g and of an
c i e nt usag e d e fe nd i ng i ts e lf on i t s dungh i l l that calm i nd i ffe re nce
on t h e part o f th i s s ort of p e opl e w h o always l ook w i th mal i c i ous
e y e s up on e v e ryth i ng wh i ch cla i ms t o b e g oo d and n obl e w ould
rath e r gi v e ri s e t o s om e susp i ci on of m e d i ocri ty i n th e g ood th i ng
wh i ch i s advanc i ng
An opp ortun i ty i s n ow offe r e d t o r e nd e r a i d ( wh i ch i nd i v i dually
can b e only small but b e c om e p ow e rful thr ough numb e rs) t o th i s
i nst i tut e wh i ch i s d e v ot e d t o human i ty and h e nc e
Ai d
l i ci t d
t o th e sympathy o f e v e ry c i t i z e n
W e r e on e t o e x
e r t h i s i nv e nt i v e p ow e rs i n o rd e r t o th i nk up s om e way i n wh i ch
a small c ontr i but i on w ould h e lp forward t h e gre at e st p oss i bl e
m ost last i ng and m ost g e n e ral g ood h e w ould s e ttl e on th i s
o n e s i nc e t h e s e e d o f t h e g oo d i ts e lf can b e t e nd e d a n d culti vat e d
i n ord e r that i n t i m e i t may i ncre as e and p e rp e tuat e i ts e lf
I n acc ordance w i th th es e i d e as and w i th th e g ood op i ni on
wh i ch w e hav e of t h e numb e r of ri ght -th i nk i ng p e rs ons of our
ge n e ral publ i c w e r e fe r t o t h e twe nty -fi rs t i ssu e of th i s n e ws
pap e r t og eth e r w i th i t s suppl e m e nt and l ook forward t o a larg e
subscr i pt i o n fr om all g e ntl e m e n of t h e cl e ri cal and t e ach i ng
class e s e sp e ci ally fro m par e nts t o wh om n oth i ng wh i ch w i ll
s erve t o i mpr ov e th e i r ch i ldre n 5 e ducat i on can b e i nd i ffe re nt ;
y e s ev e n fr o m th os e w h o alth ough th e y hav e n o ch i ldre n o f
th ei r ow n y e t as ch i ldre n had t h e advantag e of an e ducati on and
for that r e as on w i ll r e c ogn i z e th e i r obl i gat i o n t o c ontr i bute th e i r
shar e i f n ot t o th e i ncr e as e y et at l e ast t o t h e e ducat i on of m en
S ubscri pt i ons t o t h e m onthly publ i cati on of th e I nsti tute of
De ssau e nt i tl e d P ed a gogi ca l Conver s a ti ons a r e n ow b e i ng re
c e i v e d at th e rat e of 2 R e i chsthal er 1 0 Gr osch e n i n our m on e y
B ut s i nc e s om e i ncr e as e may b e d e mand e d at t h e e n d o f t h e y e ar
b ecaus e of th e as y e t unc e rtai n numb e r of p a ge s i t w ould pe r
h aps b e b e st ( but th i s i s l e ft t o i nd i v i dual d i scr e t i on) t o d ev ot e a
ducat i n t h e w ay of subscri pti on t o t h e furth e rance of th i s work
w h ere up on t h e surplus w ould b e re fund e d t o ev e ry on e w h o w ould
.
,
,
,
.
,
,
so
e
.
.
,
,
,
,
,
.
,
,
,
,
,
,
,
,
,
,
,
.
,
,
.
.
,
,
,
,
,
SELE CT I O NS
245
d e mand i t For th e i nsti tut e i n q u e sti o n fl att er s i ts e lf that th e r e
a r e many n obl e m i nd e d p e opl e i n all c o untr i e s w h o w o uld b e glad
o f such an opp o rtun i ty t o add at th i s sugg e sti o n a small v oluntary
pr e s e nt t o t h e am ount of th e i r subscri pt i on as a c ontr i but i on t o
t h e supp ort o f t h e i nst i tut e wh i ch i s n e arly p e rfe ct but wh i c h
i s n ot b e i ng h e lp e d as much as had b e e n e xp ec t e d
For s i nc e
as H e rr O C R B usch i ng says ( Wochen t l N a ch i cht en J 1 7 7 6
Nr
t h e g ov e rnm e nts s e e m t o hav e n o m o n e y n owadays for
i mpr ov e m e nts i n t h e sch o ols i t w i ll r e st at last i f th e y a r e t o b e
mad e w i th pr i vate p e rs ons of m e ans t o prom ote by g e n e r ous c on
t r i b ut i on such a n i mp o rtant c omm o n c once rn
L
o cal subscr i pt i o ns for wh i ch r e c e i pts w i ll b e g i v e n
may
b
e
(
hand e d t o Prof Kant fr o m 1 0 A M t o 1 P M or l e ft at any t i m e at
Kante r s b ookstore )
K
.
-
,
,
,
,
.
.
.
.
r
.
,
.
,
,
.
,
,
,
,
.
,
,
,
.
.
.
.
.
,
’
.
.
K AN T S LE TT E R TO T HE C O U R T CHA PLAIN W ILHE LM
C R ICH TO N IN K ONI GS B E R G
’
,
,
I v e ntur e unh e s i tati ngly
prom i s e mys e lf t h e gr e at e st and m ost
h elpful i nte re st on t h e part o f y o ur H on or for t h e supp ort and
furth e ranc e of an i nst i tut i o n found e d for t h e g oo d o f t h e w orld a s
s oon as y ou are c onv i nc e d of i t s us e fuln e ss Th e I nsti tute b e gun
by Bas e d ow and n ow und e r th e e nt i r e d i re cti on of H e rr W olke
has i n th e hands o f th i s ti r e l e ss man w h o was mad e for t h e
r e form of t h e e ducat i onal syste m tak e n on a n e w form as i s
la
nly
e s e e n fr om t h e r e c e nt r e p o rts o f t h e Ph i lanthr op i n
i
t
o
b
p
wh i ch I hav e t h e h on o r t o s e nd y ou Si nc e t h e d e parture of s ev
but rath e r unpracti cal m e n t h e
e ral o th e rw i s e w e ll i nt e nt i o n e d
place s a re all fill e d w i th fi r s t rate sch ool -m e n w h o hav e co mb i ne d
n e w and r e fin e d i d e as w i th that wh i ch was us e ful i n th e ol d m e th o d
Th e w orld fe e ls k e e nly th e n e ce ss i ty o f i mpr ov e d
of t e ach i ng
e ducat i on n o wadays but t h e var i ous att e mpts t o i mpr ov e i t hav e
Th o s e o f F von S al i s and B ah r d t hav e b e e n gi v e n
n ot succ e e d e d
up Th e De ssau I nsti tute al on e r e mai ns c e rtai nly s i mply b e caus e
i t has W olk e at t h e h e ad o f i t W olk e w h o i s n ot t o b e d e t e rr e d
by any obstacl e s wh o i s m ode st and i nd e scri bably e n e rg e ti c w h o
to
,
,
,
.
,
,
,
,
,
,
,
.
-
,
,
-
.
,
.
.
.
,
,
,
,
,
E DU CAT I O N AL T HE O R Y O F I MMAN UEL KAN T
2 46
m oreov e r
unusual d i sp os i ti on t o b e fai thful w i th out oh
s t i n acy t o h i s plans and und e r wh os e ov e rs i ght t h e i nst i tut i o n i s
b ound t o b e co m e i n t i m e th e anc e stre ss of all t h e g ood sch ools i n
th e w orld i f only outs i d e a i d and e nc ourag e m e nt ar e g i v e n i t i n
th e b e g i nn i ng
Fr om th e e ncl osure y our H on or w i ll s ee that s i nc e th e late st
r ep orts of th e p e d ag ogi cal und e rtak i ng hav e b e e n s e nt t o m e for
d i stri but i o n I am e xp e cte d t o e nc ourag e th e publ i c an e w n ot only
t o c o nt i nu e i t s subscr i pt i o ns but t o b e fav o rabl e and b e n e v ol e nt i n
g e n e ral t o t h e I nst i tut e I am h e arti ly r e ady and w i ll i ng t o d o i t ;
but i t s ee ms t o m e that much m or e i n fl u e n c e w ould b e e x e rt e d i f
y our H on or w o uld b e w i ll i ng t o e sp ous e th i s caus e a n d l e nd y o ur
I f y o u w i ll all ow m e t o
h and and y our p e n t o i t s furth e ranc e
gi v e t h e I nsti tut e th i s h op e t h e r e sul t w i ll b e t h e gre ate st thanks
and j oyful acc e ptance of an offe r s o advantageous I w oul d th e n
hav e t h e h on or t o wart up on y ou at any t i m e c onv e n i e n t t o y our
s e lf and t o g i v e y ou t h e l i st of subscr i b e rs up t o date als o i f th e re
s h ould b e any oth e r bus i n e ss n e c e ssary ( wh i ch i s n ot probabl e i n
thi s matt e r) wh i ch oth e r m ore i mp ortant matt e rs w ould h i nd e r y our
H on or fr om att e nd i ng t o I w ould gladly und e rtak e i t
S i nc e I d o n ot d oubt that y our H o n or w i ll b e sat i sfi e d by t h e n e w
and we ll e stabl i sh e d arrang e m e nt of all that form e rly fai l e d t o gai n
y our full appr oval i n th e I nst i tute and s i nc e und e r such c ond i
ti ons I am sur e o f y o ur sympath e t i c z e al for such an e xt e ns i ve ly
us e ful i nsti tut i on I am n ot afra i d th at my c onfid e nc e wi ll b e take n
i n a wr o ng sp i r i t
I am w i th t h e gr e ate st r e sp e ct
Y our H on or s m ost ob e d i e n t S e rvant
l K AN T
N
0 dat e ]
[
,
h as th e
,
,
,
,
.
,
,
.
.
,
.
,
,
,
.
,
-
,
,
,
,
.
,
,
’
,
.
.
EDUCA T I O NAL T HE O R Y OF I MMANUEL K AN T
248
llustrate Kant s furth e r u s e of t h e tr i n i ty of p os i t i v e factors
i n e ducat i o nal act i v i ty as th e s e a r e p i ck e d ou t and nam e d i n
S e cti on 1 8 b c and d a n d wh i ch s e rv e d h i m r e p e at e dly and i n
d i ffe r e nt c on n e cti ons as d e scr i pti v e of human d ev e l opm e nt as b e
r e gard e d i t t h e foll owi ng s e l e ct i ons may b e tak e n as typ i cal
’
To i
,
,
,
,
,
,
h i ghly by art and sci e nc e W e a r e ci vi li z ed t o
t h e p oi nt of b e i ng t i r e s o m e i n all k i nds o f s o ci al p ol i t e n e ss and
pr opri e ty But w e ar e v e ry far fr om b e i ng abl e t o c ons i d e r ou r
s e lv e s m o a li ed For t h e i d e a of m oral i ty b e l ongs t o culture but
th e u s e of th i s i d e a wh i ch l e ads o nly t o t h e i m i tat i o n o f cust o m i n
t h e l ov e o f h o n or and e xt e rnal r e sp e ctab i l i ty c o nst i tut e s m e r e
c i v i l i z i n g Id ea of a Uni ver s a l H i s t o y fr om a Cos m op oli ta n P oi n t
of V ew
H art e nst ei n i v p 1 5 2
We
a r e cu l t i va t ed
.
.
r
z
.
,
,
-
r
_
i
.
,
In t h e
.
.
Fu n d a m en t a l P r i n cip les of t he Met ap hy si cs of Mor a ls ( 1 7
wh e n tr e ati ng of t h e sc op e of i mp e rat i v e s and of t h e vari ous
“
r e lati ons b e tw e e n v ol i t i on and obl i gat i on Kant r e marks
Now i n ord e r t o mak e th e s e appr e c i abl e I b el i e ve that on e
w ould nam e th e m m ost sui tably i n th ei r ord e r i f on e sai d th e y
are e i th e r r u l es of sk i ll or c ou ns ls o f prud e nc e o r
n e m i ght call
com m a n ds ( l a w
o f m oral i ty
O
)
th e first i mp e rat i v e s t echn i ca l ( b e l ong i ng t o art) t h e
s e c ond p r a gm a ti c (t o w e lfar e) t h e th i rd m o a l (b e l ong i ng t o fre e
t o m orals ) — H arte nst e i n i v pp 2 6 4
b e havi or i n g e n e ral
“
”
”
”
,
,
,
,
,
e
,
s
,
.
,
1
r
,
.
,
26 5
.
,
.
,
.
Thus m oral i ty and human i ty i n s o far as i t i s capabl e of
m oral i ty i s that wh i ch al o n e has d i gn i ty S k i ll and i ndustry i n
lab or hav e a mark e t valu e ; w i t l i ve ly i magi nati on and m oods
,
,
.
,
,
that th i s i s t h e m ost e xact m e an i ng o f t h e w ord
pragmati c For th os e s a ncti ons a r e call e d pragmati c wh i ch are
d e r i v e d e ss e nti ally n ot fr om t h e ri ghts of t h e stat e s as n e c es sary
laws but fr om fo esi ght for t h e g e n e ral w elfar e A hi s to y i s prag
m at i ca ll y c omp i l e d wh e n i t mak e s w is e
te ach e s t h e w orld
h ow i t can l ook ou t fo r i t s i nt e r e sts b e tt e r or at l e ast as w e ll as
ant i q u i ty d i d [ A n ote by Kan t ]
1
I t s e e ms
,
to m e
.
,
r
,
.
,
,
.
r
SE LEC T I O NS
24 9
fancy valu e truth i n k e e p i ng p r e m i s e s on th e oth e r hand g ood
w i ll fo und e d on pri nc i pl e s ( n ot fr o m i nst i nct) have an i ntr i ns i c
valu e — H arte nstei n i v p 2 8 3
,
,
.
,
.
Am ong t h e i nhab i tants
.
.
arth man i s d i st i nctly d i ffe re nt
from all oth e r cre atur e s on acc o unt of h i s p oss e ss i on of t h e thre e
foll ow i ng capaci ti e s t echni ca l ( c onsci ous m echa n i ca l for t h e
handl i ng o f th i ngs) p r a gm a ti c ( t o u s e oth e r m en cl e ve rly for h i s
purp o s e s) and m or a l (t o act t owards h i ms elf and o th e rs und e r laws
acc ord i ng t o t h e pr i nc i pl e of fr e e d om ) — A n thr op ology e t c H ar
t e ns t ei n v i i p 6 4 7
of
th e
e
,
:
.
.
.
,
.
,
,
,
,
.
ragmati c A nthr op ol ogy wi th r e fe re nc e t o t h e d es
t i ny of man and t h e charact e ri st i cs o f h i s e ducat i o n i s as foll ows
Man i s d e st i n e d by h i s r e as o n t o b e i n s o ci e ty w i th
C lti t i
Ci i li t i
m e n and t o cu l ti va te t o ci vi l i e and t o m or a li z e h i m
i
M
l
ti
s e lf i n i t thr ough art and sci e nc e s ; h owev e r gr e at
h i s an i mal pr op e ns i ty may b e t o y i e ld pass i v e ly t o t h e attracti ons
o f i nd ol e nt e as e and of t h e w e ll b e i ng wh i ch h e calls happ i n e ss
h e must b e act i v e i n t h e c onfl i ct w i th t h e h i ndranc e s wh i ch b e s e t
h i m ow i ng t o th e raw ne ss o f h i s natur e i n mak i ng h i ms e lf w orthy
o f human i ty
H e nc e man must b e ed u ca ted for t h e g ood ; but h e w h o i s t o
e ducat e h i m i s aga i n a man w h o i s h i ms e lf st i ll r a w and y e t i s t o
H e nc e t h e c onti nual
e ffe ct th e v e ry th i ng wh i ch h e h i ms e lf n e e ds
d e vi ati o n ( of man) fr om h i s d esti ny w i th r e p e ate d r e turns t o i t
Ib i d p 6 4 9
Th e
s um
of
P
u
,
z
,
va
on ,
v
z a
on ,
or a
z a
on
-
,
,
,
.
.
.
.
,
.
.
.
SE CT I O N
53
C O MPAR IS O N OF T HE E S T HE T I C VALUES
OF T HE FINE A R T S
.
