Abstract
Emanual Kant is one of the most well-known philosophers whose ideas shaped the development of the western world. Kant believed that the role of education lied in the formation of a society of creative life-long learners responsible and committed to contributing to the constant improvement of their community. Kantian ideas emerged on the basis of Enlightenment and became the basis for the creation of the German education system in the nineteenth century. Although some aspects of Kantian philosophy have been criticized, Kant’s ideas are still popular and can be instrumental in developing the modern education systems of Germany and the entire world. Kantian dualism related to reason and emotion, objectivity and subjectivity, morality and desire is one of the features most criticized. However, this dualism can be interpreted differently as the philosopher’s major point was that the role of educators was that of mentors guiding students and helping them realize themselves, which, eventually, leads for good for all as human society evolves.
Introduction
Emanuel Kant is one of the most influential philosophers whose ideas and theories have had a profound impact on the contemporary world. The philosopher lived in the eighteenth century and managed to trace the major shifts that were unwinding and that are present these days (Smith, 2020). Kant emphasized that people had an intrinsic motivation to self-growth and be responsible actors contributing to the development of community and humanity. Education was one of the central platforms for achieving this major goal, according to Kant (Roth, 2018). Kant’s educational philosophy has had a substantial effect on the evolvement of the German education system in the nineteenth century and can become the basis for the advancement of the modern education system in Germany.
Background and Cultural Context
Emanuel Kant lived in the epoch of Enlightenment that transformed European countries and the entire western world. The French revolution was one of the outcomes of the ideas of Enlightenment, and the changes in France were hailed by Kant, who believed that progress was the end goal for every individual and society (Kouvelakis, 2018). Europeans were fascinated by the ideas of individual rights, liberty, and equality. Personal rights and responsibilities were brought to the fore as the primary concepts related to human life and the development of a country. These ideas inevitably affected the education systems of Europe and both Americas, which was specifically visible in the nineteenth century. Creativity, active participation in the life of the community, individual growth became principal values, which led to the shifts in education that had been teacher-focused and associated with general knowledge with few (if any) practical skills.
Philosophy of Education
Kant can be seen as one of the most prominent articulators of the new ideas that aimed at the promotion of individualism and social responsibility in education. Kantian philosophy of education is deeply rooted in the principles that were in the air in the eighteenth century and were practically employed in the nineteenth century and later. One of the central features and goals of education, as seen by Kant, was the focus on the learner and the way information is perceived. Kant stressed that learners were not mechanical receivers of information but process information and accumulated knowledge based on their cultural and socioeconomic peculiarities, as well as individual capabilities (Ignacio, 2020). According to Kant, educators were to foster creative individuals capable of contributing to the development of their communities. The philosopher believed that every person has the potential to self-develop and be an innovator advancing human achievements.
Kantian educational philosophy should be considered in terms of the epistemological ideas of the Age of Enlightenment. Rationalism was the reigning paradigm at that period, and people are still eager to achieve the highest degree of objectivity in research and education. At that, Kant is characterized by a considerable degree of dualism in his ideas regarding the nature of knowledge. On the one hand, rationality is deeply rooted in the concept of objectivity, and Kant stated that it was critical for modern people. On the other hand, Kant is one of the prominent figures in the constructivism movement with his ideas concerning the nature of learning (Ignacio, 2020). The thinker emphasized that learners were unique due to their multiple peculiarities, so they perceive and process information (hence, learn) in different ways. Based on Kantian philosophy, complete objectivity is hardly attainable, which poses certain issues for researchers. However, the identification of this dual nature of knowledge and learning has a paramount value for education.
Another important component of education was morality, according to Kant. The philosopher emphasized that each person had to follow major morality laws and norms that are building rocks of human society. Educators were regarded as the ones responsible for fostering moral creative individuals committed to contributing to the overall good (Webb, 2020). Thus, building on existing knowledge, skills, and moral norms, educators were to construct responsible and skillful citizens.
