L IP P IN CO T T ED UCA TIO N A L S ER IES

THE

Ed u c a t i o n a l T h e o r y

IM M A N U EL KA N T

Tr a n s l a t e d a n d Ed i t e d

W IT H AN IN T R O D U CT IO N

BY

EDW A R D FR A N KLI N B U C H N ER , PH D . .
( Y )
A LE

Profe ssor o f Ph ilos oph y an d z

Edu ca i on in t h e Unive s it y r o l
f A ab am a

PH ILA DELPH IA 59 LO N DO N
°

J. B . LI PPI N C O T T CO M PA N Y
 H B RARY of GO NGEE§ 3
TWO copies fl ew wm

APR 7 6 808
”8 m m ay

CO P Y R IGH T ,
190 8
BY J . B . LIP P IN CO TT CO M PA NY

ELECT RO TY P ED AND P RINTED B Y J. LI PP INCO TT CO M A NYP , PH l LA DELPHIA , U . 8 . A .

 T R A N S LA T O R S PR EFA C E
’

KANT conti nues to b e such an i mportant fi gure both

in
the e ducati onal and t h e cultural t e nd e nc i e s o f t h e pres e nt
day that i t i s not suffic i e nt for on e to kn ow t h e scant
outl i n e s of some of h i s v i ews on educati onal probl e ms ,

as th e y may be gi ven place i n th e usual summari es i n

t h e manuals on t h e h i story o f e ducati on Thes e v i e ws
.

should b e s e t forth i n th ei r e nti rety wh i ch has not been

,

done h i therto i n E ngl i sh A gai n t h e r e newed i nt e re st

.
,

i n Kant as a gr e at p e dag ogi cal Kla s s i /cer d i splayed i n th e

,

r e cent d e cades by the appearance of s e v e ral ed iti ons o f

h i s Ueb er P d d a gogi lc i n G e rmany and of a translati on
o f it i n F ranc e and th e i ncreas i ng study o f e ducati onal
,

h i story by di rect app e al to the vi ews of thos e wh o hav e

mould e d that h i story o ffer ampl e j usti ficati on for th e a p
,

p ea r a n ce of the pr e sent translat i on . A nd finally

,
the
,

contrib uti ons wh i ch ph i losophy and ph i losoph e rs hav e

m ade to the syst e mati c developm e nts o f pedagogy
should be gi ven a larg e r e xplo i tati on than h as been done
h i therto by th e stud e nts of e ducati onal foundati ons .

Th e translati on on wh i ch t h e pr e s e nt volum e i s bas e d

was mad e a d e cade ago as a p ort i on of larg e r h i stori cal
studi e s an d w i thout an y thought of hav i ng i t ge t b e yond
,

th e form o f manuscri pt . I n the course of ti me it r e

p e a t e d l y g ave serv i ce to stud e nts i n the fields of the
h i story of the Kanti an ph i losophy and of modern e d u
cat i ona l theory . I t i s hop ed that the scop e of th i s
V
vi T RAN S LATO R S PRE FACE ’

do ub l e s e rvi ce may now b e enlarg e d by t h e add iti ons

and i nt e rpr e tati ons wh i ch hav e brought th e volum e to
i t s pr e sent form .

I t has not b e e n an easy task to put Kant s Ueb er P a d ’

a g ogi lc i nto smooth readabl e E ngl i sh

, M any of t h e .

s e nt e nc e s i n t h e ori gi nal are i mp e rfe ct b ei ng m e r e not e s

, ,

bri e f r e m i nd e rs to a l e cture r as i t w e re S om e of t h e
, .

fre e r e nd e ri ngs adopted w e re mad e n e c e ssary by reas o n

o f t h e g e n e ral charact e r o f th e materi al Th e r ead e r .

can also b e profit e d i f h e r egards many of th e Notes as

“ ”
l i t e ral t e xts wh i ch can b e mad e to y i eld th ei r ri p e st
,

mean i ngs by r e fl e cti ng up o n th e m as such .

To th e t ranslati on of Ueb er P a d a gogi k I hav e add e d ,

i n th e fo ot not e s and t h e app e nd e d S e l e cti ons —all th e

—
,

translati ons b ei n g n e wly m ad e — passage s fro m Kant s ,

7

oth e r t e chn i cal and popular writi ngs By th i s means I .

hav e end e avor e d to bri ng tog e th e r all o f t h e mat e ri al

Kant has to o ffe r on t h e g e neral th e m e of e ducati on .

F rom th e s e it w i ll b e s e e n that aft e r t h e awak e ni ng of

,

h i s educati onal i nt e rest h i s v i e w s conti nu e d to b e very

,

much i n accord w ith t h e g e neral s ch e m e lai d dow n i n

t h e lectur e s.

M ost o f t h e e d i ti ons (not i ncludi ng Ri nk s ) of the ’

Ueb er P d d a g ogi k hav e b ee n consult e d i n t h e pr e para

ti on o f t h e pr e s e nt e d i t i on most ass i s tanc e pr obably b ei ng
, , ,

d e ri v e d from D r V ogt s H i s e d i tori al n ovelty o f num

.
’
.

b e ri ng t h e S e cti ons g i v e s a g o od arti culati on to t h e con

t e nts and i s therefore r e tai n e d i n t h e pres e nt translati on
, .

Th e margi nati ons a r e add i ti ons of the present e d i tor .

The S e lecti ons have been tak e n un i formly exc ept i n the ,

fe w i nstanc e s otherwi se i nd i cated from H art en s t ei n s

’
,
 T RAN S LATOR PRE FACE Vii
’
S

Im m a n u el Ka n t s’
Wcr kc e i ght volum e s Le ip
S a mm tli che , ,

z ig 1 8 6 7 —1 8 6 8
,
The pr e parati on o f th i s volum e had
.

b e e n c ompl e t e d b efor e M i ss Ch urt on s translati on i n ’

Ka n t on Edu ca ti on cam e t o my hand .

I t i s a gre at pl e asure to acknowledge t h e a id of m y

w i fe whos e i nt e re st and ski ll hav e b een of sp e ci al s e r
,

v i c e i n t h e rev i s i on of the translat i ons I am also i n .

d ebted to my fri ends an d form e r coll e agu e s Profe ssor ,

G e org e M D uncan of Y al e Un i v e rs i ty for t h e use o f hi s

.
, ,

l i st of t h e E ngl i sh translati ons of Kant s wri ti n gs whi ch ’

,

h e has brought down to dat e for th i s volume and Pr e s i ,

d ent G S tanl e y H all of Clark Un i vers i ty for access to

.
, ,

speci al monographs i n h is pri vat e l ibrary .

EDW AR D FR ANKLIN B UCH NER .

T US CALOO S A A LAB AMA Octob er

, , 16 , 1 903 .
 ED IT O R S PR EFA C E
’

I MMANUEL KANT has profoundly i nflu e nc e d th e m o d e rn

world H i s system of thought has b e e n d i sc i pl i n e and
.

i nsp i rat i on to t h e cultur e -asp i rin g m i nds o f th e last

century H i s i nflu e nc e w i ll conti nu e I t i s n ot gen
. .

e ra l l y known that h e appl i e d hi s ph i losoph i cal sp e cula

ti o ns to t h e probl e ms of publ i c e ducati on . That h e

sh o ul d do s o i s not strang e H e r e cogn i z e d that e duca
.

t i on i s the sourc e o f progre ss among i nd i vi duals and

nati ons That h e should fe e l i t i ncumbent to a i d c on
.

cr e t e l y and sp e c i fically t h e gr e at work o f e ducati on i s

i n harmony w i th h i s l i fe acti vi ti e s and h i s ph i los oph i c

th e ory .

Tw o typ e s of p e dagogi cal l i t e ratur e are to b e deplored

thos e produced by enthus i asts w h o lack i ns ight and ,

thos e produc e d by th e o ri sts w h o lack sympathy or touch

w i th actual e ducati onal ag e nc i e s Th e form e r a re usu
.

ally i n p o or taste and lack d ue prop orti on ; th e y mak e

“
much ado about the nothi ngs of e ducati on a n d fai l
to s e e the broad fundamental pri nc ipl e s that c o nd i
ti on and control tru e p e dagogi c progr e ss Th e latt e r
.

a r e usually so far r e mov e d from t h e e xp e ri e nc e of

t e ach e rs and s o att e nuat e d i n analys i s as to los e a l l

V i tal i zing gu i danc e Cl e arly w e have constant n e e d of
.

tre ati s e s w i t h a bas i s in ph i losoph i c i ns ight and w i th a

r e cogn i ti on of th e fundam e ntals i n t h e s i mpl e phas e s o f
practi cal exp eri enc e .
" EDI TO R S PRE FACE
’

S uch a contributi on Kant h e re makes . Th e s e Lec

t a r e N otes a r e o f gr e at pract i cal valu e b e caus e th e y con
-

s i s t e n t l y unfo ld i n outl i n e a rat i onal p e dag ogi cal syst e m .

Th e v ital m att e r i s n ot wholly what syst e m th e y um

fold but rath e r that th e y do unfo ld a syst em
,
Th e
.

d i scern i ng stud e nt w i ll b e abl e t o supply such d etai ls

o n t h e c oncr e t e s i d e as e xp e ri e nc e a ffo rds and such
,

as Kant no doubt suppl i e d i n hi s expos iti ons b e for e h i s

class .

I n a s ens e i t i s to b e r egre tt e d that t h e full e r tr e atm ent

by th e mast e rful thi nk e r i s n ot avai labl e I n anoth e r .

s e ns e th i s i s matt e r fo r c o ngratulati on I t l e av e s th e
.

stud e nt fr e e t o th i nk and i t c omp e ls analys i s and v eri fi

,

cati on A mast e ry of th e tr e ati s e w i ll l e ad t o o rigi nal

.

i n q u i ry and ampl i ficati on . S uch a maste ry wi ll e ve n t u

a t e i n t h e tru e fo rmulat i on of a s vs t e m of e ducat i onal

th e ory i n wh i ch th e e ss e nti al gu i danc e i s suppl i e d a n d

t h e d e tai l e d v e ri ficati on i s l e ft t o t h e stud e nt S uch a
.

study w i ll n e c e ssari ly carry conv i cti on and fost e r tho ught .

Th e e ducati o nal d o ctri n e s o f H e g e l and of H e rbart hav e

b ee n fai rly w e ll r e p o rt e d to A m e ri can e ducators Th e .

e ducati o nal d o ctri n e s o f I mmanu e l Kant ar e pract i cally

unkn own t o t h e gr e at t e ach i ng b o dy of t h e Uni t e d S tat e s .

I t i s unfo rtunat e that on e should b e c om e ac q uaint e d

w i th o nly a part of th e G e rman th e o ry of e ducati on and
,
,

as a r e sult attach h i ms e lf as d i sc i pl e t o th i s or that

l e ad e r assum i ng hi s nam e and acc e pti ng h i s doctri n e s as
,

if t h e whol e of e ducati onal w i sdom w e r e found i n t h e

w o rks of on e man I t i s sti ll mor e unfortunat e for
.

A m e ri can t e ach e rs t o follow bl i ndly i n d e tai l any for eign

syste m of e ducati on Th e fundam e nta l q ual i ty of t h e
.
 EDI TO R S PRE FACE ’
"i

A m e ri can scho o l syst e m e sp e ci ally i n it s organ i zati on

,

and adm i n i strati v e asp e cts i s un i q u e A study of any

, .

syst e m of e ducati onal thought pro duc e s i t s b e st re sults

by sti mulati ng i n q ui ry and by pro v i di ng a syst e mati c
th e o r e t i c o utl i n e i nto whi ch e xp e ri e nc e and r e fl e cti on
may cast th e mselv e s and by wh i ch old and acc e pt e d
th e ori e s may mould th e ms e lv e s i nto n e w forms I n .

th i s plan of study curr e nt acti v i t i e s may b e put to

rati onal t e sts I t i s o n e th i ng to b e a bl i nd and ad o ri ng
.

fo llow e r ; i t i s q u i t e anoth e r th i ng to hav e an i ns ight

broad e nough to promot e rati onal i n q ui ry and to arri ve
at tru e conclus i ons A study such as thi s t e xt a ffords i s
.

o f the m o st sp e c i fic valu e i n furtheri ng t h e loft i e st i d e als

o f profe ss i o nal i n q u i ry .

We hav e no nati onal syst e m o f e ducati on nor hav e ,

w e as y e t a nati onal th e o ry of e ducati on O ur vari e d

.

practi c e s d ue to l o cal and S tate contro l have gi v e n us

, ,

w i d e ly d i v e rg e nt v i e ws of educat i onal th e ory W e ar e

.

a gr e at nati onal lab o rat o ry i n wh i ch w i th n o un i form

, ,

pr e parat ory trai n i ng we hav e thousands of p e dagogi c

,

e xp e ri ment e rs e volv i ng b it by b i t e ducati onal i d e as o f

,

vary i ng valu e s .

I f i t w e r e poss ibl e to trai n our t e ach e rs i n funda

mental e ducat i onal law thi s d i v e rs i fied study i n i t s
, ,

many s i d e d asp e cts would e v e ntuate i n a syst e m of

-
,

educati onal doctri n e i nd ig e nous to our own soc i al and

c i vi c l i fe ; whence ari s e s the n e e d of wi der agi tati on
for th orough profess i onal study for our t e achers I n
‘

ach i e vi ng such a result it i s un q u e sti onably w i s e to

know all tha t has b ee n thought by great m i nds and all
that has be e n d o ne by gre at t each e rs in t h e past To .
xi i EDI TO R S PRE FACE
’

mast e r any e ducati onal syst e m i s to gi v e t h e stud e nt

pow e r to mast e r h i s o w n exp e ri e nc e and to organ i z e it
i nto law and s e t i t forth i n pri nc i pl e s .

I f as Kant c on cei v e s e ducati on s ign i fi e s trai n i ng up

, ,

th e m i nd to an i d e al t h e first pr obl e m o f th e t e ach e r i s

,

to d et e rm i n e th i s i d e al and havi ng onc e conc e i v e d

, ,

cl early what i t i s pre s e nt th i s conc epti o n i n cl e ar lan

,

guag e I mp ortant as th i s i s as a pri mary cond i ti on of

.

all study o f e ducati onal d o ctri n e i t i s usually n ot s e ri

,

o us l y att e mpt e d . A ll tha t i s fre q u e ntly att empted i s to

s e e k a d e fin i ti o n o f th i s i d e al or e n d i n s ome tre ati s e
and to m e mori z e i t fo r e xam i nati o n purpos e s I t m ight .

b e w e ll to cons i d e r to what e xt e nt such a group o f

m e m ori z e d words can co n d i ti on pract i c e What t e ach e r .

e v e r c o nsc i o usly and d e l i b e rat e ly s e t to work to r e al i ze

i n e ach pup i l such an i d e al ? I s i t not tru e that most

’
a r e content to fo llow th e day s rout i n e w i th o ut e v e r

dr e am i ng unto what all th i s acti v i ty t e n ds ? Wi ll i t

n ot m i ght i ly m o d i fy t h e b urd e n of r o uti n e i f i nto
dai ly duti e s a l i v e i deal i s mad e t o fit ? Th e t e l e ol ogi c
“
asp e cts of e ducati ona l th e ory a r e as y e t m or e honor e d
”
i n th e br e ach than t h e obs e rvanc e i f i nd e e d th e y a r e
, , ,

not wholly ov e rlook e d .

To fix up on som e e n d to d et e rm i n e so m e purp os e
, ,

and th e n to harmon i z e all practi ces th e r e w i th ar e e l e

m e nts of pri m ary s i gn i ficanc e S uch an e n d w i ll by
.

c o mmon consent be conce i v e d as an e th i cal e n d and ,

n o o th e r i s worthy of s e ri ous thought o r att e nt i on from

t e ach e rs Th e e n d must be expre ss e d i n t e rms o f con

.

duct — i n altrui sti c s e rvi c e t o manki nd and i n ab i d i n g

,

fai th i n t h e di vi ne order at work i n the un i v e rse .

 EDI TO R S PRE FAC E
'
x iii

S hould cons i der th i s i deal t oo h i gh let h i m

an y on e ,

r e m e mb e r tha t n o on e ri s es t o h i s b est i n the r e alm o f

t h e real and actua l w h o do e s n o t v i s i on a gr e at i deal It

.

i s W e ll also t o rem e mber that teach e rs l i v e s o c on

, ,

s tan t l y i n t h e plan e o f t h e commonplac e that i t r e q u i r e s

al l t h e i nsp i rat i on o f masterful a i ms t o k e e p t e ach in g

process e s upon the h igh plane of enthus i asti c end e av o r .

N0 syst e mo f educati onal thou gh t w i ll ever gi v e j ust the

ri ght atti tude t o t h e treatm e nt of ch i ldhood that fai ls t o
reco gn i ze the relati on between thought an d conduct ,
’
b e tw e en l i fe on man s plan e and l i fe on God s plane ’
.

Th e goal o f all t hought i s conduct The goal of conduct

.

i s w i ll i n g j oyous surr e nd e r to t h e l e ad i ngs of t h e i nfin i t e

, .

A nd s o i t i s tru e that th e end of all e nd e avor i s t o kno w

and t o e nj oy th e D i v i ne .

D ogmati c teach i ng an d p e dantry ab ound i n b ooks for

t eachers . A tt e mpts t o create a sc i e nti fic sp i ri t a r e n ot
i n fr e q uently r e nd e r e d abort i ve by th e complacent arro
f i
gance o sup e rfic al trai n i ng i r e ady mad e m e th o ds
n - .

The l i terature that creat e s unre st by arous ing i n q ui ry i s

a l l t o o rar e I t i s b e l i e v e d that th i s volume w i ll d o
.

much t o q ui cken an i nt e rest i n fundam e ntal e ducati onal

pri nci pl e s D r Buchner has furn i sh e d a car e fully r e n
. .

d ere d t e xt and wi s e ly guard e d gui dance H e has s u c

.

’
ce e d e d i n mak in g the author s ow n vi e ws transpar e nt

t o E ngl i sh r e ad e rs and i n supply i ng only such add e nda

,

as a di scri mi n ating and d e vot e d t e ach e r finds n e c e ssary

t o conn e ct at e v e ry ess e nti al po i nt t h e th o ught of the
author w i th the e xperi e nce and i nsi ght of th e teach e r .

M G B
. . .
 C O N T EN T S

I N TR O DUCT IO N .

