In this fifth chapter of Interpreting Kant in Education, different ideas about subjectivity and objectivity are explored. Kant's first‐person stance for investigation, on which subjectivity cannot be escaped, is contrasted with what John McDowell calls the ‘sideways‐on’ stance of scientific investigation, which looks to free itself from subjectivity for the sake of a supposed objectivity and neutrality. On Kant's Copernican view, objectivity does not stem from an external world but from a human standpoint within an already up‐and‐running system of concepts and norms. The idea that objectivity be understood as something within thought and not external to it is considered through a discussion of concepts. Kant's notion of intuition is elaborated to emphasise the factive and objective role it plays in perception and gaining knowledge. And Sebastian Rödl's work is used to show how, in providing the worldly content of thought, intuition ‘situates’ us at a particular time and place, revealing a conception of mind as situated and connected with reality, rather than as detached from it. The objectivity of Kant's view continues to be developed through these chapters, whereas it is largely obscured in the widespread ‘Kantian’ picture in education.

中文翻译：

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第5章方法论和观点

在《解读康德教育》的第五章，探讨了关于主观性和客观性的不同观念。康德的第一人称调查立场（不能逃避主观性）与约翰·麦克道威尔（John McDowell）所谓的“侧身”科学调查立场形成了鲜明对比，后者出于假定的客观性和中立性而寻求摆脱主观性。康德的哥白尼观点认为，客观性不是源于外部世界，而是源于人类的观点，它已经是一个正在运行的概念和规范体系。通过对概念的讨论来考虑将客观性理解为思想内而不是外部的观念。康德的直觉概念经过精心阐述，以强调它在感知和获取知识中所发挥的事实性和客观性。塞巴斯蒂安·罗德（SebastianRödl）的作品用来展示思维的内容，直觉将我们“定位”在特定的时间和地点，揭示了一种与现实存在并联系在一起而不是脱离现实的思想观念。康德的观点的客观性在这些章节中继续得到发展，而在教育中广泛的“康德”形象中却掩盖了它的客观性。