In this, the first chapter of Interpreting Kant in Education, contrasting interpretations of some of Kant's central terms and insights are introduced. It is argued that some central assumptions about mind and world, rooted in traditional empiricist epistemology, have acted as obstacles in interpreting Kant. Discussion of John McDowell's work and Wilfred Sellars's Myth of the Given Argument helps to reveal conceptual inconsistencies in this mind‐independent approach to knowledge and the conceptual dualism it supports. McDowell draws on Kant's resources to show that, by thinking differently about mind and world, the perceived dualism is ‘exorcised’. This begins the process of introducing a different understanding of Kant's philosophy. In the chapters that follow, the unity of mind and world, of subject and object, is emphasised. Through the discussion of his terms, a more contemporary and valuable reading of Kant's Copernican view is gradually developed.

中文翻译：

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第一章经验主义与二元论

在本章中，《解读康德教育》的第一章介绍了对康德一些核心术语和见解的对比解释。有人认为，植根于传统经验主义认识论的关于思想和世界的一些中心假设，已成为解释康德的障碍。对约翰·麦克道威尔（John McDowell）的著作和威尔弗雷德·塞拉斯（Wilfred Sellars）的“给定论的神话”的讨论有助于揭示这种独立于思想的知识方法及其所支持的概念二元论的概念不一致之处。麦克道威尔利用康德的资源表明，通过对思想和世界的不同思考，被认为的二元论被“驱逐了”。这开始引入对康德哲学的不同理解的过程。在随后的章节中，统一强调思想和世界，主题和客体。通过对他的任期的讨论，逐渐形成了对康德的哥白尼观点的更现代和更有价值的阅读。