PA GE

Th e C hr on o l ogy of Kant s ’
Li fe and I mp ortant Wri t i ngs 11

H i story of th e L e ctur e -N ot e s on Pe dagogy

Th e S ourc e s of Kant s E ducat i onal Th e ory
’

Th e P i h l os oph i cal Bas i s of Kant s E du cat i onal Th e ory

’

Kant s Psych ol ogy and

’
his E ducati o nal Th e ory
Kant s E v oluti onal and E ducati onal Th e ori e s
’

Kant s C once pti on

’
of E ducat i on
Th e D i vi s i on of E ducati onal Acti v i t i e s
Th e L i m i tat i ons of Kant s E ducati onal Th eory
’

L i t e ratur e

TR A N S LAT IO N or K AN T ’
S
“
LECT UR E-N O T ES O N P EDAGO GY .

I ntr oduct i on
Th e Tre at i s e
P hys i cal E ducat i on
Moral E ducat i on
l g us E d ucati on
Re i io

Conclus i on
 C O N T EN TS
III
S ELECT IO N S O N E DUCAT IO N FR O M K AN T ’
S O T H ER W R IT IN GS .

I . Pe dag ogi cal Fragm e nts

II . H uman Pe rfe ct i on , H uman P r ogre ss and
,
t he R e

lati on O f Pe dag ogy t o E th i cs

III . Le tt e rs on the P ih lanthrop i num at D e ssau
IV I llustrati ng Kant s T e chn i cal T e rms
.
’

V . Mus i c
Mm ry
e o

Phys i cal Ge ography

Kn owl ed ge and Lo g i cal Me th ods

Th e Pe dag ogy of h l os ophy

P i

X . Th e A c q u i s i t i on of C haract e r
XI Me th od i n Moral I nstructi on
.

1 . I mplant i ng th e I dea O f Duty

2 .
“
E th i cal D i dacti cs
"II . Moral I nstructi on and Me tap h ys i cs

"III C nsci e nc
. o e

"IV . Meth od in E sth eti c I nstructi on

I N DE"
 IN T R O D U C T IO N

TH E C H R ON O L OG Y O F K AN T S L I FE ’

A N D I M PO RT AN T W R I T I N G S

FR O M 1 7 2 4 to 1 8 0 4 there w a s l i v e d i n Kon igsb e rg,

Pruss i a , t h e north e rn fronti e r post of G e rman ci vi l i za
ti on o n e of th e few l i ves re ally i mp ortant for
, K t me an
’
s

d W i t i n gs
the culture of mod e rn ti mes E v e ry p e rson
.
an r

w h o i s struggl i ng i n i nd i v i dual e fforts t o g et a substanti al

v i ew of the world and O f human l i fe and e sp e c i ally , , ,

every teacher who i s seeki ng the r a ti on a le of h i s art and

i deals should know someth i n g of t h e un i q ue and force
,

ful l i fe l i ved and wrought by I mmanuel Kant That .

l i fe i s devo i d of those events whi ch usually mak e b i ogra

phy s o i nt e r e s ti ng N0 l i fe co uld b e more s i mpl e than
.

h i s ; y e t i t had a charm wh i ch has held t h e att e nti on

of t h e c e ntury i nterven i ng an d a charm wh i ch S ti ll cap
,

t i va t e s us . Hi s l i fe w a s i ndeed un i que b ei ng e x
, , ,

pressed i n four gre at i nterests —namely those of a uni

, ,

ver s i t t her a n a u thor a hi l h r and a m a n wi th a

y ea c , , p os o
p e ,

cha r a ct er . TO us e a stri ki ng mod e rn phrase he made a ,

“
bri ll i ant success i n each O f thes e p o i nts
” 1
.

I t w oul d go t oo far b e y on d our pr e s e nt n e e ds t o prepar e an e w

a mem oi r of th s l fe Th e chr onol ogy w i ll b e ad eq uat e for i mm e
i i .

d i ate re fer e nce . Th e r e ad e r w i ll find th e foll ow i ng b ooks t o c on

11
12 EDUCA T I O NAL T HE O RY OF IMMAN U EL K AN T
1 7 24 . A pr i l B i rth of I mmanu e l Kan t at K on i gsb e rg H i s
22 .
.

par e nts w er e p oor but p i ous p e opl e .

1 7 32 . Kant e nt e rs t h e Collegi um F i ed er i ci a num r .

1 7 37 . D e ath of Kant s m oth e r ’

.

1 7 40 . Kant c o mpl e te s t h e c ours e at t h e sch ool and e nte rs t h e u n i

ve rs i ty i n h i s nat i v e c i ty Th e i nsti t uti on w a s rath e r b e
.

lat e d i n i t s e q u i pm e nt and t each i ng .

17 46 De ath o f Kant s fath e r Kant s first b ook Th oughts on

’ ’
. .

p
t he Tr u e Va l ua t i on f
o Li vi ng For ces .

1 7 4 6 —1 7 5 5 . unc e rtai n n i n e y e ars dur i ng wh i ch Kant s e rv e d

Th e
as pri vate tut or i n a fe w fam i l i e s of cultur e n ot far d i s ,

tant from h i s nati ve c i ty .

17 5 5 . Kant adm i tt e d t o t h e d e gre e of D o ctor o f Ph i l os ophy Kant .

q ual i fi e s as a D o c e nt i n math e mat i cs phys i cs and p h i l os o , ,

phy at t h e un i ve rs i ty i n Ko n i gsbe rg pre s e nti ng h i s ,

N ew Exp os i ti on of t h e Fi r s t P i n cip l es of Met ap hy s i ca l r

Kn owl edge and gi v i ng h i s first l e cture s dur i ng t h e

,

w i nt e r s e m e st e r O f 1 7 5 5 -5 6 .

I t i s i nt e resti ng to n ot e the acad e m i c r e gulari ty and

’
the wi d e scop e of Kant s profess i onal acti vi ty H i s lec .

tures cov e r e d as was not altog e th e r uncommon i n t h e

,

work of som e memb e rs of t h e ph i losoph i cal faculti e s O f

on e an d two c e nturi es ago the ent ir e rang e of the the o ,

r e t i ca l sc i e nces of h i s t i me exclud i ng t h e h i s t ori cal ,

sci e nc e s The follo wing data r egard i ng hi s l e ctur e s not

.
,

i ncludi ng h i s pri vate and c ri ti cal s e m i nari e s and exe r

c i ses have be e n comp i l e d from origi nal sources by
,

tai n m ore l ess full and cl e ar acc ounts of h i s l i fe and w orks

or

S t u ck e n b u r g L ife of Im m a n u el Ka n t Lo nd on 1 8 8 2
,
W allac e , ,
.
,

Ka n t B lackw ood s Ph i l os oph i cal C lass i cs E d i nburgh 1 8 8 6

,
‘

, , .

Pauls e n Im m a nu el Ka n t H i s Life a n d D oct i n e

,
Translat ed by
,
r .

J E Crei gh ton a n d A Le fevr e S cr i bn e r s Ne w Y ork 1 90 2

’
.
. . .
,
.
,
14 EDUC A T I O NAL T H E O RY O F IMM A N U EL K AN T

17 6 6 . Dr ea m s o f a Sp i r i t -s eer exp la i n ed b y t he D r ea m s of Met a

h s i
p y cs . Kant app oi nte d ass i stant l i brari an i n t h e r oyal
palac e .

17 7 0 . Kant promote d t o t h e pr ofe ss orsh i p O f l og i c and m e tap h ys i cs .

H i s Lat i n d i ss e rtat i on was On t he For m s a n d P r i n cip l es

o f t h e S ens uous a nd t he In t el l ect u a l Wor l ds .

On t he P hi l a n t hr op i nu m at D es s a u .

Cr i t i que o f P ur e R eas on .

P r ol egom en a t o ever y Fut ur e Met ap hy s i cs , et c .

Id ea o f a Un i ver s a l H i s t or y f
r om a Cos m op oli t a n P oi n t f
o

Wew .

Fun d a m en t a l P r i n cip l es of t h e Met ap hy s i cs of Mor a ls .

Th e P r ob a b l e B egi nn i ngs of H um a n H i s t or y .

Met ap hy s i ca l Foun d a t i ons of t h e Na t ur a l S ci en ces .

1 7 88 . Cr i t i que of P r a ct i ca l R eas on .

1 7 90 . Cr i t i qu e of Ju d gm en t .

1 7 92 . On R a d i ca l Evi l .

1 7 93 . R eli gi on wi t hi n t he Li m i ts o f Mer e R ea s on .

17 96 . Kant c e as e d l e cture b e caus e of O ld a ge

to .

1 7 97 . The Met ap hy s i cs of Et hi cs Pt I Th e D octri n e of, . . R i ght ,

Pt II .The D oct r i n e of Vi r t u e
.

On aS upp os ed R i ght t o Di e fr om H u m a n i t a r i a n Mot i ves .

1 7 98 . A n t hr op ol ogy wi t h R efer en ce t o P r a gm a t i c En ds .

1 80 0 . Logi c ( d i t eed by J as ch e
) .

1 8 02 . Phy s i ca l Geogr ap hy ( e d i t e d by R i nk) .

1 80 3 . On P ed agogy ( e d i t e d by R i nk) .

1 8 04 . F e bruary 1 2 Th e d e ath O f Kant i n K o n i gsb e rg

. .
 H I S T O RY O F T H E “
L ECT U R E-N OT ES
ON P EDA GOGY ”

TH E educati onal th e ory e nt e rta i n e d by Kant c on s id ,

e r e d from o n e po i nt of v i e w ,i s rath e r an i nd e fin i t e
q uant i ty . I t stands as th e s u m -total o f hi s
Th e S cop of e

labors i n the i nter e st of sc i e nce and O f K t Ed ca an

'
s u

ti l Th o y
OD a e r
human desti ny The d e p e nd e nc e of man
°

upon t h e fo rmati v e i nfluenc e s of e xp e ri e nc e consti tuted

for Kant t h e ch i e f reason for gi vi ng att e nti o n to th e
structure of that e xp e ri enc e It was thus that t h e care
.

ful e laborati on of h i s th e oreti cal vi e ws on t h e nature o f

sc i e nc e ph i losophy moral i ty and art r e pre s e nts t h e
, , ,

great overflow of h i s i nte re st i n e ducati on i nto t h e basi c

channels of human spe culati on Th e author of th e .

Cri ti cal Ph i losophy h e re i n becomes on e O f the fe w gre at

men of h i story who have affirm e d that th e re i s a ph i lo
S oph i cal bas i s to a true p e dag ogy .

’
The educati onal th e ory v i nd i cat e d b y Kant s s y s
t e m a t i c a n d t e chn i cal sci e nti fic efforts r e pre s e nts t h e
larg er s e tting of h is v i e w s on educati on .

Th e se fortunat e ly rec e i ved the i r d e fin i t e

, ,

e xpress i on i n t h e l e ctur e s on p e dagogy

wh i ch he gave to t h e uni v e rs ity stud e nts i n K o n igsb e rg
duri ng four sem e st e rs betwe e n th e w i nt e rs O f 1 7 7 6
1 7 7 7 and 1 7 8 6 —1 7 8 7 accord i ng t o t h e dat e s e stab
,

li s h e d by the r e s e arch e s o f D r A r n oldt

. Th e exter n a l
.

ori gi n of these lectures i s t o b e fo und i n an O ld rul e at

the uni vers i ty wh i ch re q ui r e d one of the profe ssors of
,

15
16 ED U C AT I O N A L T HE O RY O F IMMANUEL K AN T

the phi losoph i cal faculty to gi ve l ectur e s p u b li ce on

pedagogy two hours a we e k t o t h e S tud e nts
,
1
Thi s , .

re qui rem e nt was m e t by Kant four d i ffe r e nt t i m e s .

The arrangement o f rotati on was gi ven up wh e n H er

’
bart as Kant s successor to t h e chai r of ph i losophy
, ,

gav e all th e l e ctur e s on p e dagogy h i mself .

Kant began to l e cture on p e dagogy to thi rty audi t ors

on O ctob e r 2 3 17 7 6 an d conti nu e d un ti l M arch 1 9
, , ,

17 7 7 Th e ti tl e of h i s cours e was P a d a
.

s ed ow s Method en b u ch A
2 ’
o i k u b er B ft e r
g g a .

1 7 8 0 h e us e d a bo o k by hi s form e r co l
l e ague D r F S Bock Lehr b uch d er Erz i ehungs hu ns t
, . . .
, .

W e kn ow practi cally l i ttle or n othin g i n d etai l about

t h e actual lecture s gi v e n on th e g e n e ral th e me o f
p e dagogy b e yond th e fact that th e y w e re r e p e at e d
,

thre e ti m e s and b e yond t h e cont e nts of t h e l i t e rary re

,

m ai ns translat e d b e lo w under th e t i tl e Lectur e-Notes

’
on P ed a g og Kant s method of l e ctur i ng w a s to u s e
y .

an acc e ptabl e t e xt-book an d to e xpand i t w i thout , ,

n e c e ssari ly acc e pti ng it s pri nc i pl e s by t h e a i d of h i s ,

ow n not e s i nsert e d on t h e marg i ns and betw e e n the

l i n e s H e w a s also i n the hab i t o f j otti ng down much

.

o f hi s l e cture mat e ri al o n l o ose p i e c e s of pap e r wh i ch ,

“ ”
serv e d h i m i n h i s lectur e s Thes e sk e tch e s as .
,

H arte nst ei n calls th e m were publi sh e d at E ast e r 1 8 0 3 , , ,

— 1i k e hi s tr e ati se on Lo i o —b e caus e of th e d e s i r e
g ,

1
It i s n ot i mpr obabl e
that t h e g ov e rnm e nt o rd e r e stabl i sh i ng
th i s rul e had i t s c onstrai n i ng e xampl e i n t h e p e dag og i cal s e m i nary
wh i ch Ge sn e r i nsti tute d at Gotti ng e n ( ab out 1 7 35 ff ) ”

‘
Arn ol d t Ib i d pp 5 7 2 5 7 3
, .
, .
, .
 THE “
LEC T URE -N OT E S O N PEDA GO GY ”
17

of some O f h i s lat e r pup i ls w h o w e r e v e ry anx i o us that,

non e O f Kant s t e ach i ngs S hould b e l o st Th i s loos e

’
.

p e dago gi cal materi al was gi v e n to Th e o dor R i nk who 1

,

alon e se e ms re sp o ns ibl e i n hi s e d i ti ng for th e arrange

m e nt gi v e n t o th e not e s whi ch w e r e p ubl i sh e d und e r
,

t h e ti tl e Im m a n u el Ka n t Ueb er P d d a gogi h R i nk s ’
, .

arrange m e nt cannot b e looked up o n as p e rfe ct n or can ,

i t b e h e ld that i t r e pres e nts t h e ord e r i n wh i ch Kant

gave h i s l e cture s A t th e sam e t i m e Kant cannot b e
.
,

e xcus e d from h i s S hare o f th e r e spons ib i li ty for t h e

lo gi cal i mpe rfe cti ons i n hi s N otes I t can well b e b e .

l i eve d how e v e r that t h e att e nti on , gi v e n by th e more

, ,

r e cent edi tors to th e s e Notes has r e sult e d i n gi vi ng

2
th e m as c ompl e t e an o rd e r a s th e y r e ally contain .

I t h as b e e n a q u e sti on as to wh e n Kant put h i s hand

“
last to thes e Notes and gav e th e m th e i r fin i sh i ng
”
t o uch i f th e y can b e sai d to poss e ss on e
,
.

I n hi s pre fac e Ri nk re marks that th e bo ok

,

“ “
would b e m or e i nt e r e st i ng an d m or e
’
e xhausti v e i f Kant s t i m e for l e cturi ng on
th e subj ect had n ot be e n as l i m i t e d as it actually was ,

and if h e had only found O pportun i ty to d e v e lop t h e

1
Ri nk was a un i v e rs i ty S tude nt at K o n i gsb e rg fro m 1 7 8 6 t o
17 89 . I n 1 7 92 93 h e was fre q u e ntly a gu e st at Ka nt s tabl e
-
’
.

H e w as aga i n i n K on i gsb e rg h old i ng t h e un i v e rs i ty p osts O f

,

p r i va t -d ocen t and e xtra o rd i nary pr o fe ss or o f ph i l os o phy and th e o l

o gy fr o m 1 7 95 t o 1 80 1 From h i s e arl i e st r e s i d e nc e th e re h e con
.

t i n u e d a cl os e stud e nt O f Kant s p h i l os ophy F rom 1 80 1 t o 1 8 1 1

‘
’
.

h e was a pre ach e r i n Dan z i g wh e r e h e d i e d ,

.

2
S e e t h e s e par a te e d i t i ons m e nt i on e d i n t h e l i te ratur e at t h e e nd
O f th e I ntr oduct i on p 96 , . .
18 EDUCA T I O N A L T HE O RY O F IMMAN U EL K AN T
1
subj e ct of educa ti on Th e r e p e at e d di v i s i ons of e duca
.

ti on a l act i v i ty wh i ch w e re l e ft stand i ng w i th o ut any

,

mark e d att e mpt at sol i d i fyi ng th e m i nto on e broad ,

s w e ep i ng v i e w of e ducati on wi th wh i ch th e y w e r e t o b e
co ord i nat e d may p e rhaps b e tak e n as an i nd i cati on
, , ,

that Kant t o ok a new d e parture as h e approach e d th e

pr obl em o f e ducati on at succ e ss i v e ti m e s Wi llmann .

sugg e sts that h e di d n ot re vi s e hi s n ot e s on p edagogy at

any t i m e a ft e r the m i ddl e O f th e e i ghti e s whi ch w o uld ,

b e a ft e r th e last c o urse o f l e ctur e s o n p edagogy gi v e n by

2
hi m . Th e ch i e f groun d on wh i ch th i s sugg e sti on r e sts
i s t h e fact that n ot on e of t h e many d i vi s i ons of th e fac
tors i n e ducati on m e nti ons th e tabl e o f th e tw e lv e cat e
g o r i e s
,
first publ i sh e d i n 1 7 8 1 wh i ch Kant was i,n th e
hab i t o f applyi n g to all sorts of sc i enti fic materi al .

O n t h e oth e r hand th e r e s e e ms to b e s e veral s ugges

,

t i ons w i th i n th e se Notes t e nd i ng to S how that Kant d id

n ot negl e ct th i s pr o duct o f h i s e arl i e r academ i c i nt e r e sts .

