Sheila Webb - Interpreting Kant for Education: Dissolving Dualisms and Embodying Mind

The Journal of Philosophy of Education Book Series

The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.

Titles in the series include:

• Interpreting Kant for Education: Dissolving Dualisms and Embodying Mind
• Sheila Webb
• Educational Explanations: Philosophy in Empirical Educational Research
• Christopher Winch
• Education and Expertise
• Edited by Mark Addis and Christopher Winch
• Teachers' KnowHow: A Philosophical Investigation
• Christopher Winch
• Citizenship for the Learning Society: Europe, Subjectivity, and Educational Research
• Naomi Hodgson
• Philosophy East/West: Exploring Intersections between Educational and Contemplative Practices
• Edited by Oren Ergas and Sharon Todd
• The Ways We Think: From the Straits of Reason to the Possibilities of Thought
• Emma Williams
• Philosophical Perspectives on Teacher Education
• Edited by Ruth Heilbronn and Lorraine
• ForemanPeck
• ReImagining Relationships in Education: Ethics, Politics and Practices
• Edited by Morwenna Griffiths, Marit Honerd Hoveid, Sharon Todd and Christine Winter
• Vygotsky: Philosophy and Education
• Jan Derry
• Education and the Growth of Knowledge: Perspectives from Social and Virtue Epistemology
• Edited by Ben Kotzee
• Education Policy: Philosophical Critique
• Edited by Richard Smith
• Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility
• Anna Strhan
• Philosophy for Children in Transition: Problems and Prospects
• Edited by Nancy Vansieleghem and David Kennedy
• The Good Life of Teaching: An Ethics of Professional Practice
• Chris Higgins
• Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education
• Edited by Stefaan E. Cuypers and Christopher Martin
• The Formation of Reason
• David Bakhurst
• What Do Philosophers of Education Do?: (And How Do They Do It?)
• Edited by Claudia Ruitenberg
• EvidenceBased Education Policy: What Evidence? What Basis? Whose Policy?
• Edited by David Bridges, Paul Smeyers and Richard Smith
• New Philosophies of Learning
• Edited by Ruth Cigman and Andrew Davis
• The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary Essays
• Edited by Mark Halstead and Graham Haydon
• Philosophy, Methodology and Educational Research
• Edited by David Bridges and Richard D. Smith
• Philosophy of the Teacher
• Nigel Tubbs
• Conformism and Critique in Liberal Society
• Edited by Frieda Heyting and Christopher Winch
• Retrieving Nature: Education for a PostHumanist Age
• Michael Bonnett
• Education and Practice: Upholding the Integrity of Teaching and Learning
• Edited by Joseph Dunne and Pdraig Hogan
• Educating Humanity: Bildung in Postmodernity
• Edited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo
• The Ethics of Educational Research
• Edited by Michael McNamee and David Bridges
• In Defence of High Culture
• John Gingell and Ed Brandon
• Enquiries at the Interface: Philosophical Problems of OnLine Education
• Edited by Paul Standish and Nigel Blake
• The Limits of Educational Assessment
• Andrew Davis
• Illusory Freedoms: Liberalism, Education and the Market
• Edited by Ruth Jonathan
• Quality and Education
• Christopher Winch

Sheila Webb

This edition first published 2022

Originally published as Volume 54, Issue 6 of The Journal of Philosophy of Education

Chapters and editorial organization 2022 Philosophy of Education Society of Great Britain

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The right of Sheila Webb to be identified as the author of this work has been asserted in accordance with law.

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Library of Congress CataloginginPublication Data

Names: Webb, Sheila (Independent scholar), author.

Title: Interpreting Kant for education : dissolving dualisms and embodying mind / Sheila Webb.

Description: Hoboken, NJ : Wiley, 2022. | Series: Journal of philosophy of education book series | Includes index.

Identifiers: LCCN 2022040971 (print) | LCCN 2022040972 (ebook) | ISBN

9781119912170 (paperback) | ISBN 9781119816478 (adobe pdf) | ISBN

9781119816485 (epub) | ISBN 9781119816461 (obook)

Subjects: LCSH: Kant, Immanuel, 17241804. | EducationPhilosophy.

Classification: LCC LB14.7 .W425 2022 (print) | LCC LB14.7 (ebook) | DDC

370.1dc23/eng/20220926

LC record available at https://lccn.loc.gov/2022040971

LC ebook record available at https://lccn.loc.gov/2022040972

Cover design: Wiley

Cover image: Courtesy of Johanna Nordland

There is perhaps no thinker in the modern world who has laid the way for the development of philosophy so influentially as Immanuel Kant. He is the towering figure in the wake of whose work philosophy finds its different directions. And it is hard to think of the philosophy of education, especially in its modern incarnations, without some sense of Kant in the background, whether as the pillar of reason, the supreme proponent of deontological ethics, or the philosopher who leads Michel Foucault to raise the question again: What is enlightenment? Yet for many, both enthusiasts and detractors, Kant's ideas are encountered indirectly, with overreliance on dominant interpretations and acquiescence in received ideas. Encyclopaedia entries, simplified exegesis, and synoptic accounts abound, and the general effect is to provide an image of the man and his ideas that readily succumbs to caricature.