Immanuel Kant is one of the most influential thinkers of modern philosophy but he receives some fierce criticisms by theorists of education - mostly for intellectualism, a disconnect between mind and reality, and a ‘detached’ mind making and imposing meaning. This thesis challenges the typical ‘Kantian’ picture that is widespread in education, suggesting that some deep-seated assumptions about mind and world rooted in empiricist epistemology have shaped interpretations. Drawing on contemporary literature from philosophy of mind and epistemology, it argues that Kant can be read in quite a different way - as non-dualist, with mind as embodied and his subject responsive and sensitive to context. In the increasingly ‘standards’ culture in education, in which knowledge is too readily seen as a commodity, Kant’s first person ‘capacity’ view, with judgement at its core, offers a way to think about knowledge that has more in common with Aristotle than the dominant paradigms in education of empiricism and constructivism. Kant’s epistemology when read through a non-dualist lens offers rich conceptions of knowledge, mind and cognition that, due to the prevalence of the conventional ‘Kantian’ picture, have yet to be appreciated in educational thought.

中文翻译：

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在教育中诠释康德：化解二元论和体现心灵——引言

伊曼纽尔·康德（Immanuel Kant）是现代哲学中最有影响力的思想家之一，但他受到了教育理论家的一些猛烈批评——主要是因为理智主义、思想与现实之间的脱节，以及“超脱”的思想创造和施加意义。本文挑战了教育中普遍存在的典型“康德式”图景，表明一些根植于经验主义认识论中的关于心灵和世界的根深蒂固的假设已经形成了解释。从心灵哲学和认识论中汲取当代文学，它认为康德可以以完全不同的方式被阅读——作为非二元论者，心灵是具体化的，他的主题对语境做出反应和敏感。在教育中越来越“标准”的文化中，知识太容易被视为商品，康德的第一人称“能力”观点，以判断为核心，提供了一种思考知识的方式，这种方式与亚里士多德的共同点多于经验主义和建构主义教育中的主导范式。当通过非二元论的视角阅读康德的认识论时，它提供了丰富的知识、思想和认知概念，由于传统的“康德”图景的流行，这些概念尚未在教育思想中得到重视。