H i s ow n foot-not e— not e 2 S e cti o n 6 9 (p 1 7 3 ) -r e fe rs, .

to works dat e d 1 8 0 1 and 1 8 0 2 H i s th e ory of t h e m e n .

tal faculti e s s o far a s contain e d i n th e s e Notes i s t h e

, ,

psychology w hi ch grew apac e i n h i s lat e r y e ars rather

than that fully accre di ted i n the sev e nti e s and t h e
e arly e i ght i e s A nd finally th e tow e ri ng conc epti on of
.
, ,

m oral i ty o n wh i ch he mak e s e ducati on rest b oth th e o ,

r e t i ca ll y and practi cally i s t h e moral i ty wh i ch h e e x

,

pounded lat e rather than e arly i n th e c ri ti cal stage of

1
Th i s pre fac e i s repri nte d in H a r ten s t e i n
’
s e d i ti o n Of Ueb er
Pa d a gogi / v ii i pp 45 5 45 6
c, . .
,
.

2
Im m a n uel Ka n t Ueb er ,
P a d a gogi h, p . 1 1 8, n ot e 19 .
 T HE “
LEC T U R E -N OT E S O N PEDA GO GY "
19

h is ow n d e velopm ent I hav e e nd e avor e d to scatt e r

.

throughout my foot n ot e s t h e dat e s O f t h e c omp o s i ti o n

-

o f thos e passag e s fr o m h i s oth e r wri ti ngs s e l e ct e d for

c o mpari s on w i th t h e v i e ws e xpre ss e d i n th e t e xt Th e s e .

dat e s w i ll also ai d t h e r e ad e r i n fram in g h i s own conclu

s i ons on th i s g e n e ral q u e sti on .

Th e much m o r e i nt e r e sti ng and v i tal p oi nt i s th i s

What i s t h e i n ter n a l origi n O f Kant s e ducati o nal th e o ry
’

Wh e n d i d Kant d e v e l op an i nt e r e st i n p e da
o
g gy M e r e e xt e rnal n e c e ss i ty — that i s ,

acad e m i c ob e d i e nc e t o an O ld rul e w i ll i th
fi fi
— n
f

ffi fi ffi o

n ot al n
o e acc o unt for th e s e L ec t u r e-Not es .

F urth er than th i s w e hav e scarc e ly any data for d e fin i t e

asserti ons I t i s tru e that hi s e arl i e st w ri ti ngs S h o w that
.

h e had at l e ast a curr e nt i nt e r e st i n e ducati o n as on e o f

the prop e r t op i cs wi th whi ch human und e rstand i ng
should e ngag e i ts e lf Th e r e i s also hi s ow n e xp e ri e nc e
.

o f n i n e y e ars as a pri vat e tutor i n s e v e ral fam i l i e s near

hi s nat i v e c i ty wh i ch put h i m i nto p oss e ss i on o f

,

much practi cal knowl e dg e of t h e n e e d and p oss i b i l iti es

of i nstructi on and tra i n i ng I t may e v e n safe ly b e
.

affirm e d that hi s i nt e r e st in e ducati on d e fin i t e ly ant e

dat e d t h e l e ctur e s ; for duri ng thos e e arl i e r y e ars O f
“
t h e S i xti e s O ft e n call e d h i s
”
,
e mp i ri cal stag e by h i s
b i ograph e rs h e was fam i l i ar w i th M o ntai gn e and R o us
,

s e au t h e latt e r e ffe ctin g a gr e at chang e i n hi s m i nd if

, ,

o n e can j udg e by s o m e o f t h e fragm e nts h e l e ft M or e .

un q u e sti onabl e sti ll as an i nd e x o f t h e i nn e r growth of

,

h i s e ducati o nal i nt e r e st i s t h e announc e m e nt o f hi s

,

l e ctures for th e w i nt e r of 1 7 6 5 — 6 6 wh i ch i s a v e ri tabl e

,

profess i on and confe ss i on of pedag ogi cal fai th A s may

, , .
20 EDUCA T I O NAL T H E O RY O F IMMANUEL K AN T

b e seen from th e translat e d passag e s i n S e lecti ons V II .

and I" h e s et forth a h i gh i d e al for h i s o w n teach i ng i n

.
,

d e mand i ng that youth should b e taught n ot m e r e i n for ,

mati on but h o w to th i nk H e r e i s wh e re e ducati on

, .

was r egard e d as that d e fin i t e fo rmati v e exp e ri e nc e ,

wh i ch mak e s man to b e what h e can i n real i ty b e .

Kant as i t w e r e hav i ng b ee n awak e n e d by vari ous i n

, ,

fl u en c e s to t h e probl e m O f e ducat i on on e i s l e ft to ,

wond e r why thi s i nt e r e st did n o t survi ve w i th i t s first

e nthus i asm and l e ad hi m to d e v e lop t h e q u e st i o n s y s
,

t em a t i ca l ly and e xhaust i v e ly .

F i nally and much more sugge sti ve than all t h e fore

,

go i ng i ndi cat i ons i s t h e fact that Kant had a p e renn i al

,

i nter e st i n e ducat i on and t h e r e lati on of i t s practi ces t o

t h e ph i los oph i cal doctri n e s wh i ch he w as slowly work i n g
o ut i n th e e i ght i e s Th e s c op e o f th i s i nt e r e st can
.

e as i ly b e gath e r e d from t h e fact that num e rous pas

sag e s i n hi s t e chni cal wri ti ngs hav e d i re ct r e fe r e nc e to

, (
e ducat i o n from h i s many undat e d fragm e nts and from
) ,

h i s fre q u e nt allus i ons t o the O ffic e of t h e t e ach e r A nd .

on e sh o uld not fa i l to take acc o unt o f th e p e dagogi cal

valu e to h i m of h i s acti v e academ i c car e e r whi ch stre tch e d

o ut ov e r for t y years R e gard e d fro m thes e p oi nts O f
.

’
v i e w educati onal theory i s an e ss e nt i al i t e m i n Kant s
,

vi ews on man and not a m e r e acci d e nt of hi s O ffic e

, .

I t i s i n th i s s e ns e and wi th th i s full j ust i ficati on that

, ,

D avi ds on h as s e t hi m forth as th e most i mp ortant hi s

1

t or i ca l i nd i vi dual i n t h e whol e o f m od e rn e ducat i on .

1
A H i s t or y f
o Ed u ca t i on New
,
Y ork , 1 900 , pp . 22 0— 2 2 4 .
22 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

as a man as a ci ti z e n and as a m e mber of a k i ngdom

, ,

o f e th i cal ends .

A n att e mpt to e numerat e th e sourc e s of th e s e v i e ws

must i nclud e both m e n and Kant s o w n e xp e ri enc e as a ’

Th e In fl en e
t e acher
u c
O f th e m e n m o st l i k e ly to have
.

o fM n ed hian had an i nflu e nc e upon h i m i n th i s co nn e c

s

Ex P fi e c e n e
t i on w e must nam e M o ntai gn e R o uss e au
‘

, , ,

and Bas e dow and hi s assoc i at e s Th e r e w e re oth e r .

men wh o se c o nc e pti ons bor e i n up o n Kant but th e y a re ,

n ot O f pri m e i mportanc e h e r e Th e s e cond group of

.

sourc e s i ncl ud e s h i s years o f e xp e ri e nce as a pri vate

tutor and as a publi c un i ve rs i ty t e ach e r hi s k e e n pow e rs ,

O f O bs e rvati on and analys i s out of wh i ch gre w hi s A n

,

thr op ology — a gr e at r e p os i tory for p edagogi cal mat e ri al

, ,

— and the c o nclus i ons O f hi s ph i losoph i cal r e fl e cti ons .

The e ffe ct s of som e of thes e i nflu e nc e s a re m or e or l e ss

cl early trac e abl e i n hi s e ducati onal d i scuss i ons wh i le ,

oth e rs n e c e ssari ly l i e buri e d far b e n e ath the surfac e .

Wi th M ontai gn e Kant was v e ry fam i l i ar F or a t i m e .

th i s advocat e of defin i te e ducati onal e nds was on e of h i s

fa v o ri t e authors Kant was probably the
R el ati o ns
.

Hi s
“
t
o Th R
ree m o st i llustri o us d i sci pl e of R ouss e au as
“
e
”
,
f m s"
or er
,

h e i s not i nfr e q u e ntly called Th e Em i le .

produced a gre at i mpr e ss i on up o n h i m S O gre at that h e

gav e up h i s dai ly afterno o n walks wh i l e re adi ng it — s o ,

e S e l e ct i on I F ragments NO S 2 5
th e story runs ( S e . .
,
.
,

2 8 4 2 43
, ,
Th e Ph il a nt h r op i n is t s r e c e i v e d h i s e n
,

t h us i as t i c support i n call i ng for publ i c subscri pti ons and ,

confirm e d h i s b e li e f i n t h e n e c e ss i ty of mak i ng sci enti fic

exp e ri m e nts i n t h e wh o l e fi e ld of e ducati on (S e e S e .

lecti on III ) H i s adopti on of th e or b i s p i ctus i d e a i n

.
 S O URCE S O F K AN T S ED U CA T I O NAL T HE O RY
’
23

l a nguage i nstructi on may also have been d e ri ved from

t h e e xp e ri m e nts at the I nsti tut e O f D essau .

’
Kant s ow n acti vi ty gav e h i m t h e right o f fi rs t -hand
exp e ri e nc e to e nt e rtai n an e ducati onal th e ory H ow .

much hi s t he ory may b e an outcom e of hi s H i Expe i s r en c e

n d h i S Th e
r e flecti ons up on h i s own e xp e ri ences i t i s y a or

n ot e asy t o stat e defin i t e ly ]

l
S e cti on 3 4 very probably
i s a d i r e ct r e coll e cti o n of hi s n i n e y e ars sp e nt as a pri
vat e tut o r W e k now l ittl e or noth i ng of th e s e years
.
,

pass e d i t i s sai d i n at l e ast thre e fam i l i e s O f cultur e

, , ,

whi ch open e d t o h is v i e w t h e l i fe of th e world i n a

large r way than h e had e v e r e xp e ri e nc e d b e for e H e .

sai d o f h i ms e lf lat e r that th e r e could n e v e r hav e b ee n

,

a wors e tutor i n th e world than h i mself becaus e h e ,

could not ev e n apply thos e p e dagogi cal rul e s whi ch h e

kn e w Ne v e rth e l e ss h e m a y w e ll be re gard e d as know
.
,

i ng b oth e ducati o nal v i rtues and v i ces at first hand H is .

pedag ogi cal re acti on agai nst Pi eti sm also stands out
rath e r cl e arly i n S e cti ons 1 0 6 and follow i ng .

Kant w as als o awar e of som e o f the sp ec i al probl e ms

conn e ct e d w i th the h i gh e r trai n i ng o f th e adolescent .

I n th e Lec tu e Notes th i s latest stag e O f e ducati on i s

r -

n ot touch e d upon b e y o nd ment i on of i t s e arl i e r b eg i n

1 I t w ould fa i r t o ask h ow far t h e h om e and sch oo l trai n i ng

be
o f Kant may hav e i nflu e nc e d h i s e ducat i onal th e o ry but t h e data
t o answ e r such a q u e st i on a re n ot asc e rta i nabl e e xc e pt p e rhaps
, , ,

i n t h e tr i bute h e pa i d lat e i n h i s l i fe t o t h e m e m ory O f h i s “

h on e st ,

m orally e x e mplary and e sti mabl e pare nts w h o h e sai d gav e

”

, ,
“
,

m e an e ducat i on wh i ch on i t s m oral S i d e c o uld n ot p oss i bly hav e

,

b e e n b e tt e r and for wh i ch I am profoundly thankful e ve ry t i m e I

,

th i nk of i t " -H art e nst e i n v ii i p 80 5

.
,
. . .
24 ED U CA T I O NAL T HE O RY OF IMMANUE L K A N T

n i ngs at pub e rty I n S e l e cti ons VII an d I" especi ally

. . .
,

Kant s e arly re cogni ti on of th e great duty of a un i v e r

’

s it y to the y o uth w i th i n i t s walls i s cl e arly s e t forth .

Kant h i ms e lf was a most i nt e re sti ng teach e r maki ng ,

lasting i mpress i ons upon h i s students The glowi n g t e s

.

t i m on y of H e rd e r t o h i s mark e d p e dagogi c powers even ,

b e fore hi s advancem e nt to the profe ssorsh i p i s s up ,

port e d i n t h e tributes pai d by lat e r S tudents Thi s i n .

fl u e n ce can hardly b e regard e d as solely d ue t o peda

g go i c i nst i ncts wh i ch h e m i ght hav e possessed for he ,

consci ously strov e towards t h e gr e at ai m of awak e n i ng

h i s S tud e nts to ri p e i ndi v i dual th i nk i ng Th e ex t e nt Of
.

’
Kant s i nsight i nto t h e pri me n e ed fo r educati onal
reforms parti cularly i n the un i vers i ti es i s eas i ly t o be
, ,

gath e re d from t h e fact that he strove t o bri n g ab out a

compl e te change i n b oth t h e a i m an d the sp i ri t O f that
i nstruct i on . A lthough he was trai n e d i n early youth
und e r th e strong i nflu e nc e s o f Pi eti sm he n ow cam e to
,

be t h e v ibrant vo i c e wh i ch call e d most loudly i n th e

e ighte e nth c e ntu ry for an e ducati on whi ch should b e i n
sp i re d by and organ i z e d und e r the new i d e al of the
, ,

wor th a n d b ea u ty of a fr ee hum a n i ty The A ufklar ung

’

o f t h e c e ntury wh i ch struggl e d agai nst the concepts o f

,

“ ”
t h e us e ful e i th e r i n r e l i gi on or III i ndustry
,
thus ,

”
found it s champ i on and i t s vi ct o r as Pauls e n calls
,

Kant i n the new human i sm wh i ch has i nsp i red th e

,

e ducat i on ,
both e lementary and h igh e r of the n i n e ,

t e e nth c e ntury The so urc e of th i s Vi e w i s not to be

.

found i n any parti cular psycholo gi cal spri ng n or d id i t ,

bre ak forth at a parti cular moment whose dat e can be

fixed But that Kant became it s c i vi l i zi ng oracle i s the
.
 SO URCE S OF K AN T S EDUCAT I O NAL T HE O RY
’
25

fact hi stori cal i mportanc e i n e ducati on I nd e e d th e

of .
,

v e ry constructi on and t h e i nflu e nc e o f th e Cri ti cal Ph i

l os op h y i ts e lf a r e supr e mely q uest i ons o f a true and a
h igh e r p e dagogy .

I t r e mai ns to speak a l i ttl e mor e fully of t h e i n

flu e n ce of R ouss e a u th e fi e ry apostle of nat ure upon
, ,

Kant th e p e dagogu e Th e n ot uncomm o n

, .
K n t na a a

R ‘IS GW
hab i t of h i stori ans i s to regard Kant as O S

m e re ly work i ng out th e i mpress i ons mad e upon hi m by

the author O f Em i le 1
But t o s e t thi s down as the s ourc e
.

O f h i s e ducati onal theo ry g oes fa r beyond th e h i st o ri cal

warrant as t h e followi ng schem e of th e agr e e m e nts and
,

d i sagre e m e nts on p o i nts i n e ducati onal th e o ry of t h e t w o

thi nk e rs amply shows .

Kant and R ousseau agre e i n regard i ng p e dagogy as a

form Of human i nt e re st whose foundati ons must l i e as

1
Com p ay r é i s gi ve n to r e gard i ng Kant in th i s l i ght i n h is H i s
t oi r e Cr i t i qu e d es D oct r i n es de l
’
Edu ca ti on
'
en Fr a n ce d ep ui s l e
s ei z i em e S i ecl e, c i n q u i em e éd .
,
t om e ari s 1 8 8 5 pp
ii .
,
P , , . 94—1 0 0 ,
and als o in his The H i s t or y of P ed a gogy E ng tran s , .
, Bo st on ,

1 8 8 9 pp , . 3 3 3 ff
.

Duproi x als o re pre s ents Kant s e xtre m e d ep e nd e nc e up on R ous

’

s e au i n h i s Ka nt et Fi cht e et l e p r ob l em e d e l Ed uca ti on Ge n e va ’ ’

, ,

1 8 95 Chapte r ii i
, .

No l e ss a wr i t e r than Dav i ds on for e xampl e e nt e rta i ns th i s , ,

op i n i on i n i t s e xtr e m e form A ft e r Kant w a s ar ous e d by H um e

.
,

H e dr e w h i s ch i e f i nsp i rati o n fr om R ouss e au S p e c i fy i ng a ”

.

fe w fe ature s O f t h e Kant i an syst e m O f i d e as h e adds I t i s hardly , ,

an e xa gg e rati on th e re fore t o s ay that Kant i n h i s thr ee C i

, , ,
r

t i ques d oe s l i ttl e m or e than pr e s e nt i n ph i l os oph i cal garb t h e l e ad

,

i n g d o ctr i n e s of R ouss e au — R ous s ea u e t c Ne w Y ork 1 8 98 pp

”
.
.
,
.
, , ,

2 24 , 2 25 .
26 EDUCAT I O NAL T HE O RY O F IMMAN U EL K AN T

d e ep as th e human nature it att e mpts to mod i fy rath e r ,

than as compri s i ng a s e t of volun ta ry q u ibbl i ngs and

Th e ir P o i n t s f
o
carp i n gs ab o ut t h e way of do i ng th i s or that
Ag e m e t
r e n
pa rti cular task of school r o uti n e Th e y also .

agre e on t h e nec e ss ity for a fresh start i n e stabl i sh i ng

t h e pri nc i pl e s O f e ducati on Kant follows R ouss e au i n
.

S tart i ng w i th the very b egi nn i ngs of i nfancy (an alm o st

p r e -s c i e n t i fi c ch i ld -study ) Both
. ar e part i al to a r e
”
s t ri ct e d and f n e gati v e e ducat i on duri ng t h e e arly y e ars
‘

of th e ch i ld s l i fe
’
Wh e n e ducati on can at all app e al
.

p os i ti v e ly t o th e chi ld t h e methods sk e tch e d and rul e s

,

lai d down S pri ng fro m a rath e r common bel i e f i n th e

prom i s e and pot e ncy of s e lf-acti vi ty E ach se e ms to
.
”

“
approach t h e oth e r i n t h e i d ea of t h e phys i cal cultur e ”

O f t h e m i nd and th e y un it e In t h e i nt e rd i cti on o f r o
,

m an ces . I n moral and r e l igi ous e ducat i on th e re app e ars

’
a c e rtai n approx i mati on of Kant s vi e ws to th o s e of
R ouss e au ; but h e s o on d e parts fro m h is mast e r i n “ ”

b oth i t e ms To Kant moral i ty r e q u i r e s it s p e dag ogi cal

.
,

b egi nn i ngs i n d i sc i pli n e t h e first tru e st ep i n e ducati on

, ,

and re l igi ous i nstructi on i s n e cessary e ven as an e xp e

d i e nt for soc i al r e sp e ct H e not only acc epts R ouss e au s
.
’

i d ea of natural pun i shments but adds t o th e s e both p os i

,

ti ve and art i fici al mod e s of d i sc i pl i n e as b e i ng n e c e ssary

,

i f e ducati on i s to fit man for l i fe W e may add finally

.
,

that Kant do e s at ti m e s mak e us e O f R ouss e au s thoughts ’

,

e v e n o f hi s words and phras e s .