N E"T t o p oe try wh en w e ha ve t o d o wi th cha r m a n d em oti on of t h e
m i n d I w o uld plac e that art wh i ch appr o ach e s i t m ost n e arly and
,
,
m ost naturally c onn e cte d w i th i t — nam e ly m usi c
For alth o ugh i t d oe s i nd e e d sp e ak thr ough pur e s en
s a t i o n s w i th o ut c o nc e pts and c o ns e q u e ntly d oe s n ot
l i k e p oe try l e ave s om e th i ng for late r r e fl e cti on y et i t m ov e s t h e
m i nd i n m or e w ays and m ore i nti mat e ly a lth ough only te mp o
ra r i l y ; but i t i s rath e r e nj oym e nt than cultur e t h e th o ught -play
(
wh i ch i s e xci t e d at th e sam e ti m e i s o nly t h e e ffe ct of a m e chan i cal
ass o c i ati on as i t w e re) ; and j udge d by t h e r e as on i t has l e ss
valu e than any of t h e oth e r fi n e arts H e nc e l i k e e v e ry pl e asur e
i t r e q u i r e s fr e q u e nt vari at i o n and cann ot e ndur e much r e p e ti ti on
w i th out e ng e nd e r i ng sati e ty I ts charm wh i ch can b e s o ge n
e r all y c o mmun i cat e d s e e ms t o ar i s e fr om t h e fact that e v e ry e x
pre ss i on i n t h e languag e has a t on e appr opri at e t o i t s m ean i ng ;
that thi s ton e i s m ore or l e ss i nd i cati v e of an e m ot i on of t h e
sp e ak e r and als o bri ngs th i s forth i n t h e h e ar e r w h o th e n i n h i s
turn e xc i t e s t h e i d e a wh i ch i s e xpr e ss e d i n t h e language w i th such
and such a t on e and that as m odulat i on i s as i t w e re a un i ve rsal
languag e of th e s e nsati ons i nte ll i g i bl e t o ev e ry on e mus i c us e s i t
as t h e languag e of t h e
for i ts e lf al on e i n all i t s e mphas i s
e m ot i o ns — and thus acc o rd i ng t o t h e laws o f ass o ci at i on
om m u
n i c a t e s t h e aesth e t i cal i d e as wh i ch a r e naturally c onn e ct e d w i th i t
but that b e caus e th os e aesth e ti c i d e as ar e n o c onc e pts and d e fin i t e
th oughts only t h e form o f t h e c o mb i nati on o f th e s e s e nsat i ons
( harm ony and m e l ody) i nste ad of t h e fo rm of a language s e rv e s by
is
,
,
.
,
,
,
,
,
,
,
,
.
,
,
,
.
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
2 50
c
M EM ORY
di st i n gu i sh e d fr o m m e r e ly r e producti v e i magi nati on
i n that i t i s capabl e of volu n t a i ly r e pr oduci ng t h e form e r i d e a ;
h e nc e t h e m i nd i s n ot a m e re play O f t h e i magi na
Mm y
t
i on
Fantasy
cr
e at i v e i ma gi nat i o n — must n ot
I m gi
ti
i ntrud e h e r e fo r t h e m e m ory w o uld th e r eby b e c o m e
u n tr u e
Th e formal p e rfe ct i ons of m e m ory a r e
t o fi x s o m e th i ng
q u i ckly i n t h e m e m o ry t o r eca l l i t e as i ly and t o r et a i n i t a l o ng
ti m e B u t t h e s e charact e ri sti cs ar e s e ld o m found t og e th e r Wh e n
o n e b e l i e v e s h e h a s s om e th i ng i n h i s m e m ory but cann ot br i n g i t
t o c onsc i ousn e ss h e says that h e cann ot r em em b e i t ( n ot r e m e m
b e r hi m s elf ; for that w ould b e th e sam e a s mak i ng h i ms e lf s e ns e
l ess) Th i s e nd e av or wh e n c onti nu e d i s v e ry ti ri ng for th e h e ad
and i t i s b e st t o t urn th e att e nt i on for a wh i l e t o oth er th oughts
th e n t h e m i nd usually catch e s on e O f t h e ass oc i at e d i d e as w h i ch
r e calls t h e on e s ought
To fi x s om e th i ng i n t h e m e m ory m t hodi ca lly (m em or i es m a n
i s call e d m em o i z i n g (n ot s t u dy i ng a s t h e Ord i nary man says O f t h e
pr e ach e r w h o m ere ly l e arns by h e art t h e s e rm o n h e
e xp e cts t o d e l i v e r late r
Th
i
s
m
e m or i z i ng can b e
)
m echa n i ca l or i ngen i ous or als o j u di ci ous
Th e first
l i t e ral r e p e ti t i on ; a s for
of th e s e i s bas e d up o n m e r e fr e q u e nt
e xampl e
i n t h e l e arn i ng O f t h e mult i pl i cati on tabl e wh e r e t h e
l e arn e r must go throu gh t h e wh ol e s e r i e s O f w o rds foll ow i ng on e
up on t h e oth e r i n th e usual ord e r i n ord e r t o r e ach what h e i s
s e e k i ng ; for e xampl e i f t h e pup i l i s ask e d H ow m uch i s 3 "7 ?
h e b e g i nn i ng w i th 3 "3 w i ll pr o bably a rr i v e at 2 1
but i f h e i s
ask e d H ow much i s 7 "3 ? h e w i ll n ot b e abl e t o re m e mb e r s o
MEMO R Y
is
r
e
ver s u s
or
.
na
a
on
.
,
.
,
,
.
.
,
r
,
.
,
,
,
,
.
e
r
,
.
.
,
,
,
,
,
,
,
,
,
'
,
,
,
2 52
S ELE CT I O NS
253
s oon but w i ll hav e t o i nvert t h e numb e rs i n ord e r t o plac e th e m
Wh e n that wh i ch i s l e arn e d i s a
i n th e i r accust o m e d o rd e r
s ol e mn formula i n wh i ch n o e xpr e ss i o n can b e chang e d but
wh i ch as w e say must b e r e ci t e d p e opl e O f t h e b e st m e m ory
fe ar t o trust t o i t e nti r e ly ( as th ough th i s v e ry fe ar c ould c onfus e
th e m) and h e nc e c ons i d e r i t n e c e ssary t o r ea d i t of ; t h e m ost
e xp e rt pr e ach e rs d o th i s b e caus e th e sl i ght e st chang e O f t h e w ords
w ould b e ri d i cul ous
Ingeni ous m e m ori z i ng i s a m eth o d of stamp i ng up o n th e m e m ory
c e rtai n i de as by ass oci ati o n w i th alli e d i d e as wh i ch i n th e ms e lve s
r t h e und e rstand i ng hav e n o r e lat i o n whats oe v e r t o on e an oth e r
f
o
(
)
for e xampl e t h e s ounds o f a languag e w i th e nt i r e ly d i ss i m i lar p i c
tur e s wh i ch ar e supp os e d t o c orre sp ond t o th e m wh e re on e i n
burd e ns th e latt e r w i th sti ll
ord e r t o fix s o m e th i ng i n m e m o ry
m or e ass oci at i ons h e nce i nc ons i st e nt as r e gular proce dur e O f t h e
i mag i nat i o n i n t h e pa i r i ng O ff O f that wh i ch cann ot b e l ong und e r
on e and t h e sam e c o nce pt and at t h e sam e t i m e c ontrad i cti o n b e
twe e n m e ans and i nte nti on s i nce on e i s try i ng t o l i ghte n t h e lab or
O f m e m ory b u t a s a matt e r O f fact on e mak e s i t m or e d i fficult
sti ll b y th e ass oc i ati on unn e c e ssari ly p i l e d up on i t O f v e ry d i s
s i m i lar i d e as That punst e rs s e ld om have a tru e m e m ory (l n
i
e rvat i o n wh i ch
an
O
bs
n i os i s n on a d m od um fi d a es t m em or i a
s
e
g
)
i llustrat e s th i s ph e n o m e n o n
Ju di ci ous m e m orl z rn g 1s n o oth e r than that O f a tabl e O f t h e
wh e re
d i vi s i on of a syst e m ( for e xa m pl d O f L i nn é ) i nt o th o ughts
i f on e sh ould hav e forg ott e n s om e th i ng o n e can r e m e mb e r i t by
c ounti ng t h e m e mb e rs r e tai n e d o r o f t h e d i vi si ons O f a v i sual i z e d
wh ol e ( for e xampl e O f t h e pr ov i nce s o f a c ountry on a map wh i ch
b e caus e th i s d e mands und e r
l i e t owards t h e n orth w e st
c om e s t o t h e h e lp O f
s ta n d i n g and und e rstand i ng i n i t s turn
i mag i nat i on
Th e t op i c 1s a fram e w ork for g e n e ral c onc e pts call e d
wh i ch by d i v i s i on i nt o class e s as wh e n i n a l i brary
c omm onp l a ces
rel i e v e s t h e
o n e d i v i d e s t h e b ooks i nt o cas e s w i th d i ffe r e nt lab e ls
me m ory t h e m ost
Th e re i s n o a r t of m em or y ( a r s m nem oni ca ) as a un i ve rsal th eory
Am ong t h e c ontr i vanc e s wh i ch parti cularly b e l ong t o i t ar e m ott oe s
,
.
,
,
,
,
,
,
,
.
,
:
,
,
,
,
,
,
,
,
,
.
.
,
,
,
,
,
,
,
,
,
,
,
.
,
,
,
.
.
E DU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
25 4
v e rs e s (ver s us m em ori a les) ; b e caus e rhythm c ontai ns a r egular
acc e nt wh i ch i s gr e atly t o t h e advantag e O f t h e m e cha ni sm
o f m e m o ry
W e must n ot sp e ak c ont e mptu o usly
M m ic
O f t h e w ond e rful m en of m e m ory O f Pi cus O f
Mi rand ola S cal i g e r Ang e lus Pol i t i an Ma gl i a b e cch i e t c t h e
p olyh i stors w h o carr i e d around i n th ei r h e ads as mate ri al for th e
s c i e nc e s su ffic i e nt b ooks t o l e a d on e h u n
d r e d c a m e l s b e caus e th e y
p e rhaps d i d n ot p oss e ss t h e n e c e ssary j udgm e nt t o b e abl e t o s e l e ct
from all th i s kn owl e dg e that wh i ch c ould b e m ost su i tably e m
pl oy e d ; for i t i s i n i ts e lf m e ri t e n ough t o hav e gath e r e d togeth e r
i n abundanc e th e raw mat e r i al alth ough o th e r h e ads must c om e
late r t o han d l e i t w i th judgm e nt ( ta n t um s oi m us qua n tum m em ori a
“
Th e art O f wr i t i ng has
t en em us )
O n e O f t h e anc i e nts sa i d
d e stroy e d m e m ory ( mad e i t partly d i sp e nsabl e)
Th e r e i s s om e
truth i n th i s fo r t h e ord i nary man has t h e mani fold th i ngs wh i ch
ar e br ought t o h i m usuall y b e tte r arrang e d t o p e rfo rm th e m i n
th e i r ord e r and t o re c oll e ct th e m ; j ust b e caus e m e m ory i s h e re
m e chani cal and n o r eas on i ng i s add e d t o i t ; wh i l e on t h e oth e r
hand t h e l e arn e d man thro ugh wh os e h e ad many strang e all i e d
i d e as go forg e ts many O f h i s e rrands or O f h i s d o m e sti c a ffai rs by
d i stracti on b e caus e h e has n ot grasp e d th e m w i th su ffici e nt att e n
t i on B ut i t i s a gre at c o nve ni e nc e w i th a wr i ti ng tabl e t i n on e s
p ocke t t o b e sure O f find i ng e xactly a n d w i th n o troubl e what
and t h e art O f wri t i ng
e v e r on e has st ow e d away i n th e h e ad
r e mai ns a gl o r i ous art b e caus e e v e n th ough i t w e r e n ot e mpl oy e d
i n t h e c o mm u n i cat i o n t o an oth e r O f on e s kn o wl e dg e i t w o ul d st i ll
tak e t h e place O f t h e broad e st and tru e st m e m ory wh os e lack i t
can mak e g ood
For getfu l n ess ( obli vi osi tas ) on t h e ot h e r han d w h e r e t h e h e ad
n o matt e r h ow O ft e n i t may b e fill e d i s always e mpty l i k e a cask
w i th h ol e s b or e d i n i t i s a st i ll gr e at e r e vi l S om e
Th E i l f
t
i m e s th i s i s und e s e rv e d as i n t h e cas e of ol d p e opl e
F g tf l
w h o can i t i s tru e r e m e mb e r t h e e v e nts O f th ei r
y oung e r y e ars but w h o always forg e t that wh i ch has just tak e n
plac e But sti ll i t i s s om e ti m e s t h e re sult O f hab i tual d i stract i on
wh i ch pri nc i pally attacks n ove l -read e rs For s i nc e i n th i s ki nd of
in
,
.
ne
on
s
.
,
,
,
,
,
,
'
,
,
,
,
.
”
,
,
,
,
,
,
,
,
’
,
.
,
,
,
,
,
,
,
’
,
,
.
,
,
,
,
,
e
v
.
o
u n ess
or e
,
,
,
.
,
,
,
,
.
.
,
P H Y S I CA L G EO G RA P H Y
A s at t h e b e gi nn i ng O f my aca d e m i c i nstructi on I r e cogni z e d t h e
fact that a gr e at car e l e ssn e ss o n th e part O f th e stud e nt b o dy c on
,
,
i nc i pally i n th ei r l e arn i ng e arly t o ea s on sp
sts
pr
Ed c t i
l
Vl f
c i ous ly W i th o ut p os s e s s rn g suffic i e nt h i st or i cal kn owl
G gm p b y
e dg e wh i ch c o uld tak e th e plac e O f exp e i en ce I d e c i d e d
t o r e duce th e h i st o ry O f t h e pr e s e nt c o nd i ti o n of th e e arth or ge ogr a
phy i n i t s br oad e st m e an i ng t o an agree abl e and e asy summary O f
that wh i ch c ould prepare th e m for practi cal r e as on i ng and s e rv e t o
aro us e a d e s i r e t o e xte nd t h e kn owl e dg e thus b e gun I call e d a
d i sci pl i n e O f th i s s ort fr o m that part O f i t t o wh i ch my att e nt i on
was parti cularly d i r e cte d phys i cal g e ography S i nc e th e n I have
gradually e nlarg e d th i s outl i n e and n ow I th i nk t o gai n ti m e by cur
tai l i ng that d i vi s i on wh i ch has t o d o w i th t h e phys i cal cur i o s i ti e s
o f t h e e arth i n ord e r t o e lab orat e my e xp os i t i o n O f i t s oth e r parts
wh i ch a r e of m ore g e n e ral uti li ty S O th i s d i sc i pl i n e w i ll b e a
and
o
l
oli t i ca l g e ography wh e r e i n fi s t t h e cur i o s i t i e s
m
s
c
a
l
h
i
p
p y
o f n a t u e thr o ugh o ut h er thr e e k i ngd o ms w i ll b e i nd i cat e d but
w i th a s e l e ct i o n O f th o s e am o ng i nnum e rabl e o th e rs wh i ch app e al
parti cularly t o t h e un i v e rsal d e s i re for kn owl e dge by re as on O f t h e
charm O f th e i r rar i ty or O f th e i nflu e nce wh i ch th e y hav e up o n th e
state s thro ugh c omm e rce and trad e Th i s part wh i ch als o con
tai ns t h e natural re lati on O f all c o untri e s and s e as and th e r e as on
i s t h e r e al foundat i o n o f all h i st ory w i th o ut
o f th e i r c o nn e ct i on
wh i ch i t w ould hardly b e d i ffe re nt fro m fai ry -stori e s Th e s econd
d i v i s i on r e gards m a n acc ord i ng t o t h e m ulti pl i c i ty O f h i s natu ral
characteri sti cs and accord i ng t o th e d i ffe r e nce i n that wh i ch h e con
s i d ers m oral thr ou gh out t h e wh ol e e arth ; a v e ry i mp ortant and
e q ually attract i v e study w i th o ut wh i ch i t i s d i fficult t o form ge n
u a
si
on a
e
r
a ue o
,
eo
r
'
,
,
,
,
.
