In this Chapter Ten of Interpreting Kant in Education, I respond to critique of Kant's ethics in education theory. Typically presented as a constructivist, with mind (detached from desire) imposing meaning and maxims, Kant's ethics are regularly disparaged and subject to the same charges of a dualism and disembedded mind that are made against his epistemology. Again drawing on contemporary Kant commentary, I argue that Kant's moral and practical theories, like his epistemology, can be read in a very different way. Kant's ethical subjects, for instance, can be understood as dependent on their relations with others to become moral and rational at all, and are always embedded in a particular context that provides the content of thought about what to do. Interpretations of Kant's central terms, previously introduced, are reviewed in light of his ethics, further elaborating and differentiating Kant from the familiar ‘Kantian’ picture in education.

中文翻译：

---

第10章座无虚席的特工

在本章中解释康德教育的第十章，我回应了康德对教育理论的批判。康德通常表现为建构主义者，思想（与欲望分离）具有含义和格言，经常被贬低，并受到二元论和被剥夺思想的反对他的认识论的同样指控。再次利用当代康德的评论，我认为康德的道德和实践理论，就像他的认识论一样，可以用非常不同的方式来理解。例如，可以将康德的道德主体理解为完全依赖于他们与他人的关系，从而成为道德和理性，并且始终嵌入特定的上下文中，该上下文提供了有关做什么的思想内容。鉴于康德的道德操守，以前对其进行了解释，