Not o nly do w e find Kant mak i ng add i t i ons to s o m e

of thos e p o i nts on wh i ch h e i s i n agr e e ment w i th R ous

s e au ; but i f we look to t h e oth e r s i d e of the i r r e la

,

ti ons w e shall d i scov e r Kant t o b e o n e O f t h e sharp e st

,
 SO URCE S O F K AN T S EDUCAT I O NAL T HE O RY
’
27

cri ti cs t h e paradox i cal natural i st i n p e dagogy e v e r had .

Wi th R o uss e au t h e e n d of e ducati on was t h e producti on

,

and th e p e rfe cti on of t h e man k nown t o Th e i Poi n ts f r o

natural i sm ; wi th Kant m oral i d e ali sm alon e D i g m e t

,
sa r ee n

’
e nclos e d th e s e cr e t goal o f man s p e dagogi cal d e v e lop
“ ”
m e nt . Both wri te rs us e d the wor d l ib e rty as d e s cri p
’
ti ve of man s ess e nce Y e t how d i ffe re ntly e ach appl i e d
.

it both to th e cultur e of h i s age and to th e norms o f logi c

,

and psychology "R ouss e au S tarts wi th soc i ety and works ,

back t o natur e Kant firs t exam i n e s nature and savag e ry ,

and constructi v e ly fe e ls hi s way upward to an e thi cally

consti tut e d soc i al whol e Th e r e form e r e ste e m e d a l l
.

natur e good as it com e s fr om the h and o f it s A uth o r

“ ”
.

Th e ph i losoph e r d e clar e s man to b e n ei th e r go o d nor

bad at b i rth and trac e s th e ori gi n of th e bad to a lack
,

o f rul e s i n fo rmat i v e trai n i ng On e prai s e s barbari ty

.
,

and att e mpts to ush e r i n th e t i m e when natur e shall b e

all ow e d to work out h er own pot e nc i e s unhi nd e r e d by
human i d e as and t h e conv e nti o nal iti e s of a soc i al e d u
cati on I nsti nct and i ncl nat on a re
. i i k e y words i n th i s
-

proc e ss Th e oth e r wh i l e starti ng w i th natur e S h o ws

.
, ,

h o w w e ak are i nsti ncts and h ow rud e i s savag e ry and ,

thus i nvokes the i nt e ll ige nc e O f wh i ch man i s i n n e e d i n

ord e r prop e rly to d i r e ct thos e i nsti ncts i n h i m wh i ch ,

a r e l e ss trustworthy than th e y are i n an i mal natur e .

For hi m r e ason and duty a re to tri u m ph ov e r both

i nst i nct and i ncl i nati on H e nc e Kant sh ows h ow e d u
.
,

ca ti o n i s a p os i ti ve constructi v e fo rc e i n human charact e r ,

i n th e fo rm ati on of wh i ch i t is mor e prom i n e nt i n h i s

th e ory than i t i s i n R ouss e au s I n morals and i n t h e
’
.
,

e ducat i on for moral i ty

-
th e y d i ffe r e ven more w i d e ly :
,
28 EDUCAT I O NAL T H E O RY OF IMM ANUEL K AN T

R ouss e au s pedagogi cal eth i cs i s all sympathy as the

’
,

tap ro ot whi ch Kant r ej e cts as unb e fi tt i ng a truly e th i cal

-
,

charact e r A nd finally i n th e d e ta i ls of educati onal

.
, ,

routi n e the S wi ss ban i sh e s b o oks and stud i e s and clos e s

,

scho o ls where as t h e German s e es i n i nstructi on a n d i n

,

i nt e ll e ctual organ i zat i o n t h e great p e dagogi cal prom i s e of

ch aract e r and h op e s for t h e e arly day when true scho o ls
,

shall b e a welc om i ng sh e lt e r for a youthful human i ty

grow i ng i nto i t s h ighes t values and b e auty .

S uch i nd e e d w i thi n the narrow e r field of e ducati onal

, ,

th e ory n ot t o go i nto the w i d e r rang e O f ph i losoph i cal

,

d octri n e i s the alle g ed R ous s eaul ian d i sci plesh i p of

,

Kant "
30 EDUC A T I O NAL T HE O RY O F IMMANUEL K AN T

longe r world appropri ati on but w o rld bu i ldi ng E ach

—
,
- .

man by hi s ow n m e ntal proc e ss e s bui lds up h i s o w n

, ,

w o rld Th e q u e sti o n i s H ow i s th i s d o n e ? and Kant

.
,

1 ”
und e rtak e s to r e ply .

Kant s re ply was gi v e n i n th e thre e ch i e f i nstalm e nts

’

of Transc e nd e ntal i sm : th e Cr i ti qu e of P u r e R ea s on ,

O t li
u n es o f hi
t h e
s
C r i ti u e
q o
f P r a cti ca l R ea s on and t h e ,

Ph i lo ph y
so .
Cr i ti qu e of J u dgm en t Th e auth o r of th e s e .

epoch-maki ng b ooks e xpl o i t e d a n ew m eth o d i n

ph i los oph i z i ng namely cri t ci sm and appl i e d a n e w
-
,
i —
, ,

touch ston e of truth — nam e ly re ason I n t h e r e sults of

-
, ,
.

an i nt e rp e n e trati ng comb i nat i on of th e s e two gui d e s a r e

to b e fo und if at all t h e ph i l o s oph i cal bas i s of h i s e d u
, ,

ca t i on a l th e ory H e rai s e d thre e fundam e ntal and

.

s e arch i ng q u e st i ons H ow i s it that man can hav e

.

kn owl e dge ? o r H ow a r e h i s vari ous sc i e nces of natur e

,

and of hi ms e lf p oss i bl e ? H ow i s human conduct to b e

und e rst o od i n t h e l i ght of t h e natur e of knowl e dg e or ,

H ow must man act p oss e ss i ng th e sci e nc e s h e has ?

,

A nd finally H ow a r e th e t w o re alms o f kn o wl e dg e and

, ,

acti on of natur e and c o nduct r e lat e d i n the uni tary

, ,

e xp e ri enc e of th e l i v i ng i nd i v i dual ?

To answ e r e ach q u e sti on Kant t o ok a whol e s i ngle , ,

Cr i ti qu e Th e first q u e sti o n l e d hi m to an ep i s t e m o
.

l ogi cal v i e w O f t h e world ; t h e second to an e th i cal ,

vi e w ; and t h e th i rd t o an aesth e ti cal and t e l e ol ogi cal

,

v i e w H i s answ e rs S pri ng fro m a subj e cti v e analys i s of

.

th e know e r th e actor and t h e fe e l e r and n ot from an

, , ,

O bj e cti v e O bs e rvati onal t o ur o f t h e w or l d o f nature as

1
A H i s t or y o
f E d u ca ti on , pp . 2 2 0 ff .
 PHIL OSO PHICAL B A S I S O F K AN T S T H E O RY ’

31

th e O bj e ct of our sc i e n ce , cond iti on of o ur b e havi ors

th e
and th e sourc e o f o ur typ i cal sati sfacti ons .

The first Cr i ti qu e d e fe nd e d human s ci e nc e by d e

cl a ri ng i t t o b e but a m i rror o f that natur e wh i ch i s a

cr e atur e o f man s und e rstandi ng Fi n i te 6 “,q f P M

’
.
o

R
re as o n i s di scov e r e d to b e a b e e hi v e of ea s on

know i ng acti vi ti e s I t com e s upon t h e dawn i ng confin e s

.

o f e xp e ri e nc e w i th a d e fin i t e e q u i pm e nt for mak i ng t h e

world O ur p e rcepti on by the s e nses i s a comp ound

.

o f s e nsati ons ,i magi nat i on and und e rstand i ng

, S pac e .

and ti me a r e but forms of o ur i nn e r e xp e ri e nc e Th e .

i ntell e ct has twelv e ways of maki ng rules for t e ll i ng

what a gi v e n obj e ct S hall prov e to b e whi ch a r e t h e ,

tw e lve categori e s R e ason her e com e s i n wi th it s ov e r

.

“ ”
rul i ng and uni fy i ng acti vi ti e s maki ng our knowledge ,

a c ompos i te of part i cular sci e nces o f natural O bj e cts ,

and of i d e als of those suppos e d r e al i ti e s lyi ng beyond

t h e vi s ibl e known world
, .

Th e s e cond Cr i ti qu e goes even furth e r and declari ng , ,

man to hav e a doubl e character on e lyi ng c ompl e t e ly

abov e th e r e gi o n o f sense sc i e nc e and t i m e
, wi g q f h
, , ue o ac .

d efends th e la w s of th e w i ll or the re ason i n “ l R n ca ea s o

,

conduct as b e i ng truthful H uman acti ons are not t h e

,
.

m e re corollari e s of the pri nc i pl e s of t h e diffe r e nt s ci

e n ce s ; but they are t h e ab s olut e r e q ui r e m e nts o f t h e

supre me law of duty or consci enc e

, I nd e ed i t i s a
.
,

“ ”
cat egori cal i mperati v e wh i ch pr e s i d e s ov e r t h e i nn e r
s e lf and it s re lati ons of w i ll t o oth e r s e lve s H ere .

w e hav e transc e nd e ntal fre e dom and tru e charact e r ;

wh e r e as i n i nt e ll e ct w e hav e i nc e ssant and n e c e ssary
condi ti ons wh i ch must b e fulfill e d b e fore knowledge
32 EDUCAT I O N A L T HE O RY O F IMMANUEL K AN T

is gai ned Thus it happ e ns that duty and the moral

.

’
law a r e more truly r e pre s e ntati ve of man s natur e and
t h e d e sti ny of h i s ea r thly car e e r than t h e i nt e ll e ct and
t h e ac q u i s i ti on o f knowl e dge Man s soul i s w i ll not
.
’
,

i ntell e ct ch i e fly
,
But th i s rati o nal w i ll must be d et e r
.

m i n e d and arrang e d b e for e t h e i ndi vi dual h a s any e x

“ ”
p e r i e n c e The
. puri ty o f th e cat e g o ri e s o f th e i nt e l
“ ”
l e ct i s far e xce e d e d by t h e transc e nd e ntal puri ty of
th e moral law and i t s p ers i st e nt call to duty Exp eri .

”
e nce i s thus d e fin e d i n t e rms of c e rtai n factors wh i ch
l i e outs i d e o f and a r e known prev i ous t o e xp eri
, ,

enc e .

Th e s e cond Cr i ti que carri ed out the sp i ri t and t h e

m ethod i ntro duc e d by th e first and thus consti tut e s an ,

i nt e gral porti on of Kant i an ph i losophy R e ason as .

know i ng and r e ason as w i ll i n g howev e r stood at vari

, , ,

anc e i n t h e syst e m Th e latter brought back i n a ffi r m a

.

ti o n what th e form e r s et forth i n n egat i on —a t l e ast i n ,

i
l i m i tat o n but fai l e d to bri dge the chasm thus cre at e d
—
, .

Th e thi rd Cr i ti qu e app e ar e d as an att e mpt to h a r m o

’
n i z e man s rati o nal and practi cal moral ) nature s .

-
ow " ”
nue ,
Th i s was accompl i sh e d by a sp e c i al tr e at
J d gm m "
u
m e nt of th os e p e cul i ar forms o f fe e l i ng sati s
facti ons wh i ch are i nvolved i n th e h igh est e x e rci s e of
“ ”
j udg m e nt and e sp e c i ally by a d e clarati o n o f th e
,

d o ubl e re lati on of fe e li ng— nam e ly to i nt e ll e ct on th e on e , ,

hand a n d to w i ll on the o th e r as a d e fin i t e p s y c h ol og
,
—
,

i cal truth B e auty and purp os e art and t e l e ology thus

.
, ,

b e com e t h e cro w ni ng fe atur e o f th e cri ti cal e xpl oi tati on

o f human natur e The ph i losophy thus d e v e lop e d i s
.
,

“
as Z i egl e r well puts i t no ph i losophy for chi ldre n an d
, ,
 PHIL OSO PHICAL B A S I S O F K AN T S T HE O RY ’

33

y e t i t is th e c o rn e r ston e and fo undati o n of our e nti re

-

1 ”
mod e rn ph i losoph i z i ng .

’
Th e r e ad e r o f Kant s e ducati onal th e ory i s d o ubtl e ss
struck by t h e appar e nt abs e nc e i n i t of almost all h is
p e cul i ar phi losoph i cal t e nets A t th e sam e H i P d g gy .
s e a o

21255552; 32,
11 3 3 1
ti m e on e i s r e ady to ask H o w i s a p e da
, ,

g gy
o poss ibl e i n h i s ph i l o soph i cal syst e m ? h i Ph i l p hy s os o

Th i s s e arch fo r un i versal pri nc ipl e s hardly s e e ms ge r

man e to t h e labors of th e e ducati on i st who m us t deal ,

concr e tely w i th i nd i vi duals H ow can th e re b e any con .

n e cti on whatso e v e r b e tw e e n t h e a r i or i cat e g o ri e s o f

p
the i ntellect and the transc e ndental fre e do m of the w i ll ,

on t h e o n e hand and th e cond i ti ons o f t h e d e v e lop

,

m e nt und e r wh i ch alon e e ducati on can tak e plac e on t h e ,

other ? Would not thos e two d o ctri n e s mak e for e v e r

i mposs i bl e— i n fact s i mply pr e clud e— all e ducati on and
,

tra i ni ng ?
I n the first place and n egati v e ly w e m ust not con
, ,

t
found h e Kant o f t h e L ec t u r e- Notes w i th t h e Kant o f
t h e Cr i ti qu es ; nor does a r e c ogn i ti on of a ph i losoph i cal
bas i s t o the fo rmer necessari ly i nvolv e an i mm e d iat e
acc e ptance of t h e latt e r M or e ov e r on e should n ot
.
,

1
Ges chi ch t e d er P a d a gogi /e, E rste r B d l s t Ab t h Baum e i ste r s ’
.
, . of

c
H a n db u h d er Er z i ehu n gs und Un t er r i cht s l ehr e fur h oh er e S chu len
' '

Mii n ch e n ,
p 246
1 8 95 , . .

For a d e ta i l e d stat e m e nt of h ow Kant answ e r e d h i s thr e e gr e at

q u e st i ons t h e r e ad e r i s r e fe rr e d t o t h e b i ographi e s m e nti on e d and
,

t o t h e var i ous h i st ori e s o f ph i l o s o phy acc e ss i bl e i n E ngl i sh such ,

as Ueb e rw e g F alke nb e rg W e be r et c Pauls e n has br o ught t o

, , ,
.

geth e r t h e lat e st r e sults of th e num e r ous i nve sti gat i ons and d i s
c u s s i on s r e lat i ng t o Kant s syst e m
’
.

3
34 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

m ak e t h e gre at blund e r of suppos i n g that Kant first

work e d out h i s phi losophy and th e n proc e e d i n g on th i s
, ,

as a bas i s del ib e rately e laborat e d h i s rul e s as t o how

,

man should b e handl e d i n ord e r t o b e c o m e e ducat e d

as a m e re corollary th e reto Thi s i s larg e ly untru e
.

h i stori cally ; and t h e i nt e rnal e v i d e nc e pr e s e nt e d i n the

Lectur e-Notes mak e s i t somew h at i mprobabl e that he
c o mpl e t e ly r e work e d th e m i nto adaptati on to t h e c on
e lus i ons O f both sp e culati ve and practi cal phi losophy .

F urth e rmore i t i s tru e t h at t h e plac e an d functi on wh i ch

,

wer e gi v e n i n t h e Cri ti cal Ph i l o sophy t o educati on as an ,

obj e ct o f m e taphys i cal i n q ui ry a r e pract ically n il I t has

,
.

also re p e ate dly b e e n h e ld that th e r e i s a vi ol e nt contra

d i cti on b e twe e n affirm i n g t h e n e e d O f e ducati on for man ,

and di scov e ri ng man to hav e a mechan i cally operati ve

r e as o n wh i ch would r e s i st all att e mpts at i nstructi on
, ,

and a transc e nd e ntal fre e dom wh i ch would fore v e r ,

mak e i mposs i bl e th e trai ni ng o f wi ll and the ac q ui s iti on

O f charact e r Transc e nd e ntal fre e dom i nd e e d h a s b e e n
.
, ,

storm e d an d batt e r e d agai n and agai n i n e ducati onal

l i t e rature parti cularly t h e H e rbarti an A s a final con
,
.

s i derati o n to supp o rt t h e p os i ti on that i t i s e rron e ous to

S p e ak O f a ph i l o soph i cal bas i s to h is p e dagogy o n e could ,

po i nt out t h e fact that Kant h i ms e lf has appar e ntly

d e n i e d any phi losoph i cal v i rtu e i n e duca ti on A mong .

t h e vari ous m o d e s o f d e t e rm i ni ng conduct r e c ogn i z e d i n

t h e Cr i ti qu e of P r a cti ca l R ea s on l
Kant menti ons M on
,

“
tai gn e s V i ew whi ch took e ducati on
’
,
— an e xt e rnal sub ,

”
j e c t i v
,
e pract i cal mat ,
e r i al pri nc i pl e o f det e rm i nat i on

1
H arte nst e i n v p
,
. . 43 .
 PHIL OSO PHICAL B A S I S OF K AN T S T HE O RY ’

35

- as th e foundat i o n o f moral i ty Th i s h e r ej e ct e d on
.
,

t h e gr o und that i t i s e mp i ri cal ,

and th e r e for e cannot
“
furn i sh t h e un i v e rsal pri nci pl e o f moral i ty .
”

O n t h e oth e r hand and affirmat i v e ly Kant was a

, ,

p e dagogu e i n th e full e st and b e st s e ns e of t h e t e rm an d ,

i s anoth e r bri ll i ant i nstanc e o f th e d o ubl e B t th y u e a re

1 1Y l t ¢
truth that t h e tru e t e ach e r must b e ph i l o C 0 5€ fe a e

S oph i cal and that t h e tru e ph i losoph e r finds a p e re n

,

n i al th e m e i n th e probl e ms o f e ducati on That th e r e i s .

a clos e r elati o n b e tw e e n hi s cr e e d o f transc e nd e ntal i sm

and hi s de ep i nt e r e st i n a w o rthy e ducati o n i s i nd i cat e d
i n a forc e ful mann e r by th e n ot i nfr e q u e nt e fforts o f
num e rous lat e r p e dag ogi cal wri t e rs to s e t as i d e or at ,

least t o r e v i s e many o f h i s pri nc i pl e s o f ph i losophy

, .