,
.
,
,
,
,
.
-
ra
r
,
r
,
,
,
,
,
.
,
,
,
,
.
,
,
256
SE LE CT I O NS
25 7
ral j u d gm e nts of man and i n wh i ch th e c ompari s o n b e tw ee n
th e ms e lve s and wi th t h e m oral c ond i ti on of form e r t i m e s lays a
huge map O f t h e human race b e for e ou r e y e s Fi na l ly that wh i ch
can b e c ons i d e r e d a s a r e sult of th e i nte racti o n O f b oth t h e ab ove
m e nti o n e d forc e s — nam e ly th e c o nd i ti on O f th e s ta t es and nati ons
o n t h e e arth— w i ll b e c o ns i d e r e d
n ot s o much as i t r e sts up on th e
chanc e caus e s O f t h e und e rtak i ng and t h e fate O f i n d i vi dual m en
as for e xampl e t h e succ e ss i on O f ki ngs c on q u e sts o r stat e l n
t r i gu e s but rath e r i n i t s r e lat i o n t o that wh i ch i s m or e p e rman e nt
and wh i ch i nclud e s th e d i stant foundati ons O f all th e s e — nam e ly
th e s i tuat i on O f th e i r c ountr i e s th e i r pr o ducts cust o ms i ndus
tri e s c o mm e rc e and p opulati o n E v e n t h e rejuve nati on i f I may
call i t such of a sc i e nce O f such e xte ns i v e v i e ws on a small e r scal e
i s O f gr e at valu e for i n that w a y al on e i s un i ty O f kn owl e dg e
w i thout wh i ch all l e arni ng i s fragm e ntary ac q u i r e d A nd i n a
s oc i al ce ntury l i ke t h e pre s e nt on e may I n ot re ck on th e supply
w h i ch a gre at d i ve rs i ty O f agr e e abl e and i nstructi v e kn owl e dg e of
e asy c ompr e h e ns i b il i ty O ffe rs for t h e supp o rt O f s o ci al i nt e rc o urs e
am ong t h e advantage s wh i ch i t i s n o d e gradati o n for sc i e nc e t o
hav e i n m i nd A t l e ast i t cann ot b e pl e asant for a l e arn e d man t o
h e o fte n i n t h e e mbarrass i ng p os i ti on i n wh i ch t h e o rat o r I s o crat e s
found h i ms e lf w h o wh e n onc e h e w a s urg e d t o say s om e th i ng at
“
a s o c i al gath e ri ng was obl i ge d t o answ e r What I kn ow i s n ot
su i tabl e and what i s su i tabl e I d o n ot kn ow — A nnoun cem en t of
t he A r r a ngem en t of hi s Lect u s for t he Wi n t er S em es t er 17 6 5 —1 7 6 6
H arte nste i n i i pp 32 0 32 1
e
,
.
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
,
.
,
,
,
,
,
,
,
.
,
,
,
,
,
,
.
,
re
,
.
.
,
.
,
,
KNOW L EDGE A N D L O G I CA L M ETHOD S
K ANT S psych ol ogi cal c onc e p ti on O f kn owl e d g e i n s o far as i t can
b e a matt e r of c o nc e rn for p e dag o gy i s d e r i vabl e n ot s o r e adi ly
from h i s syste mat i c tre at i s e s c ompri s i ng t h e Cri t i cal Ph i l os ophy as
fro m s om e of h i s m i n or wri ti n gs O f wh i ch th e foll owi ng s e l e cti on
b e i ng t h e cl os i ng paragraph O f S e ct i on 8 of th e I ntroducti on t o
h i s Logi c wh i ch tre ats o f
Th e L og i cal Pe rfe ct i on O f Kn owl e dg e
acc ord i ng t o "
ual i ty i s a fai rly cl e ar sp e ci m e n — H arte nste i n v ii i
p 65
’
,
,
,
,
,
,
,
”
,
.
.
,
.
re gards t h e obj e cti v e c ont e nt of our kn owl e dg e i n g e n e ral w e
may th i nk of i t i n t e rms O f t h e foll ow i ng gradat i o ns
Th e fi s t d e gre e O f kn owl e dg e i s
m e re ly t o hav e
an i d e a
Th e s econ d : t o hav e an i d e a c onsc i ously or t o
p e rc ei ve (p er cip cr e)
Th e t hi r d : t o kn ow ( n os cer e) s om e th i ng or t o hav e an i d e a O f
s om e th i ng i n c ompari s o n w i th oth e r th i ngs acco rd i ng t o i d en ti ty as
w e ll as t o d ifier enc e
Th e fou r t h t o kn ow s o m e th i ng cons ci ou s ly — i e app r eh end ( cog
An i mals k now O bj e cts but t h e y d o n ot app r eh n d th e m
n as c e e)
t o a p p re
Th e fift h : t o u n d er s t a n d ( i n t el li ge e) s o m e th i ng
h e nd or con cei ve t h ough t he u n d e s ta n d i ng by m ea n s of concep ts
Th i s i s ve ry d i ffe re nt from comp ehen di ng On e can c onc e i v e a
gre at d e al alth ough on e cann ot c ompr e h e nd i t for e xampl e a p er
wh
s
mp
ss
i
b
i
l
i
ty
i
s sh o wn i n m e chan i cs
et uu m m ob i l
o
i
o
e
p
Th e s i xt h
t o appr e h e nd s o m e th i ng thro ugh t h e r e as o n or
unde rstand ( p er sp i cer e) W e acc ompl i sh th i s i n fe w th i ngs a n d
As
,
r
:
.
,
.
,
,
'
.
,
.
.
'
r
.
e
,
r
r
.
,
r
r
.
.
,
,
e,
.
,
.
25 8
,
EDU CAT I O N AL T HE O R Y OF I MMANUE L K AN T
26 0
S EC T IO N
Met hod ol ogy
As
.
It s Obj
96
ect a n d
P u rp os e
l m e nts O f l o gi c c ontai n t h e e l e m e nts and c ond i ti ons of
t h e c ompl e te n e ss O f kn owl e dg e S O on t h e c o ntrary t h e g e n e ral
m e th o d ol ogy as t h e oth e r part O f l og i c h as t o tre at O f t h e form O f
a sc i e nc e i n g e n e ral or of t h e mann e r O f br i ng i ng t og e th e r t h e
man i fold O f kn owl e dg e t o mak e a sci e nc e
th e
e e
,
,
,
,
,
,
.
S EC T IO N
1 14
D iz fer en t D i vi s i ons
f Met hod
o
that wh i ch parti cularly co nc e rns m ethod i n t h e e lab orati on
and tre atm e nt of sc i e nt i fic kn owl e dg e th e r e ar e vari ous ch i e f s orts
wh i ch w e can i nd i cat e h e r e acc ord i ng t o t h e foll ow i ng d i v i s i on
As t o
,
,
.
S ECT ION
1
.
S ci en tifi c
or
115
P op u la r
Met hod
m e th od d i ffe rs fr o m t h e p op ular i n
that t h e form e r or i gi nate s i n fundam e ntal or e l e m e ntary prop os i
t i ons wh i l e t h e latt e r i s d e ri ve d fro m t h e u s ua l and t h e i nte re sti ng
Th e sc i e nti fic m e th od a i ms at th o r oughn e ss and h e nc e puts as i d e
t h e p o pular m e th o d has n t t a i n m en t i n
a l l that i s h e t e r o g e n e o us
vi e w
NO TE — Th e s e t w o m e th ods thus d i ffe r i n ki n d and n ot i n m e re
e xp os i t i on ; p opular i ty i n m e th o d i s c o ns e q u e ntly s o m e th i ng d i f
fe r ont from p opulari ty i n e xp os i ti on
s ci en t
Th e
ific
or s ch olas t i c
,
.
,
e
er
.
,
.
S EC T IO N
2
.
S y s t em a ti c
or
1 16
Fr a gm en t a r y Met hod
syste mati c m eth od i s O pp os e d t o t h e f a gm en t a y or r hap
Wh e n on e has th ought acc ord i n g t o a m e th od and h a s
s od i ca l
th e n e xpre ss e d th i s m e th o d i n h i s e xp os i ti on and t h e trans i ti on
fr om on e prop os i t i o n t o an oth e r i s plai nly i nd i cat e d h e has handl e d
kn owl e d ge syste mati cally On t h e oth e r hand i f on e has i nde e d
Th e
r
r
.
,
,
,
.
,
SE LE CT I O NS
26 1
th ought acc ordi ng t o a m eth od but has n ot arrang e d h i s e xp o
s i t i o n m e th od i cally such a m e th o d must b e call e d r h ap s od i ca l
NO TE — Th e s y s tem a ti c e xp os i ti on i s O pp os e d t o t h e f a gm ent a r y
as t h e m et hodi ca l i s t o t h e t um u ltu ous Th e m e th od i cal th i nks
that i s t o s ay can gi v e a syst e mati c or a fragm e ntary e xp os i t i on
Th e e xt e rnally fragm e nta ry e xp o s i t i o n wh i ch i s i n i ts e lf m e th o d
i cal i s ap hor i s t i c
S EC T IO N 1 1 7
,
,
.
r
.
,
,
,
,
.
,
,
.
3
A n a ly t i c
.
S y n t heti c
or
Met hod
m e th od 1 s opp os e d t o t h e s y n theti c Th e form e r
b e g i ns w i th t h e c ond i ti on e d and t h e e stabl i sh e d and proc e e ds t o
t h e pr i nci pl e s ( a p i n cip i a t i s a d p i n cip i ) wh i l e t h e latte r p r o
c e e d s fr om th e pr i nc i pl e s t o th e i r c o ns e q u e nc e s or fr o m t h e s i mpl e
Th e fo rm e r m i ght b e call e d r eg es s i ve t h e latt e r
t o t h e c ompl e x
Th e
a n a ly ti c
.
,
r
r
a
,
,
r
.
p
r ogr ess i ve
,
.
analyti c m e th o d i s als o call e d t h e m e th od O f di s
For th e purp os e O f p o pular i ty t h e analyt i c m e th o d i s t h e
cove y
b e tte r adapte d wh i l e t h e synth e t i c m e th od i s b ette r su i t e d for t h e
purp os e O f t h e sc i e nti fic and syste mat i c tre atm e nt O f kn owl edge
NO TE —
r
Th e
.
,
.
S EC TI O N 1 1 8
-T b u l
t
d
l
l
o
i
s
i
c
M
t
h
S
4
y g
Th e y l l ogi s ti m th o d i that o n e acc o rd i ng t o wh i ch a sc i e nc e
i e xp ou nd e d i n a cha i n O f syll o g i sms
That m e th od i call e d t b ul
acc ord i ng t wh i ch a c ompl ete
structure i s pr e s e nte d i n i t e nti r c onn e cti n
s
c
a
.
.
e
ar
s
e
o
,
s
.
s
a
ar ,
s
e
S EC TION
5
.
o
A cr oa m a ti c
or
o
.
1 19
Er ot em a ti c
Met hod
m eth od i s a cr oa m a ti c s o far as on e te ach e s al on e er otem a ti c
s o far as h e als o asks q u e st i ons
Th e latte r m e th o d may b e aga i n
d i vi d e d i nt o d i logi s ti c o r S oc a ti c and ca t echeti ca l acc ord i ng as
t h e q u e sti ons are d i r e ct e d t o th e un d er s t a n d i ng or m e r e ly t o t h e
Th e
,
,
.
a
m em or y
.
,
r
,
,
EDU CAT I O N AL T HE O R Y O F I MMANUEL K AN T
26 2
can t e ach e rot e m at i cal l y only by m e ans O f th e S o
cr a ti c d i a logu e i n wh i ch b oth parti e s must q u e sti on and answ e r ;
s o that i t s e e ms as th ou h th e pup i l w e r e als o t e ach e r
i
s to
That
g
s ay t h e S o crat i c d i al o gu e t e ach e s thr o ugh q u e st i ons by t e ach i ng t h e
pup i l t o kn ow h i s ow n rati o nal pri nci pl e s and sharp e n i ng h i s atte n
ti on t o th e m W i th th e ord i nary ca t echis m on e cann ot t e ach but
o nly ask q u e st i o ns ab o ut that wh i ch o n e has taught acr o a m at i c a l l y
H e nc e t h e cat e ch e ti cal m e th o d i s g ood only for e mp i ri cal and
h i st ori cal kn owl e dg e wh i l e t h e d i al ogi sti c i s adapte d t o rati onal
kn owl e dge
S EC TIO N 1 20
NO TE —
On e
,
.
,
,
,
.
.
,
.
Med i ta t i on
m e d i tati on w e und e rstand r e fl e cti on or m eth o d i al th i nki ng
Me d i tati on must acc ompany all r e ad i ng and l e arn i ng and for th i s
i t i s n e c e ssary that o n e fi s t of a l l i nsti tut e pr e l i m i nary i nv e st i ga
t i ons and t hen arrange h i s th oughts i n orde r or combi n e th e m
acc ord i ng t o a m e th od
By
c
r
,
,
.
.
EDUCA T I O N AL T HE O R Y O F I MMANUE L KAN T
26 4
I f th i s m e th od
r ev e rs e d t h e pup i l snaps up a k i nd O f r e as on
b e fore h i s und e rstand i ng i s d e ve l op e d and h e w e ars b orr owe d
sc i e nc e wh i ch i s only as i t w e re stuck on t o h i m and n ot grown
wh e r e by h i s m e ntal abi l i ty r e mai ns a s u n fru i tful as e v e r and
on
at th e sam e t i m e has b e c om e much m ore corrupt by th e i llus i on
O f w i sd om Th i s i s t h e r e as on why on e O fte n m e e ts l e arn e d m e n
r
al
stud
e nts w h o g i v e e v i d e nc e of l i ttl e und e rstand i ng and i t i s
e
(
)
t h e r e as on w h y t h e un i v e rs i t i e s s e nd m ore i ns i p i d m e n o u t i nto t h e
w orld than any oth e r class O f t h e g e n e ral publ i c
H e nc e th e rul e fo r t h e c onduct O f i nstruct i on i s as foll ows t o
first matur e t h e und e rstandi ng and acc e l e rat e i t s gr owth by e xe r
c
s
ng
i
i
t h e pup i l i n judgm e nts O f e xp e ri e nc e a n d
M th d f
m ak l n g h l m att e nt i v e t o that w h l c h t h e c ompar e d
hi g
te
Ph i l
Ph Y
H e sh ould
i mpr e ss i ons O f h i s s e ns e s can t e ach h i m
n ot mak e a b old l e ap fr o m th e s e j udgm e nts or c o nc e pts t o t h e
h i gh e r and m ore d i stant on e s but rath e r r e ach th e m by th e natural
and b e ate n foot path O f th e l owe r c o nc e pts wh i ch l e ad h i m furth e r
by d e gree s but all acc ord i ng t o that i nte ll e ctual ab i l i ty wh i ch t h e
pre vi o us e x e rc i s e has n e c e ssar i ly pr oduc e d i n h i m and n ot acc ord
i n g t o that wh i ch th e t e ach e r O bs e rve s i n h i ms e lf or th i nks h e
O bs e rv e s and wh i ch h e als o fals e ly pr e supp os e s i n t h e cas e O f h i s
h e ar e r I n sh ort h e i s t o l e arn n ot t houghts but t hi n ki ng ; h e i s
t o b e gu i d ed n ot ca r i ed i f h e i s t o b e a bl e t o w a lla al o n e i n th e
futur e
S uch a m e th od d e mands t h e v e ry natur e O f ph i l os ophy i ts elf
B u t s i nc e th i s i s r e ally an o ccupati o n for matur i ty al on e i t i s n o
w ond e r that d i fficulti e s ari s e wh e n on e tr i e s t o acc omm odat e i t
t o unski ll e d y o uthful ab i l i ty
Th e y outh r e l e as e d fr om sch oo l
i nstruct i o n was accust om e d t o l ea n
Now h e th i nks h e w i ll l ea r n
i
s i mp oss i bl e
h
l
os op hy ;
but
that
for h e must n o w l ea r n t o
i
p
i
h
l
o
s
o
h
i
z
e
I
w
i
ll
xpla
n my m e an i ng m or e cl e arly Al l t h e
i
e
p
p
sc i e nc e s wh i ch on e can l ea n i n th e r e al s e ns e O f t h e t e rm can b e
d i vi d e d i nt o t w o k i nds t h e hi s t o i ca l and t h e m a t hem a ti ca l TO
th e first b e l o ng as i d e fr o m h i sto ry str i ctly sp e aki ng natural
h i story ph i l ol ogy p os i ti v e l aw e t c B u t n ow s i nce i n e v e ryth i ng
h i st ori cal p e rs onal e xp e ri e nc e or ex t e rnal t e sti m ony but i n e v e ry
is
,
,
,
,
,
,
,
,
.
