Chapter 6 Mind-Dependent Views of Knowledge

Autor/in	Webb, Sheila
Titel	Chapter 6 Mind-Dependent Views of Knowledge
Quelle	In: Journal of Philosophy of Education, 54 (2020) 6, S.1581-1595 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12536
Schlagwörter	Educational Philosophy; Educational Theories; Epistemology; World Views + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie; World view; Weltanschauung
Abstract	In the earlier chapters of "Interpreting Kant in Education," a reading of Kant was developed that contrasts sharply with the widespread 'Kantian' picture in education theory. Having discussed aspects of Kant's view in relation to empiricist and naturalist (mind-independent) epistemologies, I turn in this sixth chapter to contrast them with Richard Rorty's social consensus (mind-dependent) view of knowledge. Attention is drawn to empiricist understandings of epistemological concepts to illustrate the enduring influence of the Cartesian legacy, which, I argue, has shaped interpretations of Kant in education. Alternative understandings of some familiar concepts (previously introduced) are expanded on, with mind, world and their relation again being a point of discussion. Drawing on the work of John McDowell, I focus particularly on the ideas of objectivity and 'worldly constraint' as a basis for arguments developed in Part Two and in order to bring into view a richer and more acceptable picture of Kant's idealist view of knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01