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Kant’s Critical Philosophy as Pedagogical Praxis: A Call to Learn to Philosophize

A review of G. Felicitas Munzel’s Kant’s Conception of Pedagogy: Toward Education for Freedom

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Notes

  1. See also Klas Roth and Chris W. Surprenant (eds.) Kant and Education: Interpretations and Commentary (New York & London: Routledge, 2012).

  2. There exists an inextricable connection between theory and practice, between interior and exterior, and between mind and speech: the same universal principles pertain to all. This connection is of a piece with why it is inappropriate to teach by means of example alone. Emulation of examples is not pedagogically sufficient because the principles or ideas they illuminate must be discovered, reflected upon and realized with the context of one's own life.

  3. In a delightful part of the book, Munzel interprets the allegorical narrative by Martianus Capella, The Marriage of Philology and Mercury, as highlighting the same aspects that Kant later formalizes as these four stages in education: discipline, cultivation, civilization and moralization. The spheres of human life that these stages relate to are: theoretical, practical, aesthetic, teleological and virtuous.

  4. I would like to thank Diana Barnes, Greg Bynum, Bruce Novak and Rachel Longa for their comments on an earlier draft.

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  1. Teachers College, Columbia University, New York, USA

    Megan J. Laverty

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  1. Megan J. Laverty
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Correspondence to Megan J. Laverty.

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Laverty, M.J. Kant’s Critical Philosophy as Pedagogical Praxis: A Call to Learn to Philosophize. Stud Philos Educ 38, 335–338 (2019). https://doi.org/10.1007/s11217-018-9638-z

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  • DOI: https://doi.org/10.1007/s11217-018-9638-z

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