,
.
:
o
e
o
0
n
ac
os o
'
.
,
-
,
,
,
,
.
,
,
r
,
,
,
.
.
,
,
.
r
.
,
.
.
r
,
,
r
:
.
,
,
,
,
,
,
.
,
,
,
'
SELE CT I O NS
26 5
th i ng math e mati cal t h e O bvi ousn e ss O f c onc e pts and t h e i nfall i bi l i ty
O f d e m onstrat i on go t o mak e up that wh i ch i s i nd e e d gi ve n and
h e nc e on hand and as i t w e re o nly t o b e p i cke d up i t foll ows
that i t i s p oss i bl e t o l earn i n b oth
t o i mpr e ss e i th e r up o n t h e
m e m ory or up o n t h e und e rstand i ng that wh i ch can b e lai d b e fore
us as an alre ady c o mpl e t e d i sc i pl i n e H e nc e i n ord e r t o l ea r n
ph i l os ophy t oo th e r e must n e c e ssari ly b e on e at hand On e w ould
have t o b e abl e t o pr oduc e a b ook and t o s ay S e e h ere i s w i s
d om and r e l i abl e i ns i ght ; l e arn t o und e rstand and grasp i t ; bu i l d
up on i t i n t h e future th e n y ou a re ph i l os oph e rs
N ow unti l s om e
on e sh o ws m e such a b oo k O f ph i l os ophy t o wh i ch I can r e fe r — a s
for e xampl e t o Po lyb i us t o e xpla i n a c i rcumstanc e O f h i story or
t o E ucl i d t o e xpla i n a pr op os i ti o n i n g e om e try —Ib e g t o b e all ow e d
t o say that t h e c onfid e nc e O f t h e g e n e ral publ i c i s abus e d wh e n
i nst e ad O f e xte nd i ng t h e i nte ll e ctual ab i l i ty O f t h e y o uth c onfid e d
t o o n e s car e and d e ve l op i ng th e m t o a futur e m o r e matur e p e
s on a l i ns i ght o n e c i rcu m v e nts i t w i th an all e g e d alre ady c ompl e te
ph i l os ophy con tr i v e d for t h e b e n e fit of oth e rs ; wh e re from re sults
a fal s e sh o w O f sc i e nc e wh i ch o nly i n a c e rtai n plac e and am ong
c e rtai n p e opl e pass es for r e al c oi n but wh i ch e ve rywh er e e ls e i s
i n bad r e put e
Th e p e cul i ar m e th od O f i nstruct i o n i n ph i l os ophy
i s z et eti c a s s om e anc i e nts call e d i t ( fr om
s eeki n g
and b e c om e s o nly i n m or e pract i s e d re as on i n vari ous c onn e ct i ons
d ogm a t i c
d eci d ed
Th e ph i l os oph i cal auth o r wh o m on e
s e l e cts as t h e bas i s O f a cours e O f i nstructi on sh ould b e re garde d
n ot as t h e m od e l O f j udgm e nt but o nly as an o ccas i o n t o j udg e O f
and th e m e th od O f r e fl e ct i ng for hi m
h i m y e s e v e n aga i nst h i m
i
s t h e th i ng fac i l i ty i n wh i ch t h e
s e f and c o m i ng t o c onclus i o ns
l
pup i l i s r e ally s ee ki ng and wh i ch al on e can b e us e ful t o h i m a n d
t h e d i ffe r e nt fo rms of kn owl e dg e wh i ch h e may th e r e by ga i n a r e
t o b e r e gard e d as acc i d e ntal r e sults for wh o s e r i ch abundanc e h e
has o nly t o plant th e fru i tful r oots i n h i ms e lf
I f w e c ompar e w i th th i s t h e usual proc e dure w h i ch d i ffe rs fro m
i t s o gr e atly much can b e und e rst oo d wh i ch s e e ms strang e
As
for e xampl e why th e r e i s n o k i nd O f l e arn i ng i n han d i craft
whe r e i n s o many m as t er s are fo und as i n ph i l os ophy and s i nce
,
,
,
,
,
,
,
,
.
.
,
,
,
,
”
,
,
.
,
,
,
,
,
,
,
,
,
’
r
,
,
,
,
,
,
,
.
,
,
,
,
.
,
,
,
,
,
,
,
,
,
,
.
,
.
,
,
,
,
,
,
E DU CATI O NAL T H E O R Y O F I MMAN UEL K AN T
26 6
many O f th os e w h o hav e l e arn ed h i st ory j uri spru d e nce math e
mati es e t c s ay th e ms e lv e s that th e y hav e n ot h ow e ve r y e t
l e arn e d e n ough t o t e ach th e s e subj e cts why on t h e
P fl
l hy
o th e r hand th e r e i s s e ld om o n e w h o d oe s n o t s e r i
f
d fi
f m
i n e that b e s rd e s h l S oth e r o ccupat i o n
u
l
I
mag
I
t
o
s
y
th
S bj t
w o uld b e qu i t e p oss i bl e for h i m t o g i v e l e ctur e s o n
l og i c e th i cs e t c i f h e car e d t o tr oubl e h i ms e lf w i th such t ri fl es
Th e r e as o n i s that i n t h e fo rm e r sc i e nc e s th e r e i s a c o mm o n stand
ard but i n t h e latt e r e ach p e rs on has h i s ow n N on e t h e l e ss on e
can plai nly s ee that i t i s v e ry unnatural for ph i l os ophy t o b e a
bre ad -e arni ng art s i nc e i t i s c ontrary t o i t s v e ry natur e t o hav e t o
c o nform t o th e i llus i o n O f d e mand and t o t h e l a w o f fash i on and
that n e ce ssi ty i n wh os e p ow e r ph i l os ophy i s st i ll can forc e i t t o
pr e ss i ts e lf i nt o t h e fo rm O f c omm on approval
,
.
,
,
,
,
,
,
,
oso ’
r
o
‘
,
ers
ro
er
u
ec s
,
,
,
.
.
,
.
,
,
.
,
,
,
,
,
.
th i s sc i e nce th e r e a r e r e ally t w o k i nds Th e first
k i nd i s a cri t i ci sm and gu i danc e of t h e h e althy und e rstand i ng a s
o n t h e o n e hand i t appr o ach e s c oars e c onc e pts and
i gn oranc e and on t h e oth e r sc i e nc e and l e arn i n g
I t i s t h e l og i c O f th i s k i n d wh i ch sh ould b e p r e
supp os e d i n th e b e g i nn i ng o f all acad e m i c i n s t r u c
t i on i n p h i l os ophy th e q uaranti n e as i t w e re ( prov i d e d I am p e r
m i tt e d t o e xpr e ss mys e lf thus ) wh i ch must b e pass e d by t h e stud e nt
w h o w i sh e s t o go fr o m t h e land o f pr ej ud i c e and e rr o r i nt o t h e
re alm O f cl e ar r e as on and sci e nce Th e s e c ond k i nd O f l ogi c i s
t h e cr i t i c i sm and gu i danc e O f sp ecifi c s chol a s hip and can n e v e r b e
tr e at e d oth e r th an acc ord i ng t o th e sci e nc e s wh os e o rgan on i t
sh ould b e i n ord e r that t h e proc e e d i ng whi ch has b e e n us e d i n
t h e appl i cati o n may b e c om e m or e un i form and that t h e natur e
O f t h e d i sci pl i n e t og e th e r w i th t h e m e ans O f i t s i mprove m e nt
may b e und e rst ood I n such a mann e r I shall add at t h e e n d O f
m e taphys i cs a c ons i d e rati on O f i t s ow n p e cul i ar m e th od as an
o rgan o n O f th i s sc i e nc e wh i ch w ould n ot b e i n i t s r i ght plac e at
th e b e gi nn i ng b e caus e i t i s i mp o ss i bl e t o mak e t h e rul e s cl e ar i n
th e abs e nc e O f e xampl e s by m e ans o f wh i ch th e y can b e sh o w n
Th e t e ach e r must t o b e sur e b e mast e r o f t h e o rgan on
i n con cr et o
Logi c
—
Of
.
,
,
,
,
,
.
,
,
,
.
r
,
,
,
,
,
.
,
,
,
.
,
,
"
TH E A C
U I S I T I ON O F C H ARA CT ER
man w h o i s c onsci ous of hav i ng a characte r acc o rd i ng t o
h i s mann e r O f th ought d oe s n ot hav e i t fr o m natur e s han d but
must always hav e a cqui ed i t W e can als o assum e
C h ? ” d that i t s foundati on l i ke a k i nd of r e ge n e rat i on a
l
I di d
c
e rta i n s ol e mn i ty O f t h e v ow wh i ch h e mak e s t o
Exp i
h i ms e lf mak e s i t and th e t i m e wh e n th i s change i n
Tra i n i ng
h i m t ook plac e e v e r m e m o rabl e l i k e a n e w e p o ch
e xampl e s and i nstruct i on cann o t p o ss i bly acc ompl i sh th i s firmn e ss
and p e rs e v e ranc e i n pri nc i pl e s gr a du a l ly but only as i t w e r e by
an e xpl osi on foll ow i ng all at once up on t h e sati e ty O f t h e wav e r i ng
c ond i t i on O f i nsti nct Pe rhaps th e r e w i ll b e but fe w w h o hav e
att e mpt e d th i s re vo luti o n b e for e th ei r th i rti e th y e ar and st i ll
fe w e r wh o a r e firml y gr ound e d b e for e th e i r forti e th TO t r y t o
b e c om e a b e tte r man by p i e c e m e al i s a vai n att e m pt for on e i m
pre ss i on fad e s away wh i l e on e i s w orki ng on an oth e r ; but t h e
foundati o n O f a charact e r i s abs olut e un i ty O f t h e i nn er pr i nc i pl e
O f t h e c onduct of l i fe I t i s als o sa i d that p oet s hav e n o characte r
for e xa m pl e th e y O ffe nd th e i r b e st fri e nds rath e r than g i ve up a
w i tty j e st ; or that charact e r i s n ot t o b e foun d am ong court i e rs
w h o hav e t o acc o mm o date th e ms e lv e s t o all s o rts O f forms ; and
that firmn e ss O f charact e r i s an unce rtai n th i ng am ong t h e cl e rgy
w h o pay c o urt t o t h e L o rd O f H e av e n but at t h e sam e t i m e and i n
t h e sam e fram e O f m i nd t o t h e l ords O f t h e e arth ; that thus t o
hav e an i nn e r ( m o ral ) characte r i s and w i ll always b e only a
p i ous w i sh But p e rhaps t h e p hi los op he s are t o blam e for th i s i n
that th ey hav e n e ve r y e t s et th i s conc e pt by i ts e lf i n a suffici e ntly
cl e ar l i ght and h av e tri e d t o re pre s e nt v i rtu e only i n fra gm ents
TH E
,
’
,
,
r
an
a ra
n
.
,
vr u a
e r e n ce
,
.
,
.
,
,
,
,
,
,
.
,
.
.
,
,
,
,
,
,
,
.
,
26 8
,
r
,
,
SE LE CT I O NS
but n ev e r
for
al l
m
i n i ts
en
26 9
wh ol e b e aut i ful form and
to
mak e
it i
nte r e st i ng
.
I n a w ord
hav e mad e truthfuln e ss i n th e i nm ost r e ce ss e s O f
o n e s ackn ow l e dgm e nt t o o n e s s e lf and at t h e sam e t i m e i n o n e s
b e havi or t owards oth ers on e s h i gh e st max i m i s a man s s ol e
proof O f t h e c onsc i ou sn e ss o f hav i ng a characte r ; and s i nc e th i s
i s th e m i n i mum wh i ch can b e d e mand e d o f a rat i onal man but at
t h e sam e t i m e t h e max i mum O f i nn e r w o rth ( O f human d i gn i ty)
h e must i n o rd e r t o b e a man O f pr i nc i pl e s ( t o hav e a d e fin i t e
charact e r) b e capabl e O f th e m ost c o mm o n h uman re as o n and
h e nce sup e ri or t o th e gre at e st tal e nt i n p oi nt O f d i gn i ty — A n t hr o
c
i
i
t
H
art
nst
n
pp
e
e
e
i
v
6
1
6
6
1
o
l
o
7
gy
p
,
to
’
’
’
’
’
,
,
,
,
,
,
,
,
,
.
,
,
.
.
,
.
M ETH OD I N M ORA L I NS T R UCT I ON
T H AT p e dagogy and e th i cs w e re alm ost syn o nym ous t e rms for
Kant at l e a st i n th e i r m ore e mp i ri cal asp e cts app e ars strongly i n
t h e fo ll o w i ng gr o up O f s e l e ct i o ns
I
rr
e sp e ct i v e o f t h e
Et h i
d
P d g gy
ulti mate fo undat i ons O f e th i cs t h e e stabl i shm e nt O f
sy
ym m
a n y m oral laws st oo d b e for e h i m i nc ompl e t e w i th o ut
a tre atm e nt O f th e probl e m O f h ow th e s e laws can b e s et i nto t h e
e xp e r i e nc e o f th e i nd i v i dual
Th i s atti tud e O f m i nd c om e s o ut
cl e arly i n h i s cri t i cal and te chn i cal wri t i ngs wh e re on e w ould b e
l e ast apt t o l ook for i t ; wh e re as th e Lect u e-Not es scarc e r e fl e ct
th i s p e dag og i c m oral i sm wh i ch ag i tate d Kant i n h i s ph i l os o p h i cal
m oods I nd e e d t h e pr ob l e m of m oral e ducat i o n can b e l ook e d
up o n a s th e l i nk c onn e ct i ng t h e C ri ti cal Ph i l os ophy w i th t h e p e da
gogi cal i nt e r e sts wh i ch s e e m e d t o ant e date th e d e v e l o pm e nt O f that
p h i l os ophy
,
,
.
cs a n
e
a
o
,
n on
o
.
,
r
.
,
.
foll owi ng s e l e ct i ons pract i cally c ompr i s e t h e s e c ond part O f
“
b e i ng th e Me th od ol ogy
t h e C i t i qu e of P r a ct i ca l R ea s on
and find th e i r plac e h e r e i n v i e w of t h e
o f pur e pract i c a l r e as o n
O bs e rvat i on made ab o ve and e sp e ci ally i n v i e w O f t h e c e ntral p o
s i t i ou wh i ch th ey o ccupy i n th e d e v e l opm e nt O f t h e C ri ti cal syste m
Th e
r
”
,
,
th i s m e th od ol ogy i s und e rstood t h e mann e r i n wh i ch
on e can pr ocur e for t h e laws O f pur e pract i cal r e as o n
a cc es s i nt o t h e human m i nd and i nfl u en ce up o n i t s
max i m s — that i s mak e t h e obj e cti ve ly practi cal
re as o n als o s ubj ecti vely p racti cal
By
,
,
.
