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Sheila Webb Correspondence: Correspondence: Sheila Webb, 8 Queen Anne's Close, Lewes, Sussex BN7 1BQ, UK.E-mail: sheila.webb8@gmail.com Search for other works by this author on: Oxford Academic
Journal of Philosophy of Education, Volume 54, Issue 6, December 2020, Pages 1629–1643, https://doi.org/10.1111/1467-9752.12540
Published:
27 December 2020
Article history
Received:
14 December 2020
Accepted:
15 December 2020
Published:
27 December 2020
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Sheila Webb, Chapter 9 On Concepts: The General and the Particular, Journal of Philosophy of Education, Volume 54, Issue 6, December 2020, Pages 1629–1643, https://doi.org/10.1111/1467-9752.12540
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Abstract
In this ninth chapter of Interpreting Kant in Education, I respond to familiar criticisms in education theory of a dualism that is seen to be at the heart of Kant's philosophy. This, and related charges of a detached conception of mind, are addressed through a discussion of concepts—conceptual unity, conceptual distinctions, how these are learnt and developed, and the idea of a dynamic system of concepts. Sebastian Rödl's work on the general and particular is used to re-emphasise the unity of the capacities in perception and experience, and to help show how thought and reality can be understood together. Alternative interpretations of Kant's terms, introduced through the chapters, are expanded on, to bring out more of the fine-tuned richness of Kant's view that is obscured in characterisations that make up the familiar ‘Kantian’ picture in education. The aim is to further delineate the Kant who is not a ‘Kantian’.
© 2020 The Philosophy of Education Society of Great Britain.
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