Th e H e rbarti an e ra was w e ll saturat e d w i th th i s Ka nt

p h ob i a
, wh i ch p e rs i sts i n o u r pr e s e nt -d a y m e thod o f
w o rk i ng o ut t h e sc op e and n e e ds o f human e ducat i on
“
from t h e sci e nti fic p oi nt o f V i e w
”
.

Th e susp i c i on i n favor of Ka n t thus apt t o b e ,

arous e d gr o ws i nto pos it i v e c o nv i ct i on w h e n on e r e

,

vi e ws t h e many i ndi cati ons wh i ch show h im K t I t an

’
s n er

to have b e e n tru e t o th e a i ms of p e dagogy m iiii 11222:

5i l
1 1
.

en z

Kant was a p e dagogue b oth by th e nec e ss i ty g g o ca .

O f law and par ti cularly by tast e th e latte r appeari ng a

,

decade e arl i e r than t h e form e r H e d i d n ot b e l ong t o

.

t h e typ e o f t h e musty dry-as -dust pr o fe ss o r w h o m ight

, ,

hav e spun out h i s p e dagogi cal cobw ebs w i th t h e i n dif

fe renc e of m e re abstracti on H e was a p e dag ogu e both
.

by pr e c ept and by practi c e H e want e d to t e ach s t u

.

“
dents to thi nk and t o d e v e lop th e i r personal i ti e s i nto
,

i nd e p end e n c e of school m e chan i sm H e taught no

.
36 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

fix e d and clos e d syst e m of ph i los ophy but strov e to ,

awak e n the i mpuls e t o and t o d e v e l o p th e capac i ty for

, ,

ph il o s oph i cal i nv e stigati on H e was S ocrat i c i n h i s.

practi c e but h e d i d not e xpl oi t h i s o w n th e o ri e s at t h e

,

e xp e nse o f hi s pup i ls and oth e r academ i c O pp ortun i ti e s .

H i s gr e at b oo ks l i k e wi s e att e st h i s p e dagogi cal i nsti ncts

“ ”
and i ns i ghts Th e y each had a part on m ethod and
.
, ,

a s an author h e d i d not fa i l to addr e ss h i ms e lf to th e

,

probl e m of how t h e doctri n e s h e d e v e l op e d so ab

1
s t ra c t l y could b e fitt e d to t h e pract i cal n e e ds o f man .

I nd e e d Kant was a p e dag ogu e thr o ugh o ut th e whol e

,

Cri ti cal Ph i l osophy wh i ch was ch i e fly an a ffa i r of

,

m e thod I n th i s ach i e vem e nt h e b e cam e a tru e t e ach e r

.
,

not of s i ngl e i ndi v i duals i n a class -r o om but o f an age , ,

a nati on and in truth of t h e o cci d e n t al race of m e n

, , , .

By cl os i ng up c e rtai n bl i nd all e ys of sp e culati on he ,

turn e d i ntellectual i mpuls e s i nto t h e gre at chann e ls o f

producti vi ty marki ng t h e n i n e t e e nth c e ntury Ca n w e .

not thus s a y w i th full b i ograph i ca l profe ss i onal and

, , ,

sci enti fic re ason that Kant e v e n as t h e author o f th e

, ,

ph i losophy of cri ti cal i d e al i sm would hav e b e e n a p e da ,

g ogu e w i thout ha ving ev e r thought about or l e cture d ,

upon p e dagogi cs ? Y e s For e v e ry i mp ortant syst e m

,
.

of ph i losophy i n e v i tably contai ns the ge rms of a p e da

g gy
o ,
wh i ch man i fe st th e i r i nfluenc e s soon e r or later .

1
Th i s i s m ost cl e arly a fe ature o f t h e s e c ond C i t i qu e ( s ee r

S e l e ct i on XI i ) Als o i n t h e P r olegom en a t o Eve y Fu t u e Met a

. .
,
r r

p yh s i cs i t i s th e p e dag og i cal c o nc e pt i on and i nte r e st

wh i ch spri ng first i nto m i nd Th e b ook was pre par e d n ot for t h e
.
,

u s e O f stu d e nts but for futur e t e ach e rs t o h e lp th e m t o d i sc ov e r

, ,

th e sci e nc e — H art e nste i n i v p 3 , . . .

38 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

in his ph i los oph i cal i nt e rp r etati on of man and hi s l i fe as

d e mand i ng an e v e r-i ncr e as i ng p e dagogi cal asp i rati on for
t h e i deals o f e xp e ri e nc e th e r e by j usti fi e d O nly a fe w.

fe ature s of t h e e ducati o nal p o stulat e s d e fe nd e d by h i s

p hi losophy can r e c e i v e summary noti c e h e re .

’
1 Kant s ph i los o ph i cal s u bj ec ti vi s m b oth i n it s m e th o d
'

.
,

and i n i t s i mm e d i at e r e sults i s t h e c o rn e r-st on e of h i s

,

Ed at i l e ducati onal th e ory Th e p o ss i b i li ty and t h e

uc on a .

E iifiii tiy fii;

a e
e ducat i o n w e r e by h i m first
c

s
l i m i ts of human
Ph i l o p h y
so d e t e rm i n e d i n an e xpl o i tati o n of th i s last
.

advanc e up o n man s i nn e r c i tad e l I f w e say w i th

’
.
,

som e h i stori ans that S ocrat e s w a s th e fo und e r of p e da

,

g gy
o b e caus e o f hi s tr e atm e nt o f i t s r e lat i o ns to e th i cs ,

w e must add that Kant compl e t e d t h e foundati ons thus

b egun by carry i ng to a fin i sh t h e m om e ntum of an anal
y s i s of t h e i nn e r l i fe .

2 Th e first Cr i ti qu e i n und e rta ki ng a sp e c i al S tudy

.
,

o f t h e structure of human knowl e dge r e sult e d i n a d i s ,

c ov e ry of ep i st e mology and thus n e c e ssari ly d e alt w i th

,

m e thods of thought ( condi ti ons of i nstructi on ) kno w l ,

e dge sc i e nc e
,
and nature and th ei r r e lati ons both real
, , ,

and i d eal to human e fforts O ut of th i s w o rk t h e fol

, .

lowi ng pri nc i pl e s and i nflu e nces b e c am e accred i ted to

educati onal th e o ry
r o f th e act i vi ty o f pur e
( )
a The g r ea t cr ea ti ve
p o w e

reas on was d e clar e d I ts pr o ducti vity i s t h e bas i s o f all

.

sc i ence and t h e tru e probl e m of ph i losophy I f nature .

i s mad e by r e ason e ducati o n must d e al i n p ri nci pl e

, , ,

w i th the latt e r and not wi th t h e form e r I nstructi on i s .

seen to b e m or e and m ore an a ffai r o f i nn e r e xp e ri e nce

and l e ss and l e ss an a ffai r o f obj e cts and s o -called
 PHIL OSO PHICAL B A S I S O F K AN T S T HE O RY ’
39

“ “
cont e nt H e nc e p e dagogi cs can b e com e g e n e ti c
.

’
only i n t h e l ight o f a knowl e dge of t h e o rd e r o f re ason s
acti vi ti e s S e lf acti vi ty has n e v e r r e c ei v e d a great e r
-
.
”

v i ndi cati on than i n th i s Cr i ti qu e F rom thi s re sult e d .

( )
b Th e f cen tr a li z a ti on o t he i n di vi d u a l m i n d i n th e
worlds of both natur e and human s o c i e ty H e r e e d u .

cati on c o m e s i nt o th e p o ss e ss i o n o f a n ew d e t e rm i n i ng ,

“
i d e al A mast e r p e dagogy of t h e sp i ri t to us e the
.
,

“
terms of Ni e tzsche must re plac e t h e S lav e p e dagogy
,

of th i ngs .

( )
c N a t u r e, or s ci en ce, b ecom es ed u ca ti ve on l
y b ec a u s e

o
f i ts c ons tr u cti ve
pp a an d not
ea l b
to e caus e an
r ea s on ,

e n cycl op e d i c ac q ua i ntanc e w i th it s facts i s e v e r a bar e

p oss i b i li ty O r vi ce ver s a knowl e dge of pri nc i pl e s and

.
, , ,

not of obj ecti v e facts i s al o n e e ducati ve I n ducti ve

,
.

cri ti ci s m whi ch b egi ns w i th the env i ronm e ntal data

, ,

and mov e s upward e v e n to th e i d e als i nvolv e d i n e v e ry

ge n e ral i zati on thus becom e s an e ducati onal re qu i re
,

ment wh i ch i s only now b e i ng fully m et w i th i n the

,

“
w i d e n i ng appl i cati on of sc i e nti fic i nstructi on It ”
.

S hould n ot b e forgott e n that th e se foundati ons of hi s

theory man i fe st e d th e ms e lv e s m o st e ffe cti ve ly through h i s
larger i nflu e nc e upon lat e r ph i losophy and sc i e nc e and ,

thro ugh th e m p e rcolat e d down to e ducati onal practi c e s .

I n on e parti cular at l e ast th is Cri ti qu e had dir e ct

, ,

e ffe ct upon e ducati on S ch o ol i nstruc ti on i n mathe

.

mat i es both in theory and i n practi c e b e cam e m o di fi e d

, ,

i n accordanc e w i th th e i nflu e nc e e x e rc i s e d by i t s first

part t h e Transc e nd e ntal fES t h e ti c s wh i ch pre s e nted th e
, ,

th ory
e o f t h i —
e ntra m e ntal n o n - e m p i ri cal ori g i n of space
,

and ti m e and thus of g e om e try and ari thm e ti c

, .
40 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

3 . alth o ugh i t i s t h e t i tular phras e o f tran

R ea s on , .

s ce n d e n t a l i s m d e clari ng t h e e poch i n wh i ch i t o rigi

,

n at e d i s no l e ss a contri butor t o t h e fo undati o ns o f

,

e ducati o n H e re pure r e ason b e com e s rati onal ca

.
“

“ ”
p a c i t y at human b i rth and harmon i ous d e v e
,
lopment
“ ”
and p e rfe cti o n th e proc e ss and th e g oal whi ch i nsp i re
i nstruct i on Wi th Kant r e ason i s pri mari ly som ethi ng
.
,

fu ncti on a l and h enc e not an e mp i ri cal c onte nt or e n u

,

m era ti o n wh i ch i s so fr e q uently th e cri ti c i s m br o ught

,

agai nst i t al o ng w i th t h e m i stak e n i nterpretati on o f it as

“ “
i nnat e and mere fo rm
, R e ason i s a n e c essary .
”

pedagogi cal fact o r i n psych o logi cal i nt e grati on wh i ch i s , ,

or ought to be t h e grow i ng i d e al of e v e ry tru e t e ach e r

, .

’
Kant s ph i losophy s o un i fo rmly r egard e d as mere ly ,

bas e d on a m e chani cally op e rati ve r e as on i s i n truth a , , ,

ph i losophy of wi ll wh i ch i s t h e o nly fitti ng psychologi cal

,

“
t e rm for th e transc e ndental app erc epti on of the first
Cri ti qu e A nd a wi ll phi losophy al o n e can ad e quately
.

und e rl i e and support a p e dagogy that shall b e con

“ ”
s i stent w i th i ts e lf and s e cur e results i n human l i fe .

Producti ve i nd i vi dual i ty can th u s becom e a tru e e d u

c at i on a l mott o and r e al s chool i ng b e com e s a relati on
,

b e twe e n souls .as a substanti v e term ,

has p e rhaps d i sapp e ar e d i n t h e n om e nclature o f our

b i ologi cal e ra ; but d o e s it n o t l i nge r s igni fi cant l y i n t h e
,

“ “ ” ”
sound healthy m i nd
,
rati o nal plan of studi es s ci
, ,

e nc e ver s us superst i ti on and oth e r such touchstones of ,

curre nt p e d agogi cs
4 Th e emp i ri cal asp e cts of th i s subj ecti vi s m as
.

wrought out i n h i s psychology a r e reserv e d for the

follow i ng secti on .
 PHIL OSO PHICAL B A S I S OF K AN T S T H E O RY ’
41

5 . Fr eed om Mor a li ty a r e the chi ef co m pl e menta ry

a nd

determ i nat i ons of t h e second Cr i ti que whi ch are de ,

cl ar e d to be the ult i mat e charact e ri st i cs o f pers o nal i ty ,

how e ver that pers onal i ty may theoreti cally b e d e scri b e d

and e xplai n e d F r e e dom i s th e condi t i on duty i s th e
.
,

i n e scapable demand and morally approvable conduct i s

,

t h e result Th i s freedom app e ars i n t w o d i re cti ons : (a )

.

n o be i ng outs i d e mys e lf can d e term i n e m e— absolute

poss ib i l i ty i s gi v e n w i thi n me ; ( b ) the i ndi vi dual i s not
“ ”
le ft th e pr e y of i mpuls e s and i ncl i nati ons but t h e law ,

— w i ll— gi v e s an e levati ng mast e ry over th e m Mo .

ra l it y b e comes h e r e i n the h i ghest a i m of l i fe and a n other ,

c r ea ti ve i d ea l i s accred i ted to e ducati onal theory Wi ll .

i s the functi on and duty i s t h e a i m wh i ch a re to b e

c o m e r egula ti ve i n th e whol e proc e ss of educati on from
i t s b egi nn i ng to it s e n d H ere ph i losophi cal th e ory and
.

p e d ag ogi cal theory l i nk hands i n gi vi ng exp eri ence it s

t e nd e nc i es towards p e rfecti on ; and t h e Lectur e-Notes
a r e filled w i th declarat i ons o f th i s final ai m of all cultur e

and educati on ( S ee S ecti o n s 5 1 1 1 2 1 6 l 8 d 1 9 2 7

.
, , , , , , ,

29 — 84
,

86 —8 8
,
91 — 99, 1 0 3 , 1 0 5 , 1 0 6 also S e lecti ons
,
10 8 . Cf .

II "
.
, I and "
.
, II ) Th i s pri nci pl e of fr e e dom demands
.

of e ducati on that i t shall e r e ct a spec i fic S tory of soul

structure abov e the wi d e fo undati o n of natur e i mpuls e , ,

i nsti nct and the ac q u i red mechan i sms of man s dev e l

’
,

op m e nt The uni q ue value of th i s eth i cal cast t o p eda

.

i
’
g gy
o s t o be found in Kant s constant recogn i ti on o f

th e anti th e s i s b e tween an i mal and human nature b e ,

twe e n i nsti nct and reason b etween m echan i sm and

,

fr eedom and i n h i s p ers i st e nt declarat i on that true edu

,
42 EDUCAT I O NAL T HE O RY OF IMMANUEL K AN T

cati o n tends to l e ad t h e latt e r o f e ach pai r t o tri umph

o v e r th e fo rm e r Th i s ph i l o soph i cal bas i s mak e s p oss i
.

b l e a p ed a g ogy of t he wi ll r e -e mphas i z e s i nd i v i dual i sm

, ,

and agai n d i splays t h e vi rtu e s o f subj e cti vi sm .

M e nti o n sh o uld finally b e mad e o f t h e fact that Kant

, ,

i s the gr ea t m od er n exa mp le of s elf-ed u ca ti on H e b e longs .

pre -e m i n e ntly to t h e h e r o Ol o of p dagogy

Ph i l ph y
os o gy e .

an d Li f e
I t i s appr opri at e to m e nti o n th i s i nasmuch
.

as ph i losophy and p e rsonal i ty thought and charact e r

, ,

a r e so i nt i mat e ly r e lat e d H i s ph i losophy and h i s p e da

.

g gy
o found th e i r first appl i cat i on and cont i nuous pract i c e

i n hi s o w n l i fe F rom an obscure o rigi n h e bro ught

.
,

h i ms e lf to t h e fore mos t plac e i n mod e rn culture By .

control b e e xt e nd e d the precari o us stre ngth o f a w e akly

body to fo urscore y e ars H i s h e alth was a matt e r O f
.

w i ll By h i s punctual i ty pr e ci s i on and p e rsonal i nd e

.
, ,

p e n d e n c e h e organ i zed h i s own l i fe o n the l i n e s o f e th i

,

cal fre e dom By hi s fi r m adh e r e nc e to h i s vocati on

.
,

a s e e k e r aft e r truth p ersonal p e dago gi cs b e came an

—
,

1
e x e mplary l fe
i .

That Kant hi mself r egard e d ph i los ophy as havi ng a

bas i c re lati on to t h e practi cal pursui ts of l i fe am ong ,

wh i ch e ducati on i s to be i nclud e d may b e gathere d from ,

t h e followi ng passage
A ll t e chn i cal practi cal rules (that i s thos e o f art and
-
,

o f sk i ll i n g e n e ral o r also o f prud e nc e

,
as t h e ski ll of ,

hav i ng i nfluenc e upon m e n and th e i r w i lls ) i n s o far as ,

1
We may n ote h e re t h e abs e nc e of any mark e d contr i but i on t o
h i s own e ducati o nal th e ory d e r i v e d from t h e th i rd Cr i t i que a ,

p oi nt t o r e c ei v e m e nti on lat e r .
 PHIL OSO PHICAL B AS I S O F K AN T S T HE O RY ’

43

th e i r pri nc ipl e s re st upon conc e pts must b e c o unt e d ,

only as corollari es o f th e o re ti cal ph i losophy F or th ey .

conc e rn only th e p oss ib i l i ty of thi ngs acc ord i ng to natur e

conc e pts to whi ch not only t h e m eans wh i ch a re t o b e
, ,

found i n nature but e v e n t h e w i ll i ts e lf (as th e faculty

,

of d e s i re cons e q u e ntly as a natural faculty) b e longs s o

, ,

far as it can b e d et e rm i n e d by i mpuls e s o f nature i n

accordanc e w i th thos e rul e s Y e t thos e sam e practi cal
.

rul e s a r e not to be call e d laws ( such as phys i cal ) b ut ,

only pr e c e pts ; becaus e t h e w i ll com e s n ot only und e r

the conc e pt of nature but also und e r th e conc ept of
,

freedom i n r e fe re nc e to whi ch i t s pri nci pl e s a re call e d

,

laws ; and i t alon e compri s e s w i th i t s i mpl i c ati ons t h e

, ,
”
s e cond part of ph i losophy nam e ly t h e practi cal part
—
, ,
1
.