Theory to Practice
Kantian philosophy is based on the imperative that the role of the teacher is to guide learners, helping them to self-develop and remain life-long learners. The teacher cannot simply provide a set of data to young people but must understand their peculiarities and construct the knowledge and skills they already have (Ignacio, 2020). Clearly, these ideas were novel at the end of the eighteenth century, and many people could hardly accept that paradigm. However, these concepts became widely accepted in nineteenth-century Germany, helping that country to evolve into a modern and powerful state.
The thinker did not start any clearly-cut school or movement, but he managed to create the basis for many other thinkers and practitioners who advanced education. The Bildung movement in Germany, for instance, is grounded on Kantian ideas of self-development and moral contribution to the growth of the country. The twentieth and twenty-first centuries are also marked by the concepts articulated by Kant as modern educators try to facilitate the growth of every learner based on the unique peculiarities of their students.
Perspectives on Diversity
Diversity is not directly addressed in Kant’s writings related to education, but the philosopher claimed that students had different backgrounds and could make diverse contributions based on their capabilities. Kant stated that every learner had unique abilities that had a significant or rather decisive impact on the way students learned and developed various skills. These ideas were quite novel for Kant’s contemporaries but are accepted as the fundamental truth at present.
Critical Analysis
Kant’s ideas and principles were accepted by many thinkers, while many philosophers criticized his theory or some of its aspects. For instance, Hegel argued that Kant’s dualism put reason and desire into a conflict that could not be resolved (Kouvelakis, 2018). Hegel stressed that Kant placed too much power on reason, but people’s mind could not fully control their desires and emotions. Modern thinkers also criticize some of Kantian ideas, and their criticism is also associated with Kant’s dualism. James Conant stated that Kant’s perspective of education was dualistic, which made it inappropriate for modern education as a more holistic approach was needed (Webb, 2020). Kant’s focus on rationalism and morality that are not clearly defined also poses some challenges to the epistemological theory, as seen by modern thinkers. At that, although Kant’s theory is criticized in some respects, largely his educational paradigm is the basis of the modern education systems of the western world.
Implications and Conclusions
In conclusion, the Kantian philosophy of education is based on the principles of learner-centeredness and morality that contributed to the development of Germany in the nineteenth century and are widely accepted as milestones for educators these days. Kant’s beliefs regarding the uniqueness of each learner and the role of education transformed German schools that had provided a small group of people with some general knowledge before the nineteenth century into a system of universal education for all. Both general knowledge and practical skills obtained at schools enabled younger generations to become easily incorporated into German society, facilitating its growth. Importantly, students were taught to become life-long learners seeking self-growth and perfection.
Kantian educational philosophy with its focus on reason and morality also contributed to the evolvement of the German nation. Each person’s responsible input in the creation of a better society became an important pillar for the country’s citizens. The creation of this moral milestone was essential as Kant managed to resolve an important conflict. The dualistic approach with reason opposing desire, creativity opposed to individual needs and wants was turned into responsible behavior of those contributing to the growth of the nation. Irrespective of a considerable degree of criticism and accusations of idealism, Kant’s philosophy of education, as well as other ideas, became part of the European worldview and values related to individualism and progress. These values are still relevant and instrumental in the further progress of humanity as people are willing to self-develop and be responsible citizens.
References
Ignacio, J. V. P. (2020). A philosophy for a pedagogy: Kant and learner-centered teaching for the future of learning.Philosophy and Pedagogy, 5(1), 26-36.
Kouvelakis, S. (2018). Philosophy and revolution: From Kant to Marx. Verso Books.
Roth, K. (2018). Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others—Challenges for education.Educational Philosophy and Theory, 51(13), 1372-1380.
Smith, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt Publishing Company.
Webb, S. (2020). Interpreting Kant in education: Dissolving dualisms and embodying mind – introduction.Journal of Philosophy of Education, 54(6), 1494-1509.