In the previous chapters of Interpreting Kant in Education, some different understandings of Kant's key terms were contrasted in order to begin to bring a more favourable picture of Kant into view. This third chapter continues the process through a discussion of Kant's ‘Copernican revolution’. Most in education will be familiar with Kant's idea that objects conform to our knowledge, but this can be understood in different ways. Typically read as a subjectivist ‘mind makes nature’ move, Kant is widely characterised in educational theory as a constructivist, with mind often reified as ordering and structuring the sense data of experience, or imposing meaning and principles. Here Kant's Copernican insight is considered in relation to the prevailing metaphysics of his time, emphasising his rejection of this and showing how original his thinking is. Addressing the question of just what is mind‐dependent on Kant's mind‐dependent view involves considering the conceptions of the relation between subject and object, mind and world, that underlie different interpretations. The idea of objective constraints is introduced to begin to emphasise the objectivity of Kant's Copernican insight, which tends to be obscured in ‘mind imposes meaning’ portrayals in education.

中文翻译：

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第三章康德作为革命者

在《解读康德教育》的前几章中，对康德关键术语的一些不同理解进行了对比，以开始将康德的更美好的景象带入视野。第三章通过讨论康德的“哥白尼革命”来延续这一过程。大多数教育工作者会熟悉康德关于物体符合我们的知识的观点，但这可以通过不同的方式来理解。康德通常被理解为主观主义者的“思想使自然”的举动，在教育理论中被广泛地描述为建构主义者，其思想经常被归类为整理和构造经验的感觉数据，或强加意义和原则。在这里，康德的哥白尼见解被认为与他那个时代盛行的形而上学有关，强调了他对这一观点的否定，并展示了他的思想多么原始。要解决什么是精神依赖于康德的精神依赖观点的问题，就需要考虑主体和客体，思想与世界之间关系的概念，这些概念基于不同的解释。引入客观约束的概念是为了开始强调康德的哥白尼见解的客观性，这一观点在教育中的“思想强加意义”刻画中往往被掩盖。