1
Cri t i que f
o Ju d gm en t .
— H art e nste i n v
, .
p . 17 8 .
KAN T S P S YC H O L O G Y A N D H I S EDU C A
’

TIO NA L T H EO RY

EV ER Y t e ach e r trai ned in a n ormal scho ol at t h e b e

gi nn i ng o f t h e tw e nti eth c e ntury i s apt to grow i nto an
“ ”
un q u esti on e d acc e ptanc e of t h e ax i om
M y profe ss i on i s bas e d i n i t s sc i e nti fic as
,

p eets upon psychology ; if I e ducat e I must

, ,

first hav e a knowl e dg e of the i ndi vi dual whos e

formati on I am to d i re ct I t i s n ot e asy for h i m to r e
.

m e mb e r that th e r e was a ti me when th i s ax i om was a

n e w and a th e or e ti cal doctri n e ; and for th i s fo rgetfuln e ss

th e h i story of e ducati on i s r e spons i ble . That thi s ti m e

was comparati v e ly re c e nt can b e s e en from t h e fact that
’
Kant s ge n e rati o n s a w only th e dawn i ng twi l ight o f th i s
bel i e f of modern p e dagogy I ts d i sti nct b egi nn i ngs may
.

b e trac e d as far back as Com e n i us ; but i t was H erbart

w h o brok e away t h e m i sts wh i ch ush e r e d i n o u r no o n
day sun I n att e mpt i ng to appr e ci at e the relati v e amount
.

of r efe r e nc e to psychology i n h i s e ducati onal theory we ,

should gi v e Kant t h e b e nefit of the state o f psychology

at hi s ti m e and not i ns i st that our psycholo gy shall de
,

term i ne t h e scop e of the h i stori cal perspecti ve .

Kant found psychology i n t h e doctri nai re cl as s ifi ca t or y

,

s t ag e Th e form e r fe ature h e subm itt e d t o a most

.

s e arch i ng and n egat i ve cri ti c i sm and a final rej e cti on .

Th e latt e r trai t h e gradually e xtended and s e tti ng t h e

, ,

s e al of hi s authori ty up on i t made i t the acceptabl e mo de

,
46 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

res i d e d i n t h e q u e sti ons wh eth e r an i nd ep e nd e nt sci e nce

,

of m i nd i s p o ss i ble and h o w clos e ly that sci e nc e i s

,

related to m etaphys i cs Th e Leib n it z o-W olffi a n p h i .

l os op h y was dom i nant i n t h e Ge rman un i v e rs i ti e s duri ng

Kant s student days I t ans w e re d both q u e sti ons a ffi r m a
’
.

t i v ely .A s Kant r e ach e d h i s maturi ty i n phi losoph i cal

re flect i o n h e rej e cted th i s affi rmati v e pos i ti on
, .

Th e most i mportant d e tai l i n t h e cl as s ifi ca t or y tra i t

o f th e e mp i ri cal psych o logy of t h e days of t h e y o unger

Kant i s p e rhaps i t s p o ss e ss i on o f th e t w o rubri cs und e r

, ,

wh i ch all th e data of m e ntal e xp e ri e nc e w e re placed .

Th e s e rubri cs wh i l e always two w e re vari o usly d e s ig

, ,

“ “ ”
n at e d : such as th e i nt e ll e ctual p ow e rs
, and th e
” “ “
acti v e p ow e rs of t h e m i nd und e rstand i ng and ap ,

p e ti ti on or d e s i re e t c S uch facts as thos e o f p e r

” “
,
”
.

c ep t i o n or m e m o ry
,
o r j udgm e nt w e r e ass i gn e d to t h e
,

first gr o up ; and thos e of fe e l i ng s e nti m e nt d e s i re , , ,

e ffort mot i ve wi ll e t c t o th e s e cond gro up Thus

, , ,
.
, .

“
Kant hi ms e lf wri t e s i n 1 7 6 3 th e properti e s of a m i nd
are understand i ng and w i ll Th e s e rubri cs howev e r .
, ,

s e rv e d a w i d e r and d ee p e r p urp os e By an appeal to .

“ ”
th e s e faculti e s t h e psychol ogi st th o ught h i ms e lf to b e
,

d e al i ng w i th exp la n a tor y n e cess i ti e s M i nd b e havi ors .

w e re to b e mad e i nt e ll igib l e by p o i nti ng out thes e fa c ul

t i e s as m e ntal forc e s whi ch proj e ct e d th e ms e lv e s s p e
,

c ifi ca ll y i nto th e p e rfo rmanc e s wh i ch m i ght b e obs e rved .

Kant at first con t i nu e d to acc e pt th i s gro wi ng trad iti on

Revi ew , 1 8 97 . Ne w Y ork , Th e Macm i llan C ompany pp

, . 36 -4 7
,

14 7 —1 5 1 .

1
H arte nste i n ,
ii . p . 1 31 .
 K AN T S P S YCH O L O GY AND EDUCAT I O NAL T HE O RY
’

47

O f psych o logi cal e xplanati on Wh e n h o w e v e r h e had .

, ,

gotte n w e l l i nto h i s “ sc e pti cal p e ri od and later ,

brought h i mself face to fac e w i th hi s gre at probl e m of

th e natur e o f human knowl e dge w e find hi m aband on ,

i ng t h e ol d i ron clad b i parti t e di vi s i on of t h e fa cul

-
, ,

ti e s .

Th e n e xt y e ar ( 1 7 6 4 ) Kant d e tect e d a mark e d change

i n t h e sc i e nti fic atmosph e r e and also approv e d of i t i n ,

t h e followi ng words : “
I n t h e pr e s e nt day Fe l i g fi s t e n r ,

gfi i i bfj f
d re
w e hav e for th e firs t ti m e b egun to s e e
‘
, ,
n

that th e faculty of repr e s e nti ng truth i s cog t l F ult y a ac .

n i fi on but t h e faculty o f exp e ri e nc i ng th e good i s fe e l

,

i ng and also that th e s e two facult i e s must n ot b e

,

e xchan g e d on e w i th th e oth e r E ight y e ars lat e r h e

1 ”
.

wri t e s t o M arcus H e rz of th i s psychol ogi cal d i scov e ry by

“ ”
a deep e r analys i s of t h e acti v e p owers i n wh i ch th e ,

fe e l i ngs had b e e n i ncorporat e d h e re t ofor e and of t h e ,

fundam e ntal d i ffe r e nti ati on b etw e en knowl e dg e and

fe e l in g Th i s chang e i n the d i vi s i o n of th e faculti e s of
.

the m i nd was p e rhaps most cl e arly and substanti ally

, ,

expre ss e d i n t h e e ssays of S ulz e r i n 1 7 5 1 ff (Mi s ael .

l a ne ous Wr i ti ngs ) the Lett er s on S ens a ti on

,
and
the Mor ni ng H our s ( 1 7 8 5 ) of M os e s M e nd e lssohn the ,

grandfather of the gr e at mus i ci an and i n t h e P hi los op hi ,

ca l In ves tig a ti on s o
f H u m a n N a tu r e a nd i ts D evel op m en t

( 1 7 7 7 )of Te t e n s O f the latt e r b o o k Kant was v e ry

.

fond and i t w as o fte n s e e n lyi ng op e n on hi s tabl e A ll

, .

of th e s e psychologi cal wri t e rs p e rs i st e d i n p o i nt i ng o ut

“ ”
the clai ms of fe e l i ng to a d i sti nct re cogn i ti on as a

1
H arte nste i n ,
ii . pp . 3 0 7 , 30 8 .
48 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

basal pow e r of m i nd and gav e i t an appl i cati o n i n th e i r ,

art th e ori e s .

’
Kant s acc e ptance of th i s n e w di vi s i on gre w apac e
w i th t h e d e v e lopm e nt o f h i s syst e m of Cri ti cal Phi l os o
Th Me t len a phy I nd e e d th e mai n outl i n e s of tha t
.
,

“
£3 133f,
1
syst e m a r e to b e found i n th i s n e w psych o
i

Ph i l p h y
os o l ogi cal cre e d wh i ch h e fully s et forth i n
.
,

1 7 90 i n th e I ntr o ducti o n t o th e thi rd and crown i ng

Cr i ti qu e o f t h e syst e m 1
Th e first Cr i ti qu e e xplored t h e
.

ph i l o s oph i cal valu e s o f th e faculty o f cogn i ti on Th e .

s e c ond Cri ti qu e was addre ss e d to t h e a p r i or i nature o f

t h e faculty of w i ll A nd t h e th i rd Cr i ti qu e at te mpt e d t o
.

e ffe ct a un i on b e tw e e n t h e first and the s e cond by an

e xam i nat i on of t h e faculty o f the fe e l i ng of pl e asur e and

2
pai n The follow i ng table arrang e d by Kant sets
.
, ,

forth th e s e re lati ons b e tw e en a psychologi cal analys i s of

the hi gher faculti e s the ph i losoph i cal or transc e ndental ,

p ri ncipl e s and t h e fi e lds of exp e ri e nc e to wh i ch they

,

are appl i e d re specti ve ly .

M lP Hi gh F er lti
acu es
Pi pl d
w l dg
en t a ow e rs A p ri ori r n ci es Pr o u ct s
.

of Kn o e e.
. .

Kn owl e dge . U nd e rstand i ng C onform i ty t o L aws N atur e

. . .

P l e asure and Pai n J udgm e nt . . C onform i ty t o Pu r A rt .

p os e .

A ct i on . Re as on . Obl i gati on . Morals .

S e e A S t u dy f Ka n t pp 6 3—7 4
1
P s y chol ogy ,
’
o s et c .
, . .

1
H art e nst ei n v p , . . 2 04 .
 KANT S P S YCH O L O GY
’
AND EDUCA T I O NAL T H E O RY 49

“
The adj e cti v e h igh e r i n t h e s e c o nd c o lumn o f thi s
tabl e i s most s igni ficant i n th i s conn e ct i on Kant p e r .

s i s t e n t l y d i scred i t e d psych ol ogy d e ny i ng that it had any

,

sc i e nti fic value and that i t c o uld e v e r ac q ui r e any I n .

1 7 8 1 h e abandon e d t h e doctri nai r e rat i o nal psychol ogy ,

of h i s g e n e rat i on hav i ng subm i tt e d i t as h e thought to

, , ,

an abs o lut e ly d e structi v e cri ti ci sm i n t h e Transc e nd e ntal

D i alecti c of the first Cr i ti que Th e adj e cti v e hi gher
.
“ ”

r e ad i ly p o i nts out that h e i ntroduc e d hi s own ra

ti on a l psychology i n ord e r t o mak e th e fi e ld of c riti
ci s m d i sti nct .

E mp iri cal psychology far e d s om e what d iffe re ntly i n

“
h i s hands . I n 1 7 6 5 it was r egard e d as t h e p e cul i arly
”
m e taphys i cal e mp i ri cal s ci e nc e of man and P h l ,
y o gy as s c o

al ways was a part o f h i s l e ctur e s on m e ta S i di a c e n ce s

w g d a e
phys i cs unti l h e b egan i n 1 7 7 3 — 1 7 7 4 to
, ,

l e cture on anthropology F our y e ars lat e r he gav e less

.

attenti on to t h e form e r sci enc e b e caus e h e was gi v ing ,

more to the latt e r wh i ch gr e w up out of hi s lectur e s on

,

phys i cal poli ti cal and moral g e ography and th e r eby h e

, , ,

b ecam e t h e first i n G e rmany t o ra i s e anthr opology to t h e

rank of an academ i c subj e ct Psychology b e came for .

“
m er e O p i n i on It ”
hi m mor e and mor e an a ffai r of .

can nev e r become a natural sc i e nc e b e caus e math e ,

mati es cannot b e appl i ed to it : i t s ph e nom e na a r e gi v e n

i n the s i ngl e d i mens i on of ti m e I t must fo re ver re mai n
.

“ “ ”
nothi ng mor e or l ess than an h i stori cal natural d e ,
”
scri pti on of the i nner sens e Kan t thus thre w hi s great
.

i nterest i nto the e mp i ri cal S tudy of m en (rath e r than of the

i nd i v i dual m a n ) for t h e sake of a work i ng anthropolo gy .

H i s work on th i s subj ect was n ot publ i she d unti l 1 7 98 .

50 EDUCA T I O N A L T HE O RY OF IMMANUEL KAN T

Psychol ogy becam e a dub i ous t e rm w i th h i m and t h e ,

cri ti cal cauti on alre ady stat e d S hould not b e fo rg ott e n .

I f psychology b e came the r ej e ct e d ch i ld i n Kant s ’

fam i ly o f t h e sc i e nc e s h e n e v e rth e l e ss conti nu e d to do

,

K nt M
a
’
s the work of an e xc e l l ent psych o logi st for
ea n
,

1251251 333
3
1
: wh i ch he had unusual analyt i cal ab i l i ty .

Th i s p e rs i st e nt but p e rhaps unconsci ous

, ,

re l ianc e upon psych ologi cal i n s ight app e ars in hi s recur

re nt app e al t o th e nature of human m e ntal faculti e s .

What h e m e ant i n g e n e ral by th e se faculti e s can bri e fly

b e s e t forth as fo llows Cogn i ti on i s t h e faculty of
‘

th e m i nd for d e t e rm i n i ng the e x i stenc e and chang e s of

obj ects I t i s a uni q u e faculty whose acti vi ty cons i sts
.
’
,

i n carry i ng on the mechan i sm of r e pres e ntati ons a ,

mechan i sm i nto wh i ch ent er both a r e cepti vi ty and a

spontan ei ty The capac i ty o f hav i ng pl e asure or
.
‘

pai n w i th a repres e ntati on i s called fe e l i ng becaus e b oth ,

conta i n m e re ly the subj ecti ve r e lati ons to o ur i d e as but ,

n o refe re nce whatsoever to an o bj e ct of poss ibl e knowl

e dge not e ven a knowledge of o ur o w n C

( ona
ti on i s vari ously represent e d yet all e xpre ss i ons may ,

agree i n these n ow it i s w i ll i n i t s h igh e st cri ti cal mean

i ng ; wi ll can b e d e fined as t h e faculty o f p urp os e s ,
‘

s in ce th e y a r e always th e moti v e s of the acti v e pow e rs

accord i ng to pri nc i pl e s th e n i t i s t h e e mp i ri cal acti vi ty
o f de s i re as th e faculty of b ei ng through i t s rep r e s e n
,
‘
,

t at i on s the cause o f the obj e cts of th e s e r e pr e s e ntati ons

’
, .

What so r t of pass i vi ti es and acti vi ti es i s i ncluded under

each i s most bri e fly and graph i cally s e en i n d i agrams 1
.
”

Adapt e d fr o m A S t udy f Ka n t pp 2 0 6 —208

’
1 o s P s y chol ogy , et c .
, . .
 S e ns e ( gi v e n ) .

Lowe r .

I magi nat i o n
( pr o d uc e d ) .

C o gni t i on .

U nd e rstand i ng .

H i gh e r . J udgm e nt .

Re as o n .
 K AN T S P SYCH O L O GY AND ED U CA T I O N A L T HE O RY
’
51

L ow e r ,
r e c e pti v e i ntu i ti ve
—
,

Cogn It l on ( b e l ong t o psych ol ogy

) .

H i gh e r — ( causally) S p ontan e ous d i s e ur

, ,

s i ve ( b e l ong t o l og i c) .

Low e r , — m e chan i cally mp i ri cal e .

Mi nd . Fe e li n g . H i gh e r —rat i o nally fre e aesth e ti cal

,
: ,
e th i
cal e t c , .

Low e r , —t h e phys i cal m oti vat i ons o f man .

H i gh e r , — only e th i cal ( accord i ng t o t h e

d i scl osur e s O f Cri ti ci sm ) .

“
low e r asp e cts o f e ach faculty group are e m p i r
“ ”
i cal i nvoluntary a n d agai nst t h e w i ll t h e
, ,
h i gh e r a re
“
ra ti onal voluntary and und e r fr e e wi ll ( S e e fo ld e r
, ,
.

betw ee n pag e s 5 0 and

S ensu ous .

D e p e nde nt up on con
cept s
(and 4 a r e
3
Fe e l i ng ,
I nt e nectn a 1 n ot Speci fically
tr e at e d by Kant)
.

4 . D e p e nd e nt up on i d e as .

S e n s u ous e t c, .

I nt ell ect ual et c , .

52 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
D es i re .

S th e ni c ( str ong) .

E mp i r i cal E m ot i o n . A sth e n i c
w e ak
.

( ) .

Fre e do m
N atural
.

10 W O f Th e Sex es
P ass i on .

A mb i t i on
.

Ac q u i r e d Im p e rl o us
n e ss
.

C ov e tousn e ss .

Th i s i s t h e v oluntary e th i cal wi ll , ,

usually call e d r e as on i n t h e
“ ”

s e ve re r “
cri ti cal s e ns e and i s
”

R at i onal . s e parat e d from all t h e e mp i r i cal

forms o f m ot o r c onsc i ousn e ss .

Th i s i s t h e faculty analy z e d i n t h e
s e cond Cr i ti qu e .

Thes e schem e s s et forth w i thout gre at multi pl i city of

,
’
detai l Kant s g e neral analyti cal tre atm e nt of t h e sp e ci fic
,

typ e s o f consc i ous proc e ss e s A s i n h i s p e dagogy s o .

,

i n h i s syst e mati c ph i los o phy and h i s anthrop o logy h e ,

has a constant fondn e ss for d i vi s i on and subd i vi s i ons a d

i nfi n i tum .