2 70
27 2
EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
m oral i nte re st and cons e q u e ntly t h e m ov i ng p ow e r O f a pure i d ea
O f v i rtu e wh e n i t i s prop e rly br ought h om e t o t h e human h e art
as t h e m ost p ow e rful and wh e n i t c o m e s t o durat i on and pun e
t ua l i t y i n foll ow i ng m o ral max i ms as th e o nly m ot i v e for t h e g oo d
At t h e sam e t i m e i t must b e r e m e mb e r e d that i f th e s e O bs e r va
t i ons only prov e t h e re al i ty O f such a fe e l i ng but n ot a r e sult i n g
m o ral i mprove m e nt th i s d oe s n o harm t o t h e only m e th od of
mak i ng t h e obj e cti v e ly practi cal laws of pur e r e as on subj e ct i v el y
practi cal by t h e m e re pur e fo rc e of t h e i d e a O f duty as th ough i t
w e re an e mpty fantasy For s i nc e th i s m e th o d has n ev e r b e e n
put i nt o O p e rat i on e xp e r i e nc e cann ot sh ow anyth i ng O f i t s re sults
on e can only d e mand pr oo fs o f t h e susc e pt i b i l i ty t o such m ot i v e s
wh i ch I w i ll n ow bri e fly i nd i cate and aft e rwards sk e tch i n a few
w o rds t h e m e th od o f t h e fo undati o n and culti vati on o f ge nu i ne
m o ral characte rs
Wh e n on e O bs e rv e s t h e c ours e O f c onv e rsat i on i n m i x e d com
pan i c s c ons i sti ng n ot only O f sch olars and subtl e r e as on e rs but
als o O f bus i n e ss m e n and of w om e n on e n ot i c e s
A D ic f m
that
b
e s i d e s t e ll i ng st o r i e s and j ok i ng an o th e r fo rm
D i l y Li f
o f e nt e rta i nm e nt finds a plac e — nam e ly
argum e nt
for th e first i f i t i s t o b e n e w and i nt e re st i ng i s s oo n e xhauste d
wh i l e t h e s e c o nd e as i ly b e c om e s i ns i p i d Now i n all argum e nt
th e r e i s n oth i ng wh i ch m ore ar ous e s th e part i c i pat i on O f p e opl e w h o
a r e usually e as i ly b o r e d by all subtl e d i scuss i o n and wh i ch br i ngs
ab out m ore l i ve l i n e ss i n t h e c ompany than that ab out t h e m or a l
by wh i ch th e characte r O f any p e rs on
va lu e O f th i s or that act i on
Th os e t o wh om e v e ryth i ng subtl e and s p e cu
i s t o b e mad e o ut
lat i ve i n th e or e t i cal qu e st i ons i s usually dry and ti re s om e s oo n
j oi n i n wh e n i t i s a q u e sti on O f d e ci d i ng t h e m o ral c onte nt o f
a r e late d go o d or bad act i on and th e y a r e as e xact as sp e cula
t i v e as subtl e i n th i nk i ng ou t e v e ryth i ng wh i ch c ould re duc e or
e v e n thr o w susp i c i o n up o n t h e pur i ty O f i nt e nt i o n and c on s e
q u e ntly t h e d e gr ee of v i rtu e i n i t as n o on e w ould e xp e ct from
the m i n t h e cas e of any oth e r obj e ct O f sp e culati o n
I d o n ot kn ow why t h e e ducat ors O f y outh have n ot l ong s i nc e
mad e u s e O f th i s i ncl i nat i on O f r e as on t o e nt e r w i th pl e asur e up on
,
,
,
,
,
.
,
,
,
,
,
.
,
,
,
,
.
,
,
,
,
ev
ro
e
e
a
,
,
.
,
,
,
,
,
.
,
,
,
,
.
,
,
,
,
,
.
SE LE CT I O NS
27 3
ve n th e m ost subtl e e xam i nati on O f sugge ste d practi cal q u e sti ons
and why afte r havi ng lai d a purely m oral cate ch i sm at th e foun
dati on th e y hav e n ot s e arch e d t h e b i o graph i e s O f
B i g ph y
anci e nt and m od e rn ti m e s w i th t h e i nt e nt i o n o f get
l
d Et h i
T mi g
t i ng i llustrati o ns O f th e dut i e s lai d d own on wh i ch
pr i nc i pally by th e c ompari s on O f s i m i lar acti ons unde r d i ffe r e nt c i r
c u m s t an ce s
th e y m i ght e x e rc i s e th e j udgm e nt of th e i r pup i ls i n
n oti ng the i r gr e at e r or l e ss m oral s i gn i ficanc e I n th i s w ay th e y
w ould find that e v e n e arly y o uth oth e rw i s e as y e t i mmature for all
sp e culati on s oo n b e c om e s ve ry sharp s i ght e d and n ot a li ttl e i h
t e r es t e d as i t fe e ls t h e pr o gr e ss o f i t s j udgm e nt but t h e pr i nc i pal
th i ng i s that i t can b e h ope d w i th c onfid e nc e that t h e fre q u e nt ox e r
c i s e i n kn ow i ng g oo d c o nduct and i n applaud i ng i t and i n n oti c i ng
e v e n t h e s l i ght e s t d e v i at i o n fr o m i t w i th r e gr e t or c o nt e mpt e v e n i f
d on e up t o th i s p oi nt only as a play O f j udgm e nt i n wh i ch ch i ldre n
can vi e w i th e ach oth e r w i ll y et l e av e b e h i nd a last i ng i mpr e ss i o n
O f e ste e m o n t h e on e hand and abh orr e nc e on t h e oth e r wh i ch
thr ou gh t h e m e re hab i t O f fr e q u e ntly r e gard i ng such acti ons as
w orthy O f pra i s e or blam e w o uld mak e a g ood fo undat i on for
upr i ghtn e ss i n th e future c ours e O f l i fe Only I w ould spare
th e m e xample s of s o -call e d n ob le ( e xtra -m e ri t or i ous) acti ons w i th
wh i ch o u r s e nti m e ntal wr i ti ngs a re s o lav i sh and w o uld r e fe r
e v e ryth i ng t o duty and t o t h e valu e wh i ch a man can and must
g i ve hi ms e lf i n h i s o wn e y e s through t h e c o nsci o usn e ss O f n ot
havi ng transgre ss e d i t b e caus e that wh i ch runs o u t i nt o e mpty
w i sh e s and l ong i ngs for unattai nabl e p e rfe ct i on produce s m e re
nov e l h e r oe s w h o wh i l e th e y pr i d e th e ms e lv e s up o n th e i r fe e l i ng
for t h e transc e nd e ntally gr e at fre e th e ms e lv e s th e r e by from t h e
O bs e rvanc e of th e i r c omm on and ord i nary r e sp o ns i b i l i ty wh i ch
th e n s ee ms t o th e m un i mp ortant
W e w i ll first p oi nt out t h e cr i te ri on O f pur e v i rtu e by
m e ans O f an e xampl e and supp os i ng that i t b e subm i tt e d t o a t e n
y e ar -O ld b oy for hi s j udgm e nt w e w i ll s e e wh e th e r h e w ould
n e c essar i ly b e o bl i g e d t o j udg e as h e d oe s w i th out b ei ng l ed t o i t
by th e te ach e r Let s om e on e r elat e t h e st ory o f an h on e st man
wh om on e i s tryi ng t o p e rsuad e t o j oi n th e sland e r e rs O f an i nn o
e
,
,
,
o ra
ca
an
ea
,
n
;
,
,
.
,
-
,
.
,
,
,
,
,
,
,
,
,
,
.
,
,
,
,
,
,
,
.
,
,
,
.
18
EDU CA T I O NA L T HE O R Y O F I MMANUEL K AN T
27 4
ce nt and h e lpl e ss p e rs on ( as for e xampl e A nn e B ol e yn up on th e
accusat i on O f H e nry VIII O f E ngland) H e i s O ffe re d r e w ards
that
i s valuabl e pr e s e nts or h i gh rank ; h e r e fus e s
f
I ll
t t
th e m Th i s w i ll call fo rth m e r e prai s e and appr oval
M th d i
d v l pi g t h i n th e m i nd of t h e h e ar e r b e caus e i t i s gai n N ow
Id
Of D t y
A m ong th e s e sland e r e rs
h e i s thr e at e n e d w i th l o ss
a r e h i s b e st fri e nds w h o n ow w i thdraw th e i r fr i e ndsh i p n e ar r e la
t i ve s w h o thr e at e n t o d i s own h i m ( h e i s p o or) p o w e rful p e rs ons w h o
can p e rs e cute and w o und h i m i n e v e ry plac e and ci rcumstance a
r e i gn i ng pri nce w h o thr e ate ns h i m w i th l oss O f fr e e d om y e s O f l i fe
i ts e lf Now that h i s cup O f su ffe ri ng may b e full i n o rd e r t o mak e
h i m fe e l d e e ply on e may r e pr e s e nt h i s fa m i ly thr e at e n e d w i th t h e
m o st e xtre m e d i stre ss and p ove rty a s b eggi ng hi m t o y i el d and h i m
alth o u gh h o n e st y e t w i th fe e l i ngs n ot firm and unr esp ons i v e e i th e r
t o p i ty or t o h i s ow n n e e d at a m om e nt i n wh i ch h e w i sh e s n e v e r
t o hav e s e e n th i s day wh i ch e xp o s e s h i m t o such unsp e akabl e pai n
y e t r e ma i n i ng tru e t o h i s pr i nc i pl e O f upr i ghtn e ss w i th out wav e r i ng
and w i th out d oubt i ng my y outhful h e ar e r i s l e d by st e ps from
m e re appr oval t o adm i rat i on from th e re t o amaz e m e nt finally t o
t h e gr e ate st r e v e r e nc e and a l i v e ly w i sh t o b e suc h a man h i ms e lf
n ot t o b e sur e i n h i s c o nd i t i o n
alth
ugh
Thus
m
ral
ty
o
i
o
(
)
must hav e t h e m ore p ow e r ov e r th e human h e art t h e m or e pure ly
i t i s pr e s e nte d
From th i s i t foll ows that i f t h e l a w O f m orals a n d
t h e i mag e O f h ol i n e ss and v i rtu e s a r e t o e x e rc i s e a n y i nflu e nc e at
all up on ou r m i nds th e y can e x e rc i s e i t only i n s o far as th e y are
lai d t o h e art pure unm i x e d w i th any i d e as O f w e ll -b e i ng as a
m ot i ve b e caus e th e y sh o w th e ms e lv e s m ost spl e nd i dly i n s uffe ri ng
To call atte nt i o n t o th i s m e th o d i s m o r e n e c e ssary than e v e r i n
wh e n i t i s h op e d t o hav e m or e e ffe ct up on t h e m i nd w i th
o u r a ge
s
oft m e lt i ng fe e l i ngs
or l o fty sw e ll i ng pr e t e ns i ons
Th P d g g y
wh i ch w e ak e n rath e r than stre ngth e n t h e h e art
f h i Ag
M m my w l“ than by m e ans O f t h e pla i n and s e r i ous i d e a O f duty
m ore su i tabl e t o human i mp e rfe ct i on and t o progre ss i n t h e g ood
I t i s c ompl e te ly c ontrary t o t h e e n d i n m i n d t o s e t h on orabl e mag
n a n i m ou s
and d e s e rv i ng acti ons b e fore ch i ldre n for th e i r m od e l
w i th t h e i nt e nt i o n O f attracti ng th e m t o such act i ons by i nsp i ri ng
,
,
.
,
u s ra i on o
e
n
o
e o
e
,
.
.
n
e
.
,
u
ea
'
.
,
,
,
,
,
.
,
,
,
,
,
,
,
,
,
,
,
,
:
,
,
,
,
.
,
,
,
,
.
,
e
o
e
s
o
,
o
a
e
,
,
,
,
,
ea
.
,
,
,
ED UCAT I O NA L T HE O R Y O F I MMANUE L K AN T
27 6
m oral i ty I t m ere ly sh ows that man l i k e s t o amus e h i m s e lf wi th
such a cri ti c i sm and i t gi v e s t o v i rtu e or t h e m od e o f th i nk
i
n g acc o rd i ng t o m o ral laws a form O f b e auty wh i ch
Th Tr e A i m
i M
l
i s adm i r e d but i s n ot on that acc ount s ought afte r
T hi g
a u d a tu
et a l et ;
l
as e veryth i ng a c ons i d e rat i on
y )
(
o f w h i ch pr oduc e s subj e ct i v e ly a c onsc i ousn e ss o f t h e ha rm ony
of ou r p ow e rs o f r e pr e s e ntat i on
and wh e re by w e fe el our e nti re
c o gn i t i v e p ow e rs ( und e rstand i ng and i mag i nat i o n ) stre ngth e n e d
produc e s a sati sfact i on wh i ch may b e c o mmun i cat e d t o oth e rs
wh i le th e e x i st e nc e o f t h e obj e ct r e mai ns i nd i ffe re nt t o us b e
caus e i t i s r e gard e d only as t h e occas i on O f b e c om i ng c onsci ous
o f th e e nd o wm e nt O f t h e tal e nts i n us wh i ch a r e e l e vat e d ab ov e
an i mal nature Now h o w ev e r t h e s econ d e x e rc i s e b e g i ns i ts
w ork —nam e ly t o mak e obs e rvabl e th e puri ty O f w i ll i n a l i vi ng
first only a s i t s
e xp o s i t i o n O f t h e m oral d i sp o s i t i o n by e xampl e s
n e gat i ve p e rfe cti on i n s o far as i n an acti on d o n e from duty n o
m ot i v e s of i ncl i nat i on have any d e t e rm i n i ng i nflu e nc e ; wh e re by
th e pup i l i s k e pt atte nt i v e t o th e c o nsc i o usn e ss o f h i s f e d om ;
and al th ough th i s re nunci at i o n caus e s pai n i n t h e b e gi nn i ng y et
by r e l e as i ng that pup i l from th e c onstrai nt o f e v e n re al n ee ds a
fre e d o m from t h e man i fold d i sco nte nt i n wh i ch all th e s e n ee ds
i nv olv e h i m i s ann o unc e d and t h e m i nd i s pr e par e d for t h e r e c e p
t i on O f c ont e ntm e nt from oth e r s o urc e s Thus t h e h e art i s free d
and l i ght e n e d o f a burde n wh i ch i s al ways s e cr e tly O ppr e ss i ng i t
wh e n by pure m o ral d e c i s i o ns e xampl e s O f wh i ch a r e c i t e d an
i nn e r p o w e r oth e rw i s e n ot kn o wn t o h i m i s d i scl o s e d t o man t he
i n n er f eed om t o r e l e as e h i ms e lf fro m t h e v i o l e nt i mp o rtun i ty O f
t h e i ncl i nati ons t o such a d e gr e e that n o n e n o t e v e n t h e d e ar e st
shal l have any i n fl u e nc e at all up on a d e c i s i on for wh i ch w e a r e
U p o n th i s [ r e sp e ct for o urs e lve s]
n ow t o u s e o ur r e as o n
wh e n i t i s w e ll ground e d wh e n man fe ars n oth i ng s o much as t o
find h i ms e l f up on s e lf-e xam i nat i on c ont e mpt i bl e and w orthl e ss i n
b e caus e
h i s ow n e y e s can e v e ry g oo d m oral d i sp o s i ti o n b e graft e d
th i s i s t h e b e st y es t h e o nly guard t o ke e p at a d i stanc e fr om t h e
m i nd t h e pr e ssure of i gn obl e and d e structi v e i mpuls e s
I hav e w i sh e d only t o p oi nt ou t t h e m ost g e n e ral max i ms of t h e
.
,
u
e
n
,
,
o ra
,
n
eac
'
r
,
,
,
,
.
,
,
,
,
,
r e
,
,
,
,
.
,
,
,
,
,
,
r
,
,
,
.
,
,
,
,
,
,
.
,
SELEC T I O NS
27 7
m e th od ol ogy of m oral culti vati on an d e x e rc i s e S i nc e t h e di v e rs i ty
o f dut i e s r e q u i re s sp e c i al d e t e rm i nat i o n for e ach var i e ty and h e nc e
w ould b e such a pr ol i x affai r I shall b e e xcus e d i f i n a w o rk l i k e
th i s wh i ch i s only pre paratory I c onte nt mys e lf wi th th e s e out
l i n e s — H art e nst ei n v pp 1 5 7 —1 6 7
.
,
,
,
,
,
.
,
I n d i scuss i ng
.
.
