Kant’s essays in the philosophy of history, such as Universal History and Conjectural Beginning , offer a speculative account of the gradual development of reason in our species and of the way the mature use of reason can be attained. Such mature use of reason, as Kant explains a few years later in the published Anthropology , is characterized by abandoning the standpoint of “practical egoism” and learning how to exercise the psychological disposition to “pluralism”. To be a pluralist, he claims, means to be capable of seeing things from other people’s standpoints, of giving deliberative weight to the needs of others, and of taking part in universally valid judgments. But Kant is never explicit about what is required in order to become a pluralist, nor does he explain what it means to be a pluralist beyond a brief remark in the Anthropology. My paper takes a detailed look at this under-studied notion and offers a novel account of this notion. I explicate the features of pluralistic thinking and I connect this notion to the public use of reason, the three maxims of common human understanding, and the role played by interpersonal communication in advancing the progress of our rational capacities. I also explain the key role of education in reason’s development and the conceptual relationship between the enlightenment of an individual and the enlightenment of the human species.

中文翻译：

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成为多元主义者：康德论多元思维的规范特征

康德在历史哲学中的论文，例如《普遍历史》和《猜想的开始》，对理性在我们这个物种中的逐渐发展以及如何实现理性的成熟运用提供了一种推测性的说明。如此成熟的理性运用，正如康德在几年后出版的《人类学》中所解释的，其特点是摒弃“实践利己主义”的立场，学习如何锻炼“多元主义”的心理倾向。他声称，作为一个多元化主义者，意味着能够从他人的角度看待事物，能够审慎地考虑他人的需求，并参与普遍有效的判断。但是康德从来没有明确说明要成为一个多元主义者需要什么，他也没有解释成为一个多元主义者意味着什么，只是在《人类学》中的简短评论。我的论文详细研究了这个未被充分研究的概念，并对这个概念提供了一个新颖的解释。我阐述了多元思维的特征，并将这一概念与理性的公共使用、人类共同理解的三个准则以及人际交往在促进我们的理性能力进步中所起的作用联系起来。我还解释了教育在理性发展中的关键作用，以及个体启蒙与人类启蒙之间的概念关系。以及人际交往在促进我们的理性能力进步中所起的作用。我还解释了教育在理性发展中的关键作用，以及个体启蒙与人类启蒙之间的概念关系。以及人际交往在促进我们的理性能力进步中所起的作用。我还解释了教育在理性发展中的关键作用，以及个体启蒙与人类启蒙之间的概念关系。