H ow much of thi s psychology cre pt ov e r i nto h i s edu

c a t i on a l th e o ry ? Th e r e ad e r of th e L ec tu r e- Not es on
Li m i t e d I n
P ed a gogy w i ll d o ubtl e ss b e struck by the
11 1 11
appar e nt abs e nc e o f any gr e at d i r e ct i n
11 6 11 0 3 0 1 8

P y h l gy
s c o o on

h i Ed
s u ca flue n c e o f th e fo rm e r upon th e latt e r Th e .

fion a l m ye or
human nature wh i ch suppl i e s t h e recurr e nt
'

th e m e of p e dagogi cal i d e al i sm i n t h e I ntroducti on (S e c

ti ons 1 —3 0 ) i s the human nature of broad anthrop o
logi cal ge neral i zati ons rath e r than that psychologi cal i n
di vi dual i sm wh i ch i s op e n to i ntrosp e cti ve analys i s The .
 K AN T S P S YCH O L O GY AND EDUCA T I O NAL T HE O RY
’
53

p e rfe cti o n of man how e v e r whi ch s e ts th e go al of e d u

, ,

ca t i on a l e ffo rts h e finds i n t h e i nn e r l i fe and not i n

, ,

any out e r ci rcumstanc e s o f l i fe Th e pr obl e ms o f m e ntal .

culture ch i e fly i n the s e ns e o f i nt e ll e ctual trai n i ng a re

, ,

taken up sp e c i fically but not unti l t h e forty s e v e nth s e c

,
-

ti on or more parti cularly

, ,
th ft - i
e fi y e ghth
,
Th e tra i n i ng .

f t h non -m e chan i cal faculti e s so t o sp e ak i s n o t tak e n

o e , ,

up unti l th e s i xty -th i rd s e ct i on and th e n o nly fo urt ee n ,

s e cti ons pr e s e nt th e treatm e nt offe re d O f thes e a l i ttl e .

m or e than on e —half ar e conc e rn e d w i th th e rul e s n eces

sary for th e trai n i ng not of all psychol ogi cal faculti e s
,
.

but only of t h e cogn i t i v e Th e m o st stri k i n g fe atur e

.

i n t h e atti tud e mai nta i n e d i s th e p e rs i st e nt c o ns i d e rati on

of th s
e e facult i e s as S tand i ng i n a h i e rarchy — on e l e ads

up to an oth e r and S O on I n i t s fundam e ntal p ers ua

,
.

s i on no v i e w i s mor e c onduci v e t o t h e i ns i ght of t h e ne e d

,

o f tra i n i ng and o f t h e p oss ib i l i ty o f e stabl i sh i ng the

formula for t h e w o rk o f e ducati on H ere w e hav e t h e .

g e n eti c sp i r i t if n o t a full appr e h e ns i on o f th e g e n e ti c

,

m e th o d i n t h e poss e ss i on of wh i ch w e of to -day are

,

educati onally ri ch .

With i n t h e l i mi t e d c i rcl e of t h e range o f psychologi cal

th e ory i n h i s p e dag ogy and also i n many of t h e s e l e c
,

ti ons b e longi ng t o th i s th e me Kant n e v e r w e ari e s of ,

bri ngi ng ou t ov e r and o v e r agai n th e e ss e nti al d i ffer e nc e s

b e tw e e n m e m o ry and u n d e rstandi ng wh e th e r i n sci e nce ,

or i n e ducat i o n Th i s i s i ndi cati v e of t h e fact that no

.

m e chan i cal v i e w o f t h e o ffice o f i nstructi on and t h e func

ti on of the sch o o l w a s acc e ptabl e t o h i m H i s conclu .

s i on i s a psych o logi cal bul w ark w h i ch h as n o t always ,

be e n regarded i n th e e ducati onal theory and practi ce

54 EDUCA T I O NAL T HE O RY OF IMMA NUEL K AN T

of century i nt e rven i ng b e tw e en hi s day and ours

th e .

In 1 7 7 5 n e ar th e p e ri o d when he p e rforc e b egan to gi ve

,

h i s offic i al att e nti on t o p e dag ogy w e hav e a v e ry s ug ,

g e sti v o i nstanc e of thi s tw o fold cri ti c i sm o f m e chan i cal

rete nti on o f i d e as and approval of the h igh clai ms of
acti ve th i nk i ng I n sp e aki ng o f th e class i ficati on of ani
.

mals i n h i s di scuss i on on th e vari ous races of men h e

, ,

n ames t w o typ e s that o f the school and that o f nature

,
.

“ ”
Th e former pr o vi d e s a school syst e m for th e m e mory
“
and t h e latt e r a natur e system for th e und e rsta nd i ng .

“
Th e first ai ms to b ri ng cre atur e s und e r ti tl e s an d th e
1 ”
latt e r bri ngs th e m und e r laws .

I t i s sup e rfici ally fa i r to Kant s e ducati onal theory t o ’

s a y that it s psychology i s subord i nat e d to h i s e th i cs ,

and that th e m e re trai n i ng of faculty i s but

H i Th m “
s e

P d g gy f an e p i sod e i n h i s gre at conc e pti on of e d u

e a o o

t h wm
e
cati on O n t h e o th e r hand i t i s j ust as
’

.
,

much tru e r as t h e v i ew i s profound e r that th e re lat i v e ,

abs e nc e of any mark e d i nflu e nce from h i s psychology

upon his th e ory as i d e from th e rul e s la i d down for th e
,

low e r and th e h i gh e r faculti e s has i n par t i t s e xp la ,

nati on and i n part i ts j usti ficati on i n t h e fact tha t

, ,

hi s ed uca t i on a l theor y i s p r o-em i n en t ly a

p ed a
g gy
o
f
o t he
wi ll I t was thi s dri ft of hi s thought p erchanc e wh i ch
.
, ,

“
sav e d h i m from t h e snare of a m e r e pedagogi cal
psychology that mor e modern i nv e nti on wh i ch too
,

o ft e n th i nks t o d o t h e work of a car e ful syst e mati c

pedagogy A count of the s e cti ons wi ll rev e al that
.

”
w i ll i s th e on e m e ntal proc e ss m ost fre q uently

1
H arte nste i n II p
, . . 435 .
 K AN T S EV O L U T I ONA L A N D EDU CA
’

TIO N A L T H EOR I ES

IT would b e a gr oss i nj usti c e t o our author to l et i t b e

und e rstood that h e e nd e avor e d to conc e i ve of educati on
and to g i v e rules for t h e Conduct of i t s o l e ly
K “ Educa
an _

ti
ona l Th e or
Y from th e stand p o i nts o f a transcend e ntal
-

515223?
8
phi losophy and of a psychology wh i ch re p
Fo d m
un a n
r e s e nt e d a n e w advanc e upon t h e th e n
'

curre nt v i e ws of t h e soul N0 l e ss would it b e unfai r

.

to ours e lv e s as stud e nts of h i s educati onal i d e as t o r ob

o ur appr e c i at i on o f th e m by stopp i ng w i th the a n a l y

s es of th e two pr e c e d i ng s e ct i ons Kant b e comes a

.

fully accre di ted e ducati onal th e ori st by h i s adm i ss i on o f

the advantages of t h e conc e pti on and the postulat e of
evoluti on i nto h i s d i scuss i o n of th e problem o f t h e
educati on of man I t i s n ot a l i ttl e surpri s i ng to find
.

that h e gav e a thr e e fold foundati on t o that all t oo bri e f

di scuss i on : (a ) phi losophi cal ( b ) psychologi cal (c) e vo
, ,

l ut i on a l Thus w e find h i m to b e more and mor e

.

all i e d to the reign i ng mod e rn po i nt of vi e w I t i s the

.

e stabl i shm e nt of th i s tri pod of h i s educat i onal ph i los

op h y wh i ch p e rhaps e nti tl e s h i m to b e r egard e d as

, ,

t h e author of an e d u cati o nal s y s tem rather than anyth i ng

that may b e worked o ut o n the bas i s of the contents
of the Lectur e Not es
- .

56
 EVO LU T I O NAL AND EDUCA T I O NAL T HE O RIE S 57

I n i t s atural sti c , qua s i s ci en tifi c aspects , h i s

n i - p e da
g gy
o pr e v i s i ons th e much -appl i e d curr e nt th e ory of de
ve l op m e n t , — ih gross , not i n r e fin e d d e ta il s ,
H is Th e o, “

to b e sur e To Kant e ducati on e ss e nti ally

.
,
S yn th es i s o f
E l t d vo u l on a n
me ans a s p e crfi c ord e r o f d e v e lopment Et h i ud l .
ca ea

13 111
An d t o str e ngth e n th i s op i n i on on e finds
'

, ,

th i s g e n e ri c v i e w hoveri ng ov e r t h e whol e o f t h e I ntro

ducti on t o the Lectur e-Notes form i ng a background for ,

hi s d i scuss i on of t h e e ducati on o f t h e i ndi vi dual I n it s .

conc e pti on of t h e goal o f e ducat i on as t h e rati o nal i z i ng ,

an d fr e e i ng of man who som e how stands i n t h e e v o l u

,

t i on al s e ri e s as a natural obj ect Ka n t s ed u c a ti on a l

’
,

theor y li ter a l ly b ecom es a ys f

n thes i s o t he evolu ti on i s m o
f
a n thr o ologi ca l s ci en ce a n d t he ethi ca l i d ea li s m fp hi l o h
p o os
p y .

He has long S i nc e b e e n an adm i tt e d harmon i z e r of t h e

S peculati v e t e nd e nci es of hi s age and we now find thi s ,

i nt e ll e ctual temper d i splay i ng i ts e lf aga i n i n h i s p eda

gogi ca l lectures W e should n ot how e v e r th in k i t
.
, ,

strange if w e find Kant p e rm i tti ng th e se three bas e s of

e ducati on t o stand s i d e by s i d e w i thout und e rtak i ng to

render them mutually cons i stent Th e re i s many a b e tt e r .

-

i nform e d mod e rn who d i splays even great e r complacency

than Kant i n thi s matter .

’
Kant s relati on to t h e theory of evoluti o n i s rath e r
un i q u e To many i t may s e em a logi cal i mp o ssib i l i ty
.

for h i m to hav e had e v e n an i nt e re st i n the K m a C m , ar o

theory H e r e agai n the obscurati on of h i s b t i i t h u on o e

F m to f
.
, ,
or a i n o

suggest i ons to th e parti cular s c1e n c e s and t h e Th o y of , e r

EV ° 111 t 1° 11
thei r conse q uent neglect by hi s ov e rtow e r °

i ng s e rvi c e s to speculati v e i nt e re sts are i ncr e as i n gly pa

,

theti c . There i s abundant e v i denc e however that , ,

58 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

Kant e nt e rtai n e d the theory and that h e brought e duca ,

ti on t o c o unt w i th i t I n de e d h e was t h e proj e ctor of

.
,

that hyp oth e s i s of phys i cal evoluti on t h e n ebular h y ,

p o t h e s i s wh i ch to
,
-day underl i e s t h e sc i e nc e o f astron

o m y a n d wh i ch usually g o e s by t h e nam e o f Laplace

, ,

w h o gav e i t a formulati on four d e cad e s lat e r than

Kant s work o f 1 7 5 5 and i nd e p e nd e ntly th e re of H e
’
,
.

e nt e rta i n e d th e e p i g e n e ti c th e o ry of d e v e lopm e nt wh i ch

was propound e d by C F Wolff i n 1 7 5 9 and s hould . .

,

not b e h e ld r e spons ibl e for any suppos e d gap b e t w een

that V i e w and thos e v i ew s wh i ch may n o w b e more
acc eptabl e on t h e bas i s of the v e ry m od e rn sci ence of
embryology I f th i s w e re th e plac e to e nt e r on such a
.

’
d i scus s i on on e m ight w e ll q u e sti on w h e ther Kant s
,

v i e w o f human d e v e lopm e nt do e s not stand n e ar e r the

truth than th e more refined and e laborat e mod e rn th e o
ri e s Th e gr eat and mai n po i n t i s th i s : Kant sto o d i n
.

th e front rank of thos e w h o s a w and i ns i st e d upon t h e , ,

n e ed of re gard i ng t h e un i v e rs e as i n a stat e o f chang e

and b e com i ng whi ch follows a law of progre ss Th i s
, .

conc e pti on h e ar ti culat e d m or e o r l e ss clearly through

t h e range o f th e phys i cal and anth ropolo gi cal sc i e nces
as th e n und e rstood gav e it an appl i cat i on i n h i s educa
,

t i on a l th e ory and a fi nal i nt e rpre tati on i n the th i rd

,

e .

Th e vi d e nc e s and t h e scop e of hi s conc e pt of e vol u

e

m m
s fea o t i on may furth e r b e d e scri bed i n t e rms o f t h e
(3
11 1 1
58 12p pl
1 0 11

1 8
v i e ws e xpr e ss ed by hi m
Ic a
at va ri ous t i m e s .

tio
ns .
I n 1 7 6 4 Kant S har e d i n t h e pub l i c I nt e re st
“
in th e wi ld m an a nd h is ch i ld co m pan i on of e i ght
years O f age who app e ared from the woods at Kon igs
,
 EVO LU T I O NAL AND EDUCAT I O NAL T HE O RIE S 59

1
b erg . ch i e f i nt e re st how e v e r , was c e ntred up o n
H is ,

t h e b oy w h o had grown up i n t h e woods and whom

, ,

h e d e scrib e s as ch e erfully d e fyi ng t h e w e ath e r pos ,

s e ss i ng a fac e wh i ch show e d i ncomparabl e frankn e ss

and a mark e d abs e nc e of fool i sh e mbarrassm e nt H e .

re gard e d thi s e mbarrassm e nt i n finer educati on a S th e ~

e ffe ct of s e rv i tud e and forced r e sp e ct A s i d e from t h e .

tri cks at m on e y-g e tti ng th e boy se e med to Kant t o b e ,

a c omp lete s ubj e ct for t h e e xperi mental moral i st who ,

ought t o wi sh for j ust such a subj e ct and who thus ,

would hav e an hon e st opport uni ty to t e st th e prop os i

ti ons an d t h e b e auti ful ch i m e ras of R ouss e au b e fore
rej e cti ng them H e re ch i ld study was to b e a to uch
.
-
”

ston e of truth long before i t becam e the waki ng dr e am

o f th e mod e rn sc i e nt i st .

I n r e vi e wi ng Mos ca ti s work on the d i ffe re nc e s b e

’

tw e e n t h e structure O f an i mals and man i n 1 7 7 1 Kant , ,

w e nt furth e r i n h i s conc e pti on of how the i ndi vi dual

man must b e conn e ct e d i n e voluti onary thought wi th
t h e race and b e compar e d w i th low e r forms o f an i mal
,

l i fe
.
2
M an s upri gh t pos i ti on and locomoti on ar e unnat
’

ural b e i ng ac q ui re d M any di seas e s from wh i ch four

, .

foot e d an i mals are fre e may b e trac e d to th i s condi ti on

of posture wh i ch i n duc e s spec i al del e t e ri o us strai ns upon
,
’
vari ous port i ons of m an s structure The first care O f .

nature i s to preserve man as an an i mal and als o h i s ,

“
speci e s A s e ed of reason h a s been la i d i n man by
.
”

nature w hi ch pr e d i sposes h i m to take on soci al func

,

1
H art e nst e i n , ii . p . 2 09 .

1
Ibi d .
,
pp . 4 2 9—4 3 1 .
6 0 EDUCAT I O N A L T HE O RY O F IM MAN U E L KA N T

ti ons Thus h e assumes the t

. foot e d pos i ti on and
wo -
,

l i fts h i mself above h i s lowly ne ighb ors a b i pedal loco ,

moti on b ei ng b e st adapted for soc i al i ntercourse .

F our y e ars later as we stand at th e thre sho l d o f h i s

,

pedagogi cal e poch h e elaborat e s h i s i d e a o f races i n

,

H i Co nc e p ti o n
s
phys i cal geography 1
Wh i le . h i s c l a s s i fi ca
0 1 11 ”
3
ti ons hav e long s i nce b e en s e t as i de t h e ,

cont e nt of hi s i dea sti ll l i ngers i n our modern anthro

p o l ogy . R ac”
e m e ans the st e m and i t s product i v i ty ;
and raci al growth h e trac e d how e v e r i mp e rfe ctly as , ,

dep e ndent upon l ight cl i mat e so i l fo ods Nearly a

, , , .

decade later the race i dea wh i ch had grown i n i t s i nteg

,

ri ty and s e rved h i m as t h e background of compari s on ,

r e app e are d i n h is e ffo r ts to s e t fo r th t h e e th i cal con

dit i o ns of th e i nd i v i dual i n hi s raci al and h i st ori cal r e la
ti ons to organi z e d c i vi c l i fe Th e two essays of i nt e re st
.

h e re a re Id ea of a Un i ver s a l H i s tor y fr om a Cos m op oli ta n

P oi n t of Vi ew and The P r ob a b le B egi nni ngs of
H um a n H i s t or y ( 1 7 M ank i nd i s n ot a mere aggr e
“
N
”
g a ti o n ; i t has an organ i c un i ty atur e e xpr e ss e s
t h e pri m i ti v e cond i ti on o f d e v e lop ment wh i ch i s p e r ,

p e t u a t e d i n t h e i nst i ncts and other m e chan i sms M an .

m ust n ot re mai n i n th i s raw stat e but h e m us t d e ve lop , ,

progr e ss i ng i n t h e d i re cti on o f reason law w i ll fr e e , , ,

dom moral i ty ( S e foot not e s to S e cti ons 2 3 1 0

,
. e -
, , ,

Up to h is o w n e ra h e r e gard e d t h e rac e as n ot havi ng

,

y e t e ntere d upon t h e last and h i gh e st S tage — nam e ly the , ,

stage of eth i cal r e ason H uman i ty as a whol e how

.
,

ever i s progressi ng thi th e rward ( S e e S ecti on

, . It

1
H arte nst ei n ,
11 . p . 4 35 ff .
 EVO LU T I O NAL AND EDUCA T I O NAL T HE O RIE S 6 1

should b e obs e rv e d that h i s p e dagogi cal i dea O f evol u

ti on and t h e large r m e a n i ng h e fo un d i t to gi ve t o edu
“
cati o n falls w i thi n thi s rac e p e ri od o f h i s o w n m e ntal
d e v e lopm e nt if w e may s o speak
, .

E mp i ri cal psychology furth e rmore accord i ng t o Kant s, ,

’

conc epti on approach e s v e ry clos e ly th e c o nfin e s wh i ch

,

t h e pr e sent age i s hand i ng ov e r to g e n e t i c psychol ogy .

A lthough li mi t e d t o t h e i nd i vi dual it tre ats of the ,

o ri gi n o f e xp e ri e n c e but not of that whi ch l i e s w i thi n

,

it
.
” 1
A nthropology wh i ch gr e w i nto i nd e p e nd e nt vi gor
,

und e r h i s hands has t h e sp e ci al duty lai d up on it of c on :

,

s id e r i n g man cosmologi cally and not s i ngly Evol u ,

”
.

ti on i s undo ubtedly a consti tu e nt i n thes e conc e pti ons to ,

t h e acc e ptanc e of w h i ch Kant brought h i ms e lf mor e and

more closely .

A nd finally on e can c i te the offici al passage s i n th e

, ,

Cr i ti qu e of J u dgm en t i n wh i ch t h e th e ory o f e voluti on

finds not only d e fin i t e m e nti o n b ut also
, ,

2
sp e ci fic argum e nts o ffe red i n i t s favor .