I ndw e ll i ng
R ad i cal E vi l
Bad Pr i nci pl es al ong w i th
t h e G o o d ; or Th e
i n H uman N atur e
i n t h e first
part of t h e ph i l os oph i cal th e o ry o f r e l i gi on
Kant obs e rv e s
Th e
,
of
th e
”
‘
,
m oral culture o f man must b egi n n ot w i th t h e i m
pr ov e m e nt of h i s m orals but w i th t h e transformat i o n o f h i s m od e
o f th o ught and w i th t h e fo und i ng of a charact e r ;
M l C lt
alth ough usually on e pro ce e ds d i ffe re ntly and fights D p d t
M t l
s i ngly agai nst V i c e s but l e av e s th e i r c omm on r oo t
Pr
undi sturb e d Now e ve n t h e m ost narro w m i nd e d
man i s capabl e of t h e i mpr e ss i on o f a l l t h e gr e at e r r e sp e ct for a
duti ful acti on t h e m or e h e w i thdraws fr om i t i n h i s th oughts
thr o ugh s e lf l ov e i nflu e nc e t h e max i m
o th e r m ot i v e s wh i ch c o uld
and e ve n ch i ldre n are capabl e of d e t e cti ng e v e n t h e
o f t h e act i on
sl i ght e s t trac e of a m i xtur e o f i mpur e m ot i v e s fo r th e n t h e act i on
l os e s at onc e i n th e i r e y e s all m oral valu e Th i s capac i ty for
g oo d i s cu l t i va t ed i nc omparably and gradually g o e s ov e r i nt o t h e
m od e of th ought by c i ti ng t h e exa mp l e e v e n o f g oo d m en and
l e tt i ng on e s m oral pup i ls j udg e th e i mpur i ty of many max i ms
fr om t h e r e al m oti v e s of th ei r act i ons s o that d u ty for duty s ow n
sak e b e gi ns t o gai n n ot i c eabl e w e i ght i n th ei r h e arts But t o t e ach
ch i ldr e n t o a dm i e vi rtu ous act i ons h ow e v e r much sacri fic e th ey
may have c ost i s n ot t h e ri ght d i sp os i t i on for t h e m i nd o f t h e pup i l
For h o w e v e r v i rtu ous on e m ay b e
t o g t t owards t h e m o rally g o o d
i
h
e
d
o
i
d
t
all
g
wh
ch
can
v
r
s
o
nly
duty
but
n
s
t
h
e
oo
d
e
e
t
o
o
e
o
y
duty i s n oth i ng m or e than t o d o that wh i ch i s i n t h e usual m oral
c ons e qu e ntly d o e s n ot d e s e rv e to b e adm i r e d Th i s a d
ord e r
Th e
,
,
ora
e
,
en
u
ur e
en
on
en a
,
oce s s es
-
.
’
,
-
,
,
,
.
,
°
,
,
,
’
’
,
.
,
r
,
,
e
.
,
’
e
,
.
EDUCA T I O NA L T H E O R Y O F I MMANUEL K AN T
27 8
rath e r a l o we r i ng of o ur fe el i ng for duty j ust as th ough
—
t
e
i
t
o
o
b y
H art
i t w e r e s om e th i ng e xtra ord i nary and m e r i t or i ous
pp 1 42 143
e ns t ei n v i
m i r a t i on i s
,
.
.
,
.
.
,
S EC TI ON 97
Kant s i nt e r est i n t h pr obl e m of m ral i nstructi on c ont i nu e d
w i th i ncr as i ng v i g r and cl e arn e ss as may b e s e n i t h foll ow
i n g s e l ct i o n fr m h i last gr e at w rk on e th i cal ph i l os phy b e i ng
E th i cal
t h e maj or p ort i n o f t h first s ct i o n o f t h e s c ond part
H art
o f t h e M t p hy i ca l E lem en t
Me th o d l ogy
f Et hi c ( 1 7
—
2
8
2 97
i
9
pp
i
t
i
n
v
e ns e
’
o
e
o
e
o
e
e
”
,
,
.
e
e a
e
o
o
s
o
o
n
e
,
e
,
s o
s
,
s
.
Ethi ca l D i d a cti cs
S EC T ION 4 9
That v i rtu e must b e ac q u i r e d ( i n ot i nnat e) l i s i n t h e v e ry
natur e f i t s c nce pt w i th out th e r e b e i ng any n ce ss i ty t o r e f r t o
anthr op ol ogi cal kn wl e dge d r i v e d from e xp r i e nc e
Vi t i t F t h e m ral faculty of m n W uld n ot b v i rtu e
t
I
w e re i t n t pr duc e d by t h t ngt h f t h r es lu
t i on i n t h e c onfl i ct w i th such p ow rful opp s i ng i ncl i nat i ns I t
i t h pr oduct f pur e practi cal r e as o n i n o far as t h e latte r i n
gai ns thr ough fre e d o m t h e
t h e c nsc i o usn e ss o f i t s sup e r i or i ty
upp r hand ov e r th os i ncl i nat i ons
That v i rtu e can and must b e t ugh t foll ows naturally from t h e fact
thus th e th ry of v i rtu e i s a d t i
But
that i t i s n ot i nnat
b
e caus
p
w
er t
carry
ut t h
rul
s
i n o t ac q u i r e d
Vi t
P d t f
by m ans of t h s 1m p l e th e ry as t h w n shall
T mi g
c nduct h i ms l f i n or d r t c nform t t h i d e a f
vi rtu t h e S t oi cs th ught that v i rtu e c ould n ot b e t ught by m re
r e pre s e ntati on o f duty by adm on i t i ons but that i t must b culti
s
o
o
e
e
,
o
s no
r ue
nna e
e
o
or
e
e
o
.
e
.
o
o
e
e
o
e
o
o
.
s
,
o
s re
o
o
e
s
e
,
,
e
e
.
a
e
eo
e
r ue a
ro
ea
uc
n
e,
o
o
e
o
oc r n e
.
o
e
e
o
e
o
e
o
o
e
s
o
o
o
o
o
e
e
o
a
,
,
e
e
E DU CAT I O N AL T HE O R Y O F I MMANUE L KAN T
2 80
S EC T ION 5 1
Th e first and m ost n e c e ssary d oct i n a l i nstrum e nt o f t h e th eo ry
Th i s must p r e
o f v i rtu e for t h e r a w pup i l i s a m o ral ca t echi s m
c
and
cann
ot b e w ov e n
e d e t h e r e l i g i o us cat e ch i sm
A M
l C t
i nt o th e t e ach i ngs o f r e l i g i o n as a m e r e i nt e rp olat i on
hi m M t
Im p t
t
but must b e taught by i ts e lf and as an i nd e p e nd e nt
wh ol e for t h e trans i t i on fro m t h e th e ory of v i rtu t o re l i gi on can
b e mad e o nly thr o ugh pur e ly m o ral pri nc i pl e s b e caus e oth e rwi s e
re l i gi o us cr e e ds w ould b e i mpure H e nce pre c i s e ly t h e gre at e st
and m st w orthy th e ol ogi ans have h e s i tat e d t o draw up a cat e
ch i sm for that th e ory o f r e l i g i n re q u i r d by stat e laws and t o
v ouch fo i t y e t on e w ould b e l i e v e that th i s w e re t h e l e ast wh i ch
xp e cti ng from t h e gre at tre asure -h ous e o f
o n e w r e j ust i fi e d i n
th e i r l earn i ng
On t h e th e r hand a m o a l cate ch i sm as a foundati on of t h e
duti e s f v i rtu e m ee ts w i th n o such scrupl e s or d i fficulti e s b e
caus e i t can b e d ev e l op e d fro m c omm n human u n
d e t n d i n g ( o far as i t c ont e nt i s c onc e rn e d) and
m ust b e adapt e d t o th d i dacti c rul e s o f pr i mary i n
structi n ( o far as t h e form i s c once rn e d) B u t t h e S cr ti c-di a l
ogi s t i c m e th o d d o s n t v o uchsafe t h e fo rmal pr i nc i pl e o f suc h i h
struct i on f th i s purp os e b e caus t h e pup i l d oe s n ot kn ow h ow
th e t e ach r i s t h e o nly q u e st i o n e r
t o q u e st i on
B u t t h e answ e r
wh i ch h e m e th od i cally nti c e s from t h e pup i l s re as on must b e
c ouch d and pr e s e rv e d h e nc e c onfid e d t o h i s m e m o ry i n d e c i d d
i n wh i ch parti cular t h e
n ot e as i ly alt e r e d e xpr ss i ons
t h t i ca l
m e th od d i ffe rs as w ll fr om t h e acr amati c ( wh r e i n th e t e ach e r
sp e aks al on e) as from t h e d i al og i sti c ( wh e re i n b oth parti e s q u e s
ti on and answ e r)
S EC T IO N 5 2
Th e xp i m en t a l ( te chn i cal ) m e ans for t h e formati o n o f v i rtu e i s
t h go d xa mp l e i n t h e t e ac h e r h i ms e lf ( t o b e o f e x e mplary gu i d
r
.
a e
or a
c
,
s
os
,
or a n
,
e
,
.
o
o
e
,
r
e
e
.
o
r
,
o
,
,
,
o
rs a
s
s
e
o
s
o
.
e
a
o
or
e
e
.
’
e
e
,
e
,
e
e
,
ca ec
o
,
e
e
.
.
e
e
o
er
1
e
e
e rman w o rd
xampl
a
G
wh
ch
i
(
)
pl oy e d syn onym ously w i th Exemp el ( e x ampl e) i s
1
B ei sp i el
e
,
,
,
is
n ot
usually e m
re ally of th e
SE LE CT I O NS
281
anc e) and t h e wa r ni nge xampl e i n oth ers for i m i tati on i s i n th e
y e t uncult i vat e d man t h e first e ffort o f w i ll t owards t h e ad opt i o n
of max i ms wh i ch b e subs e q u e ntly mak e s for h i m
Et h i l V l
s e lf Th e c on t ract m g of habi ts I s t h e fou n d a t Ion o f
f th
T
h
a p e rs i ste nt i ncl i nat i o n w i th out any max i ms at all
E
x m pl
by t h e fre q u e nt sati sfact i on of t h e i ncl i nati on and
i t i s a m e chan i sm o f th e d i sp os i ti o n rath e r than a pr i nc i pl e of
t h e m od e o f th i nk i ng wh e re by for gett i ng b e c o m e s subs e q u e ntly
m or e d i fficult than lea n i ng But as t o t h e forc e of th e exa mp le
b
e i t for g oo d or e v i l wh i ch may b e o ffe r e d t o o u r natural b e nt
(
)
for i m i tat i on o r for warn i ng that wh i ch oth e rs g i v e us cann o t
found max i m s of vi rtu e For th e s e max i ms c ons i st pr e ci s e ly i n
t h e subj e ct i v e aut on o my o f t h e pract i cal r e as on o f e ach i nd i v i dual
th e r e for e t h e l a w and n ot t h e b e havi or of oth e r m en must b e our
gu i di ng pri nc i pl e H e nc e t h e e ducat or w i ll n ot say t o h i s d em oral
i z e d pup i l
S e e t h e e xampl e that g oo d ( ord e rly i ndustr i ous ) b oy
gi ve s y ou for that w ould only caus e h i m t o hat e t h e g oo d b oy
b e caus e h e plac e s hi m i n a d i sadvantage ous l i ght Th e g o od e x
ampl e (t h e e x e mplary c onduct) i s n ot t o s e rve as a patt e rn but
o nly as a pr oo f of t h e pract i cabl e n e ss o f that wh i ch duty d e mands
thus i t i s n ot t h e c ompari s o n w i th s om e oth e r man ( as h e i s ) but
w i th th e i d e a ( of h uman i ty) o f what h e sh ould b e h e nce wi th t h e
l a w wh i ch must supply t h e t e ach e r t h e n e v e r -fai l i ng standar d of
h i s i nstruct i on
,
,
a ue
ca
o
.
ea c
e
’
er s
,
e
a
.
,
r
.
,
.
,
,
.
,
,
,
.
,
,
,
,
.
sam e s i gn i ficanc e To tak e an Exemp el from s om e th i ng and t o
ci te a B ei sp i el i n e xplanat i o n of an e xpr e ss i on a r e t w o t otally
d i ffe r e nt c once pts A n Exemp el i s a parti cular cas e o f a p r a ct i ca l
rul e i n s o far as t h e latt e r re pre s e nts t h e pract i cab i l i ty or i m p ra c
A B ei sp i el o n t h e oth e r hand i s o nly t h e
t i c ab i l i t y o f an act i o n
parti c ular (con cr etum ) re pr e s e nt e d as c ontai n e d i n t h e g e n e ral a c
c ord i ng t o c onc e pts (a bs t a ctum ) and i s h e nc e only t h e th e oret i cal
r e pr e s e ntat i on of a c onc e pt [A n ot e by Kant]
.
,
,
.
,
,
.
,
,
r
,
.
.
E DU CAT I O N AL
282
O F I MMANUE L KAN T
TH E O R Y
NO TE
Fr a gm en t of
a
Mor a l Ca t echi s m
t e ach e r puts q u e st i ons t o h i s pup i l s r e as on ab out that wh i ch
h e w i sh e s t o t e ach h i m and wh e n t h e pup i l d oe s n ot kn o w h ow t o
answ e r t h e q u e st i on t h e t e ach e r sugg e sts t h e answe r t o h i m
gu
i
d
i
ng
i
r
e as o n
h
s
(
)
Tea ch er — What i s y our gr e ate st y e s y o ur wh o l e d e s i r e i n l i fe ?
P up i l— ( i s s i l e nt)
Th a ch e — That y ou may always hav e e v e ryth i ng y ou w i sh for
W hat i s such a c ond i ti on call e d ?
P up i l— ( i s s i l e nt)
Tea ch er — It i s call e d happ i n e ss ( p e rp e tual pr o sp e r i ty j oy o us
l i fe c o mpl e t e c o nte ntm e nt w i th o n e s c ondi ti on ) Now i f y o u
h e ld i n y our hand all t h e happ i n e ss ( wh i ch i s p oss i bl e i n t h e
w orld) w ould y ou k ee p i t all for y ours e lf or w ould y ou d i vi d e i t
w i th y our fell ow m e n
I w o uld d i v i d e i t ; mak e o th e rs happy and c o nt e nt e d t oo
P up i l
Tea cher — That sh ows that y ou hav e a pr e tty g ood h ea t ; but l e t
us s e e w h e th e r y ou hav e a g oo d u n d e s t a n di ng t oo W ould y ou
pr ov i d e a laz y man w i th s o ft p i ll ows s o that h e m i ght sp e nd h i s
l i fe i n sw e e t i dl e ne ss or k e e p a drunkard suppl i e d w i th w i n e a n d
what e ve r e ls e i s n e c e ssary for i nt ox i cat i on or g i ve a ch e at an
agre e abl e form a n d mann e rs w i th wh i ch t o outw i t oth e rs or t h e
v i ol e nt man b oldn e ss and a s tron g fist that h e b e abl e t o ove rp ow e r
o th e rs ?
Th e s e are m e ans wh i ch e v e ry on e d e s i re s i n ord e r t o b e
happy i n h i s o w n way
P up i l — No n ot that
Tea che — S o y ou s e e that i f y ou had all t h e happ i n e ss i n y our
hand and had th e b e st i nt e nt i ons i n th e w orld y ou w o uld n ot
hand i t ov e r t o ev e ry o n e w h o w i sh e d t o s e i z e i t w i th out c ons i d e r
ati o n but y ou w o uld first try t o find o ut h ow w orthy o f happ i n e ss
e ach on e was
B ut y o u w o uld n ot h e s i tate first t o supply y o urs e lf
w i th e v e ryth i ng y ou th ought e ss e nti al t o y o ur o wn happ i n e ss
’
Th e
,
,
.
,
.
,
.
r
.
.
.
,
.
’
.
,
,
,
,
-
-
.
.
r
.
r
.
,
,
,
,
‘
,
.
.
,
r
.
,
,
’
,
,
.
P up i l
—
.
Y es
N
o
[
.
w ou ld i t n ot occur
b e happy o r n ot ?
Tea cher — B u t
.
u
o
y
d e s e rv e
to
t o y ou t o
ask y ours e lf wh e th e r
]
EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
2 84
c o ntr ols all nature and rul e s
i n b e l i ev i ng i n Go d
,
the
w orld w i th
th e hi
gh e st w i sd om
,
w orks of nature wh i ch w e can
j udge such d i ffus e d and d e e p w i sd o m as w e can e xp l ai n t o
o urs e lv e s i n n o oth e r way than as t h e unsp e akably gr e at art of a
W orl d C re at or fr om wh om th e n i n that wh i ch c once rns t h e m oral
o rd e r
i n wh i ch t h e gr e at e st o rnam e nt of t h e w or l d c ons i sts w e
ar e j ust i fi e d i n e xp e ct i ng an e ually w i s e rul e — na m e ly that wh e n
q
w e d o n ot mak e o urs e lv e s u n w o t hy of happ i n es s wh i c h w e d o by
n t fulfill i ng ou r duty w e may h op e t o c om e i n for our shar e of i t
P up i l
—
.
