In this ninth chapter of Interpreting Kant in Education, I respond to familiar criticisms in education theory of a dualism that is seen to be at the heart of Kant's philosophy. This, and related charges of a detached conception of mind, are addressed through a discussion of concepts—conceptual unity, conceptual distinctions, how these are learnt and developed, and the idea of a dynamic system of concepts. Sebastian Rödl's work on the general and particular is used to re‐emphasise the unity of the capacities in perception and experience, and to help show how thought and reality can be understood together. Alternative interpretations of Kant's terms, introduced through the chapters, are expanded on, to bring out more of the fine‐tuned richness of Kant's view that is obscured in characterisations that make up the familiar ‘Kantian’ picture in education. The aim is to further delineate the Kant who is not a ‘Kantian’.

中文翻译：

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第9章概念：一般性和特殊性

在《解读康德教育》第九章中，我回应了对二元制教育理论的熟悉批评，这被视为康德哲学的核心。通过对概念的讨论，可以解决此问题以及与之分离的思想概念的相关问题-概念统一性，概念区别，如何学习和发展这些概念以及动态概念体系的思想。塞巴斯蒂安·罗德尔（SebastianRödl）在一般性和特殊性方面的工作被用来再次强调感知和经验能力的统一性，并帮助展示如何一起理解思想和现实。通过各章介绍的对康德术语的其他解释得到了扩展，以挖掘出康德观点微调的丰富性，这些特性在构成教育中熟悉的“康德”形象的表征中被掩盖了。