Kant's Conception of Pedagogy

Munzel, G. Felicitas; Kolb, David; McCumber, John; Steinbock, Anthony J.

doi:10.2307/j.ctv4cbg7k

Cited by 3 publications

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“…(Kant, 1968: VIII, 33-42) y que exige fomentar un uso público de la razón. De ahí que la filosofía crítica kantiana se haya interpretado como una paideia (Munzel, 2012: XXI; Cortina 2021), con el propósito de cultivar la libertad interna. No obstante, todo ello supone procesos sociales de aprendizaje, como muestra Habermas reiteradamente en Auch eine Geschichte der Philosophie.…”

Section: El Sentido Crítico Del Uso Público De La Razónunclassified

Ética discursiva e inteligencia artificial. ¿Favorece la inteligencia artificial la razón pública?

Conill Sancho

2023

Daimon

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Este artículo muestra que la ética del discurso en versión de la ética cordis contribuye a mantener una actitud crítica de discernimiento ante las tecnologías de la inteligencia artificial. Propone distinguir entre opinión pública y razón pública, para destacar el sentido crítico del uso público de la razón en la línea de Kant, Rawls, Habermas y Cortina. Y afrontar las dificultades para ejercer la razón pública en la era digital: impacto de la inteligencia artificial en la comunicación, hiperconectitividad, datificación, “panóptico digital” y la espiral del silencio, que ponen en peligro el uso de la razón y la intimidad personal

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Section: El Sentido Crítico Del Uso Público De La Razónunclassified

Ética discursiva e inteligencia artificial. ¿Favorece la inteligencia artificial la razón pública?

Conill Sancho

2023

Daimon

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“… Munzel 1999 andMunzel 2012 have arguably had a significant influence on the rise of recent work in Kant's pedagogy. Roth and Surprenant edited a volume onKant and education (2012), and most recently, the Journal of the Philosophy of Education did a special volume on Kant and education where Sticker and Bakhurst's article appears (2021).Above All Things Human: Bestimmung in Salomo Friedlaender's Kant for Children…”

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Above All Things Human: Bestimmung in Salomo Friedlaender’s Kant for Children

Thomason

2024

Kant for Children

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Kant's commitment to universalism has been called into question since increasing attention has been paid to his work on race in the last 20 years. This worry can easily be applied to Kant's work on education: when Kant describes education as allowing humanity to fulfill its Bestimmung (vocation), scholars might reasonably conclude that such a claim only applies to certain racial groups. Yet Salomo Friedlaender claims that if Kant's moral theory is taught to children, "Every person is valued according to her morality and no longer, as in our crude days, according to 'race' or national and religious affiliation" (*30*). This interpretation of Kant might strike some contemporary Kant scholars as naïvely optimistic, but neo-Kantians were well aware of Kant's racial claims. By examining how neo-Kantians read Kant's work on race, I argue that Friedlaender's interpretation provides a way of reading an unracialized Bestimmung in the pedagogy.

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“…1818The difficulty of controlling inclinations in the light of principles contributes to the importance of developing character as part of moral cultivation. For discussion, see Munzel 1999, 2012; Frierson 2006, 2013, 2014.…”

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Discipline and the cultivation of autonomy in Immanuel Kant and Maria Montessori

Frierson

2021

J Philosophy of Edu

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After showing discipline's centrality in Kant's pedagogy, I briefly highlight Montessori's alternative and then turn to three fundamental differences between Kant and Montessori that partly explain their divergent accounts. My goal is not to assess whether Kant or Montessori gets the role of discipline 'right' , but to highlight broader stakes of their disagreement and ways deeper features of Kant's psychology and moral theory ground his emphasis on discipline.

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Kant's Conception of Pedagogy

Cited by 3 publications

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Ética discursiva e inteligencia artificial. ¿Favorece la inteligencia artificial la razón pública?

Ética discursiva e inteligencia artificial. ¿Favorece la inteligencia artificial la razón pública?

Above All Things Human: Bestimmung in Salomo Friedlaender’s Kant for Children

Discipline and the cultivation of autonomy in Immanuel Kant and Maria Montessori

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