Y es
for w e
i n th e
s ee
,
,
-
,
,
,
,
,
,
,
r
o
,
.
,
I n th i s cate ch i sm wh i ch must
carri e d ou t through all t h e
art i cl e s of v i rtu e and of vi c e t h e gr e ate st att e nti on must b e d i re cte d
t o fo und i ng t h e l a w of duty n ot up o n t h e advantag e s
Th A i m f t h
or d i sadvantag e s wh i ch man w i ll r e ap fr o m i t s oh
C t hi m
s e rvance but pure ly up on m oral p ri nc i pl e and that
th e s e advantage s or d i sadvantag e s b e m e nt i o n e d only i nci d e ntally
as i n th e ms elve s d i sp e nsabl e add i ti ons but wh i ch s e rve t h e palate
of t h e naturally w e ak as m e r e v e h i cl e s
Th e s ha m efu l n es s n ot t h e
ha r mfu ln ess o f v i c e ( fo r t h e d oe r h i ms e lf ) must b e e ve r pr om i n e ntly
r epre s e nte d For wh e n t h e d i gn i ty o f v i rtu e i n acti ons i s n ot
e l e vat e d ab ov e all e ls e t h e i d e a o f duty i ts e lf d i sapp e ars and di s
s olv e s i nt o m e r e pragmati c pr e c e pts ; for th e n man s n ob i l i ty di s
app e ars from h i s ow n c onsci ousn e ss and h e i s c orrupt i bl e and for
sal e at t h e pri c e wh i ch s e ducti ve i ncl i nati ons o ffe r h i m Now
wh e n thi s i s d ev e l op e d w i s e ly and at th e pr op e r t i m e fro m man s
i n s e x and i n
ow n r e as o n acc o rd i ng t o t h e d i ffe r e nc e s i n a ge
s oc i al status st i ll th e re i s s om eth i ng wh i ch must form t h e c onclu
s i on wh i ch st i rs t h e s oul d e e ply and s e ts man i n a p l ace wh e re h e
cann ot but r e gard h i ms e lf w i th t h e gr e at e st adm i rati on for h i s own
i nnat e d i sp os i t i ons t h e i mpr e ss i o n o f wh i ch n e v e r d i sapp e ars
Thus wh e n at t h e cl os e of h i s i nstructi on h i s dut i e s ar e o nc e
m or e summari z e d ( recap i tulate d ) i n th ei r o rd e r wh e n i n t h e cas e
o f e ach o f th e m h e i s r e m i nd e d that all t h e e v i ls hardsh i ps and
su ffe r i ngs of l i fe e v e n t h e thr e at of d e ath wh i ch may c om e t o h i m
,
be
,
,
e
e
o
a ec
s
.
,
,
,
.
,
.
,
’
,
.
,
’
,
,
,
,
,
,
.
,
,
,
,
,
,
,
,
,
SE LEC T I O NS
285
just b e caus e of h i s ob e d i e nce t o duty cann ot r ob h i m of th e c on
s c i ou s n e s s that h e i s sup e r i or t o and mast e r of th e m all th e q u e s
t i on ari s e s at once : What i s i t w i th i n y ou wh i ch b e l i ev e s i ts e lf
abl e t o c ombat all t h e p o w e rs o f nature i n and ar o und y ou and t o
c on q u e r th e m wh e n th ey opp os e y our m oral pri nc i pl e s ? Wh e n
th i s q u esti on wh os e s oluti on e nti re ly transc e nds t h e p ow e r of
sp e culati v e re as on and wh i ch y et ar i s e s o f i ts e lf i s lai d t o h e art
t h e i nc ompr eh e ns i b i l i ty i n th i s s e lf-kn owl e dg e must g i v e t h e s oul
an e xaltati o n wh i ch e xc i te s i t t h e m ore strongly t o th e obs e rvanc e
o f i t s d ut i e s t h e m o r e i t i s attack e d
I n th i s cate ch e ti cal m oral i nstruct i on i t w ould b e o f gre at valu e
t o m oral e ducati o n t o ra i s e s om e casu i sti c q u e st i ons at e ach analys i s
o f duty and t o l e t t h e ass e mbl e d ch i ldr e n t es t th e i r
und e rstand i ng h ow e ach on e w oul d thi nk t o s olv e
th e e nsnar i ng pr o bl e m gi ve n h i m
Not o nly b e caus e
th i s i s a culture of th e r eas on b e st su i t e d t o th e ab i l i ty of a n un i n
form e d p e rs on ( b e caus e r e as on can d e c i d e much e as i e r i n q u e s
t i ons as t o what duty i s than i n re gard t o sp e culati ve q u e sti ons)
a n d h e nc e t h e m o st fe as i bl e w a y of sharp e n i ng t h e und e rstand i ng
but e sp e c i ally b e caus e i t i s man s natur e t o
o f y outh g e n e rally
l ove that i n t h e study of wh i ch h e has ac q ui r e d syst e mat i c kn owl
e dg e ( i n wh i ch h e i s n ow w e ll p o st e d ) and thus t h e pup i l i s by
such e x e rci s e s as th e s e drawn unconsc i ously i nt o th e i nt e re st of
m oral i ty
B ut i t i s of t h e gr e at e st i mp ortance i n e ducat i on n ot t o m i x th e
m oral cat e ch i sm w i th t h e r e l i gi ous cate ch i sm (t o amalgamate th e m)
much l e ss t o l et th e form e r foll ow t h e latt e r but rath e r always t o
mak e th e form e r v e ry cl e ar w i th t h e gr e ate st i ndustry and m i nut e
n e ss of d e tai l For w i th out th i s re l i gi o n w i ll r e sult i n n oth i ng
but hyp ocr i sy maki ng on e ackn owl e dg e on e s duti e s fr o m fe ar and
pre te nd t o sympath i z e w i th that wh i ch i s n ot i n on e s h e art
,
,
,
,
,
,
,
.
,
,
.
,
’
,
,
,
,
.
,
,
.
,
,
’
,
,
’
.
M ORA L I NS T R U CT I ON A N D MET A
P H Y S I CS
I N add i ti on
pr e c e d i n g group t h e foll ow
i n g fr o m The Met ap hy s i cs of Mor a l s ( 1 7 97 ) cl e arly sh o w Kant s
c onc e pti on of th e i nd e p e nd e nc e of e th i cal pri nc i pl e s of all anthr o
p ol ogi ca l c o ns i d e rat i o ns and i n turn th e d e p e nd e nce of a tru e
p e dag o gy of m orals up on th e c onstruct i ons of a gu i d i ng m e ta
phys i cs
to th e
s el e ct i o ns
in th e
,
’
,
,
,
.
c ounte rpart of a m e taphys i cs o f m orals as t h e oth e r p orti on
of th e d i v i s i o n o f pract i cal ph i l o s ophy i n g e n e ral w o uld b e m o ral
anthrop ol ogy wh i ch w ould c ontai n o nly t h e s u b
M l
e ct i v e c o nd i t i o ns t h e fav o rabl e as w e ll as t h e u n
j
A t h p l gy
fav orabl e of t h e ea li a ti on of th e laws of t h e first
part i n human nature t h e cre ati o n e xte ns i on and stre ngth e n i ng
o f m o ral pr i nc i pl e s ( i n t h e e ducat i o n o f th e sch oo l and publ i c i n
structi on ) and oth e r s i m i lar te ach i ngs and rul e s wh i ch a r e bas e d
and wh i ch ar e i nd i sp e nsabl e but wh i ch abs olut e ly
o n e xp e r i e nc e
must n ot b e pre m i s e d b e for e m etaphys i cs or b e m i x e d w i th i t for
or at l e ast i h
o th e rw i s e o n e runs t h e dang e r o f pr o duc i ng fals e
d u l ge n t m oral laws wh i ch r e pr e s e nt as unattai nabl e that wh i ch i s
n ot attai n e d s i mply b e caus e t h e l a w i s n ot i ntu i t e d and s e t fo rth
i n i t s puri ty ( i n wh i ch als o i t s stre ngth c ons i sts ) or e nt i r e ly c o un
t e r fe i t or i mpur e m o t i v e s ar e e mpl oy e d for that wh i ch i n i ts e lf i s
conformabl e t o duty and g ood and wh i ch l e av e s r e mai n i ng n o
s e cure m oral pri nci pl e s n e i th e r as a gu i d e for cri ti ci sm n or as a
di sc i pl i n e o f t h e m i nd i n th e pursu i t of d uty wh os e rul e must
abs olute ly b e gi v e n a p r i o i only thr ough pur e re as on —In t rod u c
t i on H arte nste i n vi i p 1 4
Th e
,
,
,
or a
n
ro
,
o o
.
r
,
,
,
z
,
,
,
,
,
,
,
,
,
,
,
r
,
,
2 86
.
.
.
.
C ONS CI EN CE
CO N S CI E N CE
was t o Kant a psych ol og i cal t ok e n of t h e val i d i ty of
h i s d i st i ncti o n b e twee n ph e n o m e n o n and n o um e n on b e tw e e n
m e chan i sm and fre e dom b e tw e e n natur e and re as on H i s furth e r
characte ri z at i o n of th i s faculty wh i ch w i ll thr ow l i ght up on i ts
tre atm e nt i n t h e Lectur e-Not es i s found i n th e fo ll ow i ng s e l e cti ons
,
,
.
,
,
agr e e p e rfe ctly th e j u d i ci al e xpr e ss i ons of that w on
T h ere are i n
d er ful p ow e r i n us wh i ch w e call c o nsc i e nc e
stanc
fr
e s wh e r e m e n
o m th e i r e arly ch i l dh oo d e v e n
c o nsci e nc e
I t
l
w i th a bri ng i ng up wh i ch was profitabl e t o oth e rs
Pw
sh ow wi ck e d n e ss s o e arly and c ont i nu e t o d ev e l op
thus t o maturi ty that th e y a re c o ns i d e re d b orn rascals and s o
far as th ei r m o d e of th o ught i s c onc e rn e d q u i t e i nc orri g i bl e ;
but at th e sam e t i m e th e y a r e j udge d for that wh i ch th e y d o or
l e av e und on e th e i r o ffe nc e s a r e c e nsure d as gui lt y e s th e y (t h e
ch i ldr e n) th e ms e lv e s re gard th e s e r e pr oo fs as w e ll found e d as
th ough th e y i n sp i t e o f t h e h op e l e ss natural characte r i sti cs of
m i nd attri but e d t o th e m w e r e j ust as r e sp ons i bl e as any oth e r
p e rs on Th i s c o uld n ot o ccur i f w e d i d n ot pr e supp os e that e very
th i ng whi ch ari s e s fro m th e i r ch oi c e ( as w i th out d oubt e ve ry
i nte nti onally e x e cut e d acti on d oe s ) i s bas e d up on a free causal i ty
wh i ch fr o m e arly y o uth e xpre ss e s i t s charact e r i n i t s man i fe stat i ons
o P a ct i ca l R eas on
H
ar
t
n
i
i
u
e
1
e
t
t
h
e act i o ns )
C
r
7
f
q
(
(
ste i n v pp 1 0 2 1 0 4
W i th th i s
an
,
-
n e rn a
o
er
,
,
.
,
,
,
,
,
,
,
,
,
,
.
,
,
,
r
.
,
.
.
C onsci e nc e
acq ui re i t
h i m s e lf
.
2 88
.
,
an ac q u i s i ti on and th e r e i s n o obl i gati on t o
but ev e ry man as an e th i cal b e i ng has i t ori gi nally i n
To b e b ound i n duty t o c o nsc i e nc e i s as much as say i ng
is
n ot
,
,
,
,
SE LEC T I O NS
2 89
i s an un
ave t h e duty t o r e c ogn i z e duti e s C onsci enc e
fai l i ng fact n ot an obl i gati on and duty
A lack of con s ci en
t i ous n e s s i s n ot lack of c onsc i e nc e but an i ncl i n at i o n n ot t o r e sp e ct
i t s judgm e nts — The Met ap hy si ca l El em en t s of Et hi cs I ntr oduct i on
H art e nst e i n vii p 2 04
to h
.
.
,
,
,
.
,
.
.
c onsc i ousn e ss of an i nner tr i buna l i n man ( b e fore
wh i ch h i s th oughts accus e or j ust i fy on e a n oth e r ) i s cons ci en ce
Th i s ori gi nal i nt e ll e ctual and (s i nc e i t i s t h e i d e a of duty) m oral
capac i ty call e d cons ci en ce has th i s p e cul i ari ty that alth o ugh i t s
bus i n e ss i s a bus i n e ss of a man w i th h i ms e lf h e i s obl i g e d by h i s
r eas on t o l ook up on i t as carri e d on at t h e c ommand of a n ot he
-ca s e
r
s
n
F
r
h
e
i
e
a
t
transact
n
h
r
c
nduct
a
e
o
o
i
o
s
e
th
e
o
f
l
w
o
p
sa
e for e a j ud ge
u
b
c
a
(
)
S o must c onsc i enc e b e t h o ugh t o f as t h e subj e cti v e pr i nci
f
l
e
o
a
r
sp
ns
b
l
ty
n
e
s
d
e
e
ds
b
f
o
r
e
G
o
d
w
i
c
as
t
e
e
o
i
i
i
f
or
o
h
h
h
o be
p
fulfi l l e d — Ib i d vi i pp 2 45 2 4 6
“
Th e
”
.
,
,
,
,
r
.
.
’
,
.
,
.
.
,
.
M ETH OD I N
[ ES TH ET I C
IN S TR U C
T I ON
ME T H O D O LO GY
O F T AST E
d i vi s i on o f a cr i ti qu e i nto e l e m e nts and m e th od ol ogy wh i ch
i
r
c
e
d
e
s
sc
i
e
nc
e
cann
o
t
b
e
appl
e
d
t
o
th
cr
i
t
i
q
u
ta
t
e
e
o
f
b
e
e
s
e
p
caus
e th e r e i s n ot
and
cann
a
sc
ot b e
i e nc e of t h e
A Tm
b e aut i ful and th e j udgm e nt o f tast e i s n ot d ete r
p d g gy f
E th t
i
e by p r i n c1pl e s
F
m
nabl
o r w hat p e rta i ns
h
t
o
t
e
j
Im p
bl
sc i e nt i fic i n e v ery art wh i ch ai ms at t u t h i n th e
i s i nd ee d t h e i nd i sp e nsabl e c ond i t i on
e xp os i t i on O f i t s O bj e ct
con d i t i o s i n e qu a n on o f fi n e art
but
n
t
art
i
ts
lf
Th
r
o
e
e
e is
(
)
th e re for e for fi n e art only a m a nn er (m od us ) n ot a m et hod of i ns t r u o
Th e mast e r must sh o w t h e pup i l what h e sh ould
t i on (m et h od us )
mak e and h ow h e sh o uld mak e i t ; and t h e un i v e rsal rul e s t o
wh i ch h e finally r e duc e s h i s m e th od can s e rv e t o r e call up on occa
s i on i t s ch i e f m om e nts rath e r than d i ctate th e m t o th e pup i l But
th e n h e r e w i th r e fe re nc e must b e mad e t o a c e rtai n i d e al wh i ch
art must hav e i n m i nd alth ough i t may n ev e r c o mpl e t e ly attai n
Only by awak e n i ng t h e i magi nat i on o f t h e pup i l
i t i n pract i c e
t o c on form i ty w i th a g i v e n c o nc e pt thr ough th e obs e rv e d i n s u ffi
wh i ch t h e c once pt i ts e lf d oe s
c i e n c y o f t h e e xpr e ss i o n for t h e i d e a
b e caus e t h e i d e a i s aesth e t i c and by sharp cri ti c i sm
n ot atta i n
can i t b e prev e nte d that th e e xampl e s wh i ch a r e plac e d b e fore
h i m b e r e gard e d by h i m fo rthw i th as arch e typ e s and e v e n a s m o d e ls
for i m i tat i on subj e ct e d t o n o y e t h i gh e r n o rm a n d t o h i s o w n
cri ti c i sm and s o that g e n i us b e ch ok e d and als o w i th i t t h e fre e
d om o f t h e i mag i nati on i ts e lf i n i t s c onform i ty t o l a w w i th out
TH E
,
,
,
,
e
e
s
a
o
o
e
.