“
H e re i t i s call e d a conj e ctur e of a com ”

”
m on anc e stral s ourc e fo r all th e many sp ec i es of a n i
mals I nd e e d h e carri e s t h e e voluti onal r egre s s us down
.
,

“
t o t h e polyp fr o m th i s to t h e moss an d l i ch e n and
, ,

finally to t h e l ow e st sta ge of natur e p erceptibl e to us ,

to crude matt e r from wh i ch an d i t s forc e s accordin g t o

, ,

mechani cal laws the whol e t e chn i q u e of nature appears

,

3 ”
t o b e d e ri v e d .

1
H arte nste i n i v p 5 2 , . . .

1
S e cti on 8 1 H a rt e n s t e l n v pp 4 35 —4 38
, , . . .

3
S e e P C arus “
Kant on E v oluti on The Moni s t vol . 11 No
”
. . .
, , ,

4, A pp e nd i x pp 40—4 3
, . .
6 2 EDUC AT I O N A L T HE O RY O F IMM A N U E L K A NT

The conc e pti on of nature dete rm i n e d by m e chan i cal

laws and thus e nlarged by the progr e ss i v e asp e ct of it s
,

gre at cha n g e s i s what und e rl i e s t h e d i scus

,

s i ons O f e ducati on i n t h e Lectur e Notes and

-

11 “
i n som e o f t h e s e l e ct i ons Th i s v i ew bore
31 313
0 93 0
.

fru i t i n anoth e r d i recti on also Th e moral .

l i fe must be und e rsto od as stand i ng o ut bol dly by com

pari son agai nst th i s gre at uni v e rsal background of an
,

evolv i ng nature I t i s educati on i n fact wh i ch s e e ms

.
, ,

t o b e th e o n e typ e o f sc i e nc e t o wh i ch Kant gav e an a p

pl i cati on of the i d e a of d e v e lop m e nt as t h e law of
nature wh i ch pr e vi s i ons the goal of human l i fe I t was .

n o t appl i e d i n th e Cr i ti qu es nor i n hi s psychologi cal

,

analys i s of man i n h i s A n thr op ol ogy H e r e we also find .

som e j usti ficati on for the great emphas i s h e plac e d upon

th e i nd i vi dual i n h i s e ducati onal theory Th e re can .

be no educati on o f t h e rac e scarc e ly i n the ae s t h e t

,

i cal s e ns e of S ch i ller w h o b e nefit e d by th i s parall e l

,

sch e me .

I n th i s way Kant s th e ory practi cally pre s e nts a th i rd

’

form o f defin i ti on o f e ducati on I ts m e thod i s com .

p a ra t i v e wh i ch
,
i s advantag e ous b o th t o th e

b egi nni ngs and t o th e e nd i ngs o f e ducati on .

V i e w e d i n t h e twofold d i r e cti ons educat i on ,

i s t o surmount nature th e gre at m e chan i sm

,

an d i n do i ng that and hav i ng don e th at it must pro c e e d

, , ,

t o transform th e man -an i mal i nto a rati onal and moral

human i ty Th e s e lf d e velopm e nt of the rac e l i k e w i s e
.
-

o ffe rs i t s sugg e sti ons t o p e dagogy i n t h e i ntr o duct ory

s ecti ons Kant always s e em e d to hold that e v o luti o n
.

is b e tt e r than r e voluti on i n hum an a ffai rs e xc e pt i ng ,

6 4 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

sci e nce and human hi st o ry and i nd e e d i s scarce

, c on ~

c e i vab l e .

H av i ng trac e d t h e h i story and t h e foundati ons of

Kant s e ducati onal theory w e may n ow turn to a m o re
’
,

d e ta i l e d cons i d e rati o n O f what that th e ory c o mpri s e d

.
 K AN T S C ON C EP T I O N O F EDU C A T I ON
’

IT h as b e e n a moot e d q u e sti o n a s t o wh eth e r Kant can

b e cre d i t e d w i th havi ng wr o ught o ut a syst e mati c noti o n
o f e ducat i on and e sp e c i ally wh e th e r th e r e
I K t P d
, ’
s an s e a

m ai ns o f hi s lectur e s can b e organ i z e d i nt o g g y Sy t m o s e

w ? e
o rd e rly d i scuss i ons V ogt Pauls e n Li nd
.
, ,

n er,
T e mm i ng and most oth e r wri t e rs d e clar e i n t h e
,

n egati v e wh i l e Burg e r probably stands al on e i n h i s sug

,

g e sti on that Kant d i d e nt e rtai n an i d e a o f e ducati on

wh i ch had o rgan i z i ng p ow e r but was not carri e d out to
,

that l e ngth by h i m On e may agr e e w i th th e n egat i v e

.

vi ew as bas e d on a r e adi ng of h i s d i scuss i ons wh i ch do ,

n ot t o uch up on all matt e rs conc e rn e d i n t h e pract i c e of

t h e schoo l s w i th o ut th e r e by do i ng v i ol e nc e t o a c o nv i e
,

ti o n whi ch b e l i e v e s Kant to hav e had a g e n e ri c con ce p

ti on of e ducati on e xpre ss e d w i th som e cl e arn e ss and
, ,

s e rvi ng as t h e po i nt of o ri e ntati on i n mor e than on e

way .

Th e foundati on of h i s p e d agogi cal vi e ws i s t o b e found

In h i s i d e a of man and of h i s d e sti ny as j ust sk e tch e d ,

at som e l e ngth Th e s e r e pr e s e nt t h e e xt e rnal g o al as i t

.
,

w e re i n t e rms of wh i ch on e can mark t h e amount o f

,

advanc e mad e i n any practi c e of e ducati on Th e i nn e r .

proc e ss i s dynam i c No wri t e r has m ore cl e arly s e t

.

fort h a p ed a gogy of efior t Th i s sp i ri t e xpre ss e d i ts e lf

'

i n t h e conc e pti o n of w i ll i n psych o l ogy th e fact o r of ,

acti v i ty i n ph i losophy and t h e fre e d e v e l o pm e nt i n e vo

,

5 6 5
6 6 EDUCA T I O NAL T H E O RY OF IMMANUEL K AN T

l uti on . Dup r oi x i s
th e r e fore right i n statin g that for “
,

Kant e ducati on i s a constant e ffort a voluntary asc ens i on

, , ,

a pr ogr e ss i v e e vo l uti on towards an i d e al wh i ch should

1 ”
b e mor e fully known and m o re el e vat e d .

S tandi ng alon e thi s vi e w would hav e l i ttl e valu e

, ,

bei ng extrem e ly schemati c and thus cap ab l e of a ppro ,

H i Ch i f P d
s e p ri a te
i o n by
a
al m ost any d e ta i l e d plan o f
g g1° 1 T m
° a
tra i ni ng F ortunat e ly however Kant gav e
er S
.
, ,

d e fin i te e lab orati on t o i t I t d i d not stand b efor e h i m

.

as a thi n S i mpl e conc e pti on but as e xtr e m e ly ri ch and

, ,

compl e x Th e first mark of h i s di ffe re nti ati on of i t can

.

b e found i n h i s us e of t h e t e rms B i ld ung Ku ltu r and , ,

E e i ehung all r e ferri ng to t h e g e n e ral proc e ss wh i ch

,

b e c o mes thus brok e n up (S ee fo ot -not e 2 pag e .

,

Th e ch i e f e vi d e nce how e ver i s t o b e fo und i n t h e n ota

, ,

b l e fact that wh e n sp e ak i ng i n g e neral o f p e dagogy and

,

the e mp i ri cal d e v e lopm e nt of man Kant uses th e fo llow ,

i ng fi v e t e rms : Notwen digkei t M b g li chhei t Wer t P r i n , , ,

c i i en and K un s t H e do es not stop anywh e r e t o d i sti n

p ,
.

gui sh sp e c i fically and l it e rally betw e e n th e n eces s i ty th e ,

os s i b i li ty t h e va lu e th e r i n ci les and th e a r t o f e duca

p , p p , ,

t i o n But th e rul e s a nd r e comm e ndati ons gi v e n upon

.

phys i cal m e ntal and m o ral trai n i ng in t h e Tre ati s e wi ll

, ,

b e found to b e more or l e ss i n accord w i th th e s e fi ve

asp ects wh i ch wi th a poss ib l e s i xth e xhaust t h e con c ep
, ,

ti on of e ducati on pr e s e nt e d i n th e I ntroduct i on .

The Neces s i ty of Ed u ca ti on — Kant first s e ts forth t h e

v i e w that e ducati on i s not opti onal but compulsory I t , .

i s n ot a s o c i al luxury but a bas i c nati onal and rac i al ,

1
Ka n t et Fi ch t e et te p r ob l em e d e l
’
Edu ca t i on p, . 128 .
 K AN T S C O NCEP T I O N OF EDUCA T I O N
’

6 7

need .E ducati on must supply to man the lack of i n

s t i n ct s i n h i m wh i ch a r e s o fortunat e ly pres e nt i n th e
,

“
an i m al H e i s raw and h e lpl e ss ( S ecti ons
.

Educatio n
1 2
, ,
N ature alon e does n ot e ducat e ; b ut N ity f e cess or

M an
man must mak e h i s own p e dagogi cal plans '

I t i s thus that reason app e ars as t h e ulti mat e

sourc e of authori ty i n human e ducati on Nor i s it a .

movement i n a ci rcl e to add that i t i s the e ss e nc e of

,

human nature — nam e ly that man i s mad e man by e d u

, ,

cati on only wh i ch finally suppl i e s t h e grounds for th i s

,

n e c e ss i ty A g o od world i s d e ri v e d by e ducati onal d e

.

v e l op m e n t F ro m thi s po i nt of vi e w Kant i s abl e to j us

.
,

“
t ify p e dagogy as a natural S ci e nc e and to r e lat e th e
,
”

e ducat i on o f man to hi s e mp i ri cal charact e r Do w e not .

h e re find a happy approx i mati on to that r e c e nt v i e w of

i nfancy e nt e rtai n e d on th e bas i s o f organ i c e voluti on
, ,

whi ch regards it as t h e provi s i on of natur e for t h e i ntro

ducti on of formati v e i nflu e nc e s to a id t h e i nd i vi dual to
el e vat e h i ms e lf a bov e t h e m e chan i sms of an ani mal c i vi l
i z a t i on ? Thi s n e c e ss i ty accord i ng t o Kant also has i t s
, ,

l i m i ts fixed by t h e ag e d e t e rm i nati o n s o f t h e ch i ld and

by th e ord e rly s e q u e nce wh i ch must be follow e d ( 7 1 8 , ,

26 ,
Th i s n e c e ss i ty i s m ad e abso l ut e finally by t h e
, ,

gre at gap wh i ch e x i sts b e tw e e n th e hu m an i nfant at b i rth

and th e human w i ll organ i z e d i nto fre e acti on und e r law .

The P os s i bi li ty of Ed u ca ti on — Th e cry i ng n e e d for

e ducat i on wh i ch human natur e man ife sts wh e th e r ,

v i e wed a b a n te from nature or a d p os t t o Ed t i uca on

the i d e al of moral d ev e lopment i s n o t a d e ,

P O 11 1 SS ’ 9 '

l us i on or a tri ck Th e d e mand i s m e t by th e poss ib i l i ty

. .

Th e i d e al i s ab ov e all,
“
t ruthful
,
H e r e agai n Kant s
.
”
, ,
’
6 8 EDUCAT I O NAL T HE O RY O F IMM ANUEL K AN T

v i ews r e st upon an analys i s of human nature G e rm i .

nal re as o n and a qua s i -g e rm i nal m o ral i ty al on e mak e

t h e p oss i b i l i ty actual . M an has i nnate capac i ti e s H e .

i s e q u i pp e d for p e rfe ct i on ( 7 , E ducati on i s a pr o c e ss

wh i ch i s e xactly adapt e d to man rath e r than t o ani m als
The p o ss i bi li ty s e e ms alm o st t o b e th e d i vi ne co m
m i ss i on to man to d e v e lop h i ms e lf S o d e fin i t e d o e s t h e
.

p o ss ib i l i ty b e com e that i t s tas k i s d e fin e d i n t h e math e

“ ”
m ati ca l t e rms o f proporti onat e d e ve lopm e nt o f t h e
capaci ti e s I t i s als o s o large that it s ach i e vem e nt i s not
.

for t h e i nd i v i dual al on e or pri mari ly b ut for the e nti re

, ,

r ac e . S O gr e at and s o c e r tai n i s th i s p oss i b i l i ty a pro

vi si on of t h e natural cond i ti ons of soci e ty that Kant as , ,

a p e dagogu e b e com e s proph e ti c and lo oks fo rward t o a

, ,

futur e happ i e r state of human i ty as a r e sult of tru e e d u

“
cati on Thi s p o ss i b i l i ty i s n ot only i d e al but also
,

i ntell e ctual and practi cabl e . E ducati on b ei ng a p oss i

b l e proc e ss it gi v e s ri s e to sc i e nt i fic pri nc i pl e s and t o a
,

di sti nct a r t ( 1 1 ,
The latt e r must b e re duc e d to
rati onal and di r e cti v e pri nci pl e s for i t to mak e any prog
r e ss Th e poss ib i l i ty of ed ucati on i s thus t h e actual i ty
.

“ ”
of a sc nc e o p e dagogy a r e markab l e a d m i s s IOn
i e f ,
—

and i deal for thi s gre at d e t e rm i n e r o f all sci e nc e s .

The Va lu e of Ed u ca ti on — Th i s has alre ady b ee n play

i ng upon th e surface i n t h e charact e ri zati on o f t h e two
pr e c e d i ng i t e ms i n hi s g e n e ral v i e w o f what
Ed t on p
uca i os

Id
s es s e s a n ]
ea e ducati on i s I ts valu e i s re lati v e I t i s a
v l e
. .

a u
m e ans to an e n d But i t i s als o th e on ly
'

means t o an a b s olu te e n d ( 7 Th i s v alu e i s no l e ss i n

di ca t e d by t h e fact that e ducati on r e mai ns up t o th e pr e s
“
(
’
e n t Kant s ti me an und i scovere d
) i d e al
”
R e al i sm
 K AN T S C O NCEP T I O N OF EDUCA T I O N
’

6 9

can scarc e b e t h e fo undati on of a tru e p e dago gy or i t ,

w o uld hav e b e e n d i sc o v e re d l o ng ago i n th e h i sto ry of th e

rac e Th i s valu e i s n ot l i m i t e d t o t h e i ndi vi dual for th e
.
,

d e sti ny of man i s n ot r e ach e d i n th e i nd i vi dual alon e but ,

first and only i n th e rac e To Kant e ducati o n m e ans .

, ,

n ot that S i mpl e l i m i t e d i nt e ract i on S hap e d by t h e t e ach e r

, , ,

b etw e e n t h e i nd i vi dual ch i ld an d t h e world as i t i s i n

r e ali ty Th i s i s the p e tty pars i m o n i o us p e dagogy wh i ch
.
,

becom e s an i nflat e d normal i sm worki ng bl i ndly upon ,

th e i nd i vi dual Kant e scap e d th i s m e chan i cal c on ce p

.

t i on by i nc o rp orati ng i t i n a sub ordi nat e way i n a vast e r

, ,

r egard fo r e duca ti on To hi m e ducati on m e ans i n th e

.
, ,

full e st s e ns e of th e t e rm a progre ss i v e i nt e racti on b e

,

tw e e n t h e i ndi vi dual chi ld and human i ty as th e latt e r i s ,

e xpr e ss e d i n th e ult i mat e i d e a o f i t s worth and d e st i ny .

Th e ch i e f e ffe cts o f th i s i nt e ract i o n a r e t o b e trac e d i n

t h e growi ng p e rs o nal i ty o f t h e ch i ld s i nc e t h e i d e al of ,

human i ty re mai ns t h e sam e for both t h e i ndi vi dual and

t h e rac e pre s e rv i ng a c o nstant natur e thr o ughout t h e
,

c iv i li z i ng chang e s o f all g e n e rati o ns ( 1 0 1 5 95 a ) Th i s , , .

do e s not m e an a d e mand for p e dagogi cal un i form i ty i n

t h e race F ar fro m i t For i t i s a supr e m e m oral i d e al
. .

i s m wh i ch i s thus i ntr o duc e d i nt o p e dag ogy I t i s at th i s .

p oi nt that h is gre at e st s e rvi c e t o e ducati o n i s t o b e s e e n .

I t i s m oral i ty al o n e wh i ch gi v e s m ea ni ng to man and at ,

th e sam e t i m e puts an en d i nt o e ducati o nal th o ught and

e ffo rt . Th i s end i s n ot chang e abl e w i th t h e ag e s i n
whi ch e ducat i on may succ e ss i v e ly b e carri e d out and i s ,

d i sti nctly oppos e d to th e t e mporal d e t e rm i nati o ns o f

uti li ty happ i n e ss or any oth e r i mm e d i at e e xt e rnal
, , ,

re sult . Th e w o rth of any e ducati on th e n at onc e i s , ,

70 EDUCA T I O NAL T HE O RY OF IMM ANUEL K AN T

m e asurabl e i n t e rms of it s d e gr e e of approx i mati on t o

th is unalt e rabl e goal H e r e also it i s agai n s e e n how .
, ,

i nt e rchang e abl e e th i cs and p e dagogy b e come for Kant

( cf . S e l e ct i ons II " L .
, ,

The P r i n cip les of Ed u c a ti on — Kant s O pportun i ti e s t o

’
.

l e ctur e on e ducati on d i d n ot wast e th e ms e lv e s on m ere

A S ci e f
n ce o p e dagog i cal i deal i zat i o ns Th e s e rambl i ngs .

fi
i i i fgl gfi
e
f f t h rat i onal h art if f ls l i k call i ng
‘

o e e o n e e e e ,

c i rl es .
th e m such wh i le appeari ng i n the for e ,

ground d i d n ot stand alon e H e gav e th e m th e doubl e

,
.

support o f o ffe ri ng a fe w pos i ti v e p ri ncipl e s and o f ,

mak i ng the furth e r d e mand that th e y b e r e duced to a

sc i enti fic structur e Th e n e c e ss i ty and t h e p o ss ib i li ty
.

of tra i n i ng man hav e alr e ady pr e s e nt e d most of t h e nat

u ra l i s t i c anthrop ologi cal reasons fo r und e rtaki ng e d u

,

cati on But furth e r e ducati on must b e re duced to a

.
, ,

s ci en ce that a succ e e d i ng g e n e rat i o n may not d e stroy all

,

that i t s pred e c e ss o r has don e Th i s i mpli e s a p e r

man e nt O pti m i sti c b e l i e f i n th e pow e r of an accumula
ti v e sci e n c e wh i ch grows i nt o an i mp e rs o nal h e ritag e
,

o f t h e race at large — a sp i ri t wh i ch has flo uri sh e d w i th

,

e v e ry d i scov e ry i n t h e n i net e e nth c e ntury Th e trