In Part One of Interpreting Kant in Education, a reading of Kant was gradually developed by drawing on interpretations of his key terms and insights from contemporary exegesis and work in the philosophy of mind. This reading is used in Part Two to challenge the widespread ‘Kantian’ picture in education and address familiar criticisms of dualisms, intellectualism and a detached conception of mind. In Chapter Seven, I look at some appropriations of Kant to illustrate the tendency in education to read Kant as a constructivist, with mind seen to be actively structuring the ‘chaos’ of experience and imposing meaning on the brute data of sensory perception. Attention is drawn to conceptions of sensibility and receptivity in Kant's version of idealism in order to distinguish it from such ‘mind‐makes‐nature’ interpretations. Alternative understandings of central concepts of knowledge, previously introduced, continue to be elaborated to further delineate Kant from the ‘Kantian’ Kant typically characterised.

中文翻译：

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第7章消失的世界

解读康德教育的第一部分，通过借鉴当代释经和心智哲学著作中对他的关键术语和见解的理解，逐渐发展了对康德的理解。在第二部分中，该读物用于挑战教育界普遍存在的“康德”形象，并应对熟悉的对二元论，知识论和独立精神观念的批评。在第七章中，我考察了康德的一些使用情况，以说明教育界倾向于将康德读为建构主义者的倾向，并认为他们正在积极地建构经验的“混乱”并将意义赋予残酷的感官数据。请注意康德的唯心主义版本中的感性和接受性概念，以区别于这种“思想使自然”的解释。对知识中心概念的另类理解，