This second chapter of Interpreting Kant in Education begins to contrast different interpretations of some of Kant's key terms. Kant makes many distinctions in formulating his view, most notably between spontaneity and intuition, sensibility and the understanding, things in themselves and appearances, and receptive and spontaneous knowledge. In educational theory such distinctions are typically read as dualisms, which is to say that sensibility and the understanding are understood as separate entities (getting together to produce knowledge), and appearance and thing in itself read as ontologically distinct objects. It is argued that these distinctions can be understood in a quite different way. This chapter starts by looking at Kant's conception of experience and then introduces some distinct understandings of the terms, drawn from contemporary readings and commentary on Kant. These understandings of his central concepts will be revisited and elaborated through the chapters, making for an overall picture that contrasts with the widespread ‘Kantian’ one in education.

中文翻译：

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第二章二元论，区别与统一

《解读康德教育》第二章开始对比一些对康德关键术语的不同解释。康德在表达自己的观点时有许多区别，最明显的是自发性与直觉，感性与理解，事物本身和外表以及接受性和自发性知识之间的区别。在教育理论中，这种区别通常被理解为二元论，也就是说，感性和理解被理解为独立的实体（聚集在一起产生知识），而外观和事物本身被视为本体论上不同的对象。有人认为可以以完全不同的方式理解这些区别。本章首先探讨康德的体验概念，然后介绍对术语的一些独特理解，这些理解是从当代对康德的阅读和评论中得出的。