Action research (AR) is often used when doing research about social phenomena in the real-world, when change is part of the researcher’s intention. The researcher participates in the research environment with the intention of improving the social phenomenon of learning to program, and to learn from it. AR typically follows an iterative process of five phases, namely diagnosis; action planning; action taking; evaluation and specifying learning. Although the incorporation of the work of critical thinkers is promoted, to guide the intervention, linking the methodology itself to Kantian thinking is uncommon. This paper demonstrates how the three questions from Kant’s Critique of Pure Reason: What can I know? What can I do? and finally, What can I hope? may guide the AR method. We show how these can be utilized within the phases of AR to deepen understanding of the social phenomenon of learning to program. By focusing on a Kantian systems approach, as discussed by Werner Ulrich in his introduction of Critical Systems Heuristics, various conditioned realities can be considered within a real-world situation. The paper presents an AR study which focused on improving the programming skills of students, demonstrating the incorporation of the Kantian focal points into the AR cycle. It demonstrates that Kant’s respect for the humanity of others and the resulting hope in justice can guide the AR practitioner to effect improvement. By making a conscious effort to listen to the affected and to incorporate as many conditioned realities as possible, we were able to improve student engagement and interest in the programming module.

行动研究 (AR) 经常用于对现实世界中的社会现象进行研究，此时改变是研究人员意图的一部分。研究人员参与研究环境的目的是改善学习编程的社会现象，并从中学习。AR 通常遵循五个阶段的迭代过程，即诊断；行动计划；采取行动；评估和指定学习。尽管提倡纳入批判性思想家的工作，但为了指导干预，将方法论本身与康德式思维联系起来并不常见。本文展示了康德《纯粹理性批判》中的三个问题：我能知道什么？我能做什么？最后，我还能指望什么？可以指导 AR 方法。我们展示了如何在 AR 阶段利用这些来加深对学习编程的社会现象的理解。通过专注于康德系统方法，正如 Werner Ulrich 在他的临界系统启发式介绍中所讨论的那样，可以在现实世界的情况下考虑各种条件现实。本文介绍了一项 AR 研究，该研究侧重于提高学生的编程技能，展示了将康德式的重点纳入 AR 周期。它表明康德对他人人性的尊重以及由此产生的对正义的希望可以指导 AR 实践者进行改进。通过有意识地倾听受影响者的意见并尽可能多地融入条件现实，我们能够提高学生对编程模块的参与度和兴趣。