In the earlier chapters of Interpreting Kant in Education, a reading of Kant was developed that contrasts sharply with the widespread ‘Kantian’ picture in education theory. Having discussed aspects of Kant's view in relation to empiricist and naturalist (mind‐independent) epistemologies, I turn in this sixth chapter to contrast them with Richard Rorty's social consensus (mind‐dependent) view of knowledge. Attention is drawn to empiricist understandings of epistemological concepts to illustrate the enduring influence of the Cartesian legacy, which, I argue, has shaped interpretations of Kant in education. Alternative understandings of some familiar concepts (previously introduced) are expanded on, with mind, world and their relation again being a point of discussion. Drawing on the work of John McDowell, I focus particularly on the ideas of objectivity and ‘worldly constraint’ as a basis for arguments developed in Part Two and in order to bring into view a richer and more acceptable picture of Kant's idealist view of knowledge.

中文翻译：

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第六章心灵依赖的知识观

在《解读康德教育》的前几章中，对康德的读物与教育理论中广泛的“康德”形象形成鲜明对比。在讨论了康德关于经验主义和自然主义（独立于思想的）认识论的观点的各个方面之后，我转向第六章，将它们与理查德·罗蒂（Richard Rorty）的社会共识（独立于思想的）知识观进行对比。请注意经验主义者对认识论概念的理解，以说明笛卡尔传统的持久影响，我认为这影响了康德在教育中的解释。对一些熟悉的概念（先前已引入）的替代理解在思想，世界及其相互关系的讨论中得到了扩展。借鉴约翰·麦克道威尔（John McDowell）的作品，