Chapter Eight of Interpreting Kant in Education again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all‐powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from contemporary Kantian exegesis and commentary, are contrasted with interpretations that make up the familiar ‘Kantian’ picture in education. Drawing on the work of James Conant, attention is given to pictures of human mindedness that are involved in different conceptions of experience and sensibility. These differences are central to understandings of the relation between mind and reality, subject and object, and affect how Kant's overall view is comprehended. John McDowell's work is used to illustrate both the objective and unreflective nature of most of our ongoing sense experience, which is obscured in typical ‘mind imposes meaning’ characterisations in education.

中文翻译：

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第8章人的思想的“层蛋糕”与“变革”概念

解读康德教育第八章再次说明了教育理论将坎特归因于激进的主观主义，无所不能的思想的趋势，这种思想导致对知识主义的指责和对思想的剥夺，与现实生活脱节。先前从当代康德式释经和评论中引入的康德术语解释与构成教育中熟悉的“康德”形象的解释形成对比。利用詹姆斯·科南特（James Conant）的作品，关注与体验和感性的不同观念有关的人类思想的图片。这些差异对于理解思想与现实，主体与客体之间的关系至关重要，并且影响了康德的整体观念。约翰·麦克道尔