,
,
cs
.
o ss I
e
.
r
,
,
,
,
.
,
,
,
.
,
,
.
,
,
.
,
,
,
,
,
,
,
2 90
IN DEX
2 96
B i bl i g raphy on Kant
B i og raphy a n d e th i cal i nstruct i on
B i r d s i ng i ng
B ck
B o dy car e of
B ohm r
B tany
o
-
o
,
e
o
B ii s ch i ng
Burge r
l Ol f, 10 6
,
13 7 , 14 0
96
C asu i stry valu e of
C at ech i sm of r i gh t
2 85
,
206
m o d e l of
C haract e r
C h i ld duty fo t h e
d i ffe rs fr om t h ad ol e scent
C h i ldhood l i m i tat i ons of
C hurt on
C i t i enshi p
C i vi l i at i n and e ducat i on
and mo rals
C lass i cs
C oeducat i n
C om n i us
C onc pt tra i n i ng
C nsc i ence
C onstra i nt
C o rr ct i ve i nstrum ents
C radl c ond emn ed
C r i cht on
2 80 fr
1 8 7 i f, 1 99, 2 0 3, 2 2 8 , 2 6 8 ff
191
r
,
192 1
e
,
1 96 f
o
1 1 4 12 2 , 2 4 8 f
z
z
2 10
88
220
o
44
e
2 32
e
o
2 15 , 2 8 8 f
l 30 f 1 6 7 f
145
e
142
e
Cr i t i q u e
Cr i t i qu e
Cr i t i qu e
u d g m en t
f
of P r a c t i ca l R e a s on
of P u r e R ea s on
o
Cr ugot t
C r y i ng
C ult i vat i on
C ultur e
J
2 45
48 6 1 8 7 i
3o i , 4 8
30 f 4 8
2 05
1 0 2 1 4 2 f, 149
1 2 1 f, 2 4 7 f
1 6 3 f, 2 47
INDEX
D ange rs
of
2 97
arly ducat i n
fals e i mpr e ss i ons
in
e
e
o
IDes i r e s
st i ny
D v l pm nt 6 0
( S e als o Evo l u t i o
D i gn i ty of human i t y
D i sc i pl i ne
1 0 1 ff
s u s m o ral i t y
Di ss i mulat i n
Di stract i on
Di v i s i on of ducat i onal act i v i t i s
D i v i s i ns of pract i cal e d ucat i on
D raw i ng
De
e
e o
e
,
n.
e
.
,
)
2 04
12 1 12 7 1 4 9 f 1 7 9 18 5 2 2 5
18 5
v er
1 98
o
e
e
o
17 4, 1 8 1
7 3 ff, 1 0 1 1 0 6
12 1 1 2 7 1 7 8
l 35 f
Du p r oi x
Duty ,
ap ostr phe t o
d ctr i n of i n p edagogy
ve
u
i ncl i nat i n
s u s i nst i nct
t ach i ng t h e i d ea of
t owards God
o
o
e
rs
,
s
o
v er
e
ducat i on
acc rd i ng t o a ge
sth e t i c
an art
and c i vi l i at i on
and th i cs
and pr og r e ss
a n d psych l ogy
by gove rnm nts
by par nts and pr i nc e s
d p ends on t h e race
E
o
10 1 , 197
ae
z
e
o
7 2 1 12 1 15
1 14
6 2, 188 f
2 38 ff
c2 , l e9 f
e
e
e
en d
1 1 1 if
111
of
rms of
i d e al valu e
i mp e r fe c t
i nt ell ectual
l l7 f
fo
of
6 8
1 10
8 7 , 1 5 7 ff, 1 6 9, 18 0
IN DE
"
ducat i on l i m i ts f
man s gr eat e s t pr bl m
n c ssary
n gat i v
f f l i ng
f w man
r i g i n f all g d
p r f cts m
phys i cal d pract i cal
p ss i bl
pr i vat n d publ i c
r cap i tulat i n th or y f h i nt d
sh uld f ll w natur e
th ry f
t wards fr d m
Educat i nal act i v i t i s
e xp r i m ents
i nst i tut
p stulat s
pr i nc i pl s
E
o
,
’
o
e
e e
e
e
o
ee
o
o
o
o
e
oo
an
e
an
o
e
e a
e
o
o
o
eo
e
o
e
,
o
o
o
ee
o
o
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
e
e
e
o
38 f
e
70
e
6 6
l qu n c
E
o
e
17 6
e
10 5 , 1 5 8
m t i on
Envy
Erdmann
Eth i cal i d al i sm
Eth i cs and p d a gog y
Ev lut i on th ry f and ducat i on
Kan t s c ontr i but i n t
Exa m pl
Exc e ss i v r e as n i ng
study
E
250 f
o
208
225
57
e
2 7 0 ff
e
o
,
eo
o
,
’
o
e
o
e
e
6 2 f lll i
56
57
o
.
2 0 8 2 80 f
1 84
16 8
12 5
xp e rts
E
Fe ar
Fe e l i n g
ine
ducat i on
as m ntal facult y
f
e ducat i on
e
o
12 0
IN DEX
30 0
A
P GE
H app i ne ss
H
2 30 2 3 2
ast i e
44 94 1 2 5 1 4 8 16 9 2 0 0
24
47
Hi
st ory
17 3 18 1
97
Ho
race
1 96
H or s t i g
15 0
uman p r fect i on
H uman i t y
d i gni ty of
ge rms i n
i d e a of
s e l f-d e p end ent
H umi l i ty
H
I dea
pr ogr e ss
and
e
2 38 fr
uman i t y
Id al valu e o f e ducat i on
I magi nat i on
I m i tat i n
Imp rat i v e s typ s o f
I mpr ss i ns
I ncl i nat i on
I nd i v i dual a n d t h e race
ov e r
mphas i e d
I nfl u enc e s on Kant s theory
I nst i nct
o f fr e d om
s xual
I nstruct i on
I nt e ll c t
I nt ell e ct ual e ducat i on
of
h
1 16
e
1 6 1 1 80
111
o
e
e
24 8
e
,
228
o
-e
189 f
77
82
z
’
22
102
104
e
12 9
e
1 0 1, 10 6
1 2 7 , 16 4 ff
,
e
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
8 7 , 1 5 7 ff , 16 9
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
IN DEX
30 1
a harmon i z e r
and R ouss au
n ot a fo rmal i st
Kan t s ducat i nal th ory
ae sth t i c valu e s i n
a t and c onduct i n
bas e d n fr ee d om
o n w i ll
i n fl u nc d by h i psych l ogy
l i mi tat i ns of
n ot syst mat i c
pr i nc i pl s of summar i d
s ourc s of
synth s i s of volut i on a n d i d al i sm
t echn i cal t e rms i n
thr eefold foundat i on of
Kant s e ducat i nal p ostulat e s
e xp e r i e nc e as a t e ach e r
i d e a of woman
i nt r e st i n e ducat i on
l i fe and i mp rtant wr i t i ng s
pass i on for analys i s
p e dagogy and ph i l s ophy
phi l os ophy and e volut i on
and m ental facult i es
i n outl i ne
psychol ogy
sch eme of facul t i e s
th eory of e volut i on
Ki pp i ng
Kn wl e d ge and p ow er
d egr ee s o f
K rn e r
Kr oeger
P
Kant
79
2 5 if
e
’
e
o
AGE
78
e
90
e
93
r
1 34
o
e
e
s
5 4, 6 5
52 f
o
o
e
e
z e
,
e
e
’
e
‘
6 6 If 8 2 2 4 7 fi
56
38
o
e
o
o
o
o
Langua ge m et hods
L ead i ng-str i ngs
Le
57
e
arni ng
.
85 f
l 9 f, 3 5
11 fi
‘
,
95 If
74
33
6 1f
48
3 0 if
44 fi
‘
51 f
5 7 ff
97
17 6
25 8 i
96
17 2
143
10 6 f, 1 7 0 f, 1 8 5 , 2 2 7 , 2 29
INDEX
30 2
L e arn i ng and pract i ce
m thod i n
t o th i nk
e
Le c t u r e -N o t es
P e d a g og y
on
h i st ry f
r e lat i n f t o Kant s ph i l s ophy
translat i on f
valu f R i nk s d i t i n
L i cht nb r g
L i f and d ucat i n
d m m ry
and ph i l s ophy
L i ght
Li m i tat i ns f ch i ldh d
f Kant s th ry
L i t rar y class i cs
L ogi c
L gi cal m th o d s
Ly i ng
o
o
o
o
’
1 5 ff 1 3 4 1 4 8 l 8 5 f
33 f
o
,
1 0 1—2 2 2
o
’
e o
e
e
73
o
16 5
e
e
e
12 7
o
an
17 3
o
e
42
o
o
o
oo
’
o
eo
e
o
e
an i mals
d p nd n t n ducat i n
m ral natur o f
n n m ral by natur
f natur
b m ral
t
Mann rs
v er s u s
e
e
e
o
o
o
10 7
o
e
1 18
e
-
o
o
2 10
e
229
e
o
1 13
o
e
22 7
e
18 1
M athe mat i cs
M ax i m
Mc In t y r e
M e chan i cal m e th o ds
M e chan i sm
Me i e r
Me mo ry
l 7 5 1f
.
1 7 9 f, 1 8 5 f
97
17 3
.
Me
Me
tra i n i ng
nd l ss oh n
ntal cultur e
5 3, 1 5 7
1 7 0 , 1 7 2 f, 18 0 2 5 2 ff
e
14 8 ff, 1 5 7 ff , 1 6 4, 1 6 9 ff 1 7 8 , 2 7 7
IN DEX
30 4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
N
N a t u r a l ph i l os ophy
puni s h m nt
N a t ur e
39 6 0 1 0 2 1 1 5
N c ss i ty f ducat i n
of g
d pr i nc i pl e s
Neg at i v e ducat i on
pun i shm nt
No rmal sch ools
N ov l -r e ad i ng
Nov e ls
N urs i ng
Newt on
e
,
.
e
e
o
,
e
,
,
1 2 9 f, 14 1, 1 4 6
,
16 3 f, 2 1 0 , 2 1 3, 2 2 9 f, 2 34
6 6
o
oo
2 11
e
14 1 , 1 4 8 , 1 5 5 ff
1 95
e
e
12 5
17 4, 2 5 4
2 30
137
2 16
1 30 , 18 8 if, 1 92
207
17 3
17 6
a
P amp e r i ng
P ar e nts
P at i nc e
P auls e n
P da gog y
n d e th i cs
P e r f ct i on of man
P e stal oz z i
P in
15 1
1 0 2 , 1 1 1, 1 1 6 f, 1 2 7 , 14 8 , 197
15 4
e
e
24
132 18 8 f
a
2 7 0 ff
e
1 0 7 f, 2 3 8 ff
12 0 , 1 7 3
22
Ph i l a n t h r Op i n i s t s
P h i l a n t h r op i n u m
l t t e rs
P h i ll i ps on
e
on
1 1 9, 1 2 6
,
15 9
2 4 2 ff
.
97
IN DEX
h los oph i cal bas i s of Kan t s theory
Ph i l s phy and l i fe
a n d p e da g g
y
p dag g y f
P hys i cal e ducat i n
n egat i v e
o f t h e s oul
p os i t i v
ut i l i ty f
g e ograp h y
h ard e n i ng
pun i shment
Pi ctur s
P i t i sm
P i
305
’
o o
e
o
o
36 f
o
2 6 3 if
1 34
o
1 4 8 ff
16 4
1 5 8 ff
e
1 37
o
17 5 2 5 6 f
147
1 91
18 1
e
e
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2 3 f, 2 1 5
1 83
16 1 1 6 4 16 6 f
in
ducat i nal m th od
e
o
e
l e asur
P o s i t i v e pun i shm nt
P o ss i b i l i ty of e ducat i n
P o stulat s o f e ducat i on
P ow r and k n wl dg
P ract i cal
ducat i on
P ract i c e and l arn i ng
P ra gm at i c cultur e
P r c o c i ty
P r i m i t i ve man
P r i nc s
P r i nc i pl e s n e c e ssar y
f ducat i n
v
s u s f e l i ngs
P r i vat e ducat i o n
P r og r ss
P r o sch
P rov i d e nc e
P
e
e
o
e
e
o
e
e
e
e
e
e
o
e
er
o
e
e
e
sych ol ogy and e d u ca t
n t a sc i enc
P ubl i c e ducat i o n
P
o
16 5
15 3
1 95
6 7
38
17 6
134 1 6 4 1 98 f
183
13 5
197
10 3
1 1 7 1 19
2 11
'
70 fi
275
12 7 f
2 38 fi
‘
0
Ion
e
rab l
r
f
e
e
p
1 2 9, 1 32
INDEX
30 6
P
un i shm nt
n egat i v and p os i t i ve
phys i c al a nd moral
e
e
ace
p edag gy
B aum e r v n
R awn ss
R
6 0 f, 7 7 , 10 3
8 3 l l l f, 2 4 1
o
2 42
o
,
10 3 1 0 5 1 0 8
e
12 2
38 1I 1 0 2 1 7 0 1 8 2 1 8 4
cap i tulat i on i d e a
R e fl ct i on
Re
,
of
1 14
130
e
R eb o r n
97
l
n and moral i t y
and th l gy
R l i g i ous ducat i o n
i nstruct i n
R v olut i n i n sch o ls n e c e ssary
R h e t or i c
R i cht e r
R i gh t cat e ch i sm f
R i nk
R o s nk ran
R o uss eau
R e i gi o
2 14
211
eo o
e
2 11 fi
e
‘
o
e
2 42
o
o
17 6
98
205
o
,
e
1 7 7 3 1 34 1 4 8
13 7
z
6
,
5 9, 1 0 5 , 1 1 8 , 1 2 9, 13 7 f,
S al i s v on
S ch i ll e r
S chl e i e rmach e r
,
S c h Ol z
er
S ch olast i c cultur e
S chool i ng e p ochs i n
S ch ools
S c i enc e
,
nstruct i n
f ducat i o n
S g ne r
i
o
e
o
e
7 0 , 1 34
INDEX
30 8
P
AGE
Th eory of e ducat i n
Th i nk i ng
Th or oughne ss
T i me l i mi t of e ducat i n
Tra i n i ng
t h e s e ns e s
Translat i ons of Kant s wr i t i ngs
Tut o r
Ty p es of act i v i t i es
1 0 4 10 6
Und e rstand i ng
5 3 , 1 7 0 f, 1 7 7 , 1 8 2
109
o
o
123 2 2 5
16 0
’
Un i ty
l e arni ng
Un i ve rs i t i e s
Unt ruth ful n ess
V a lu e
95 f
7 5 , 1 0 1, 10 6
of
of e
,
12 1
229
12 0 , 2 6 4
186
duca t i on
6 8
l 93 f
209
V i rtu e m e thod
V i rtu e s
V i s i on
,
of
t e ach i ng
278 i
2 10
1 49
98
V ogt
V oluntary movem ent
Vo
96
135 148 2 2 5
15 9
luptu ousness
2 19 f
W ats on
Whi ms
Wi ldn ess ( S ee
Wi ll
br ak i ng
firmn ss of
tra i n i ng
Wi llmann
.
e
R a wn es s
.
)
5 4, 6 5 , 1 0 3 f
1 4 9, 1 5 4
20 1 f
e
.
105 f
.
97
IN DEX
30 9
P A GE
Wi sd om
W o l ff
,
l 7 o f, 18 0
C
C
45
.
Wol ff
F
Wo l k e
Woman d ucat i n
natur e of
Wo r k
Wr i t i n g
,
.
,
Z i eg
e
58
.
o
2 45
of
84 i
226
,
229 f
1 6 4 , 16 6 f, 2 3 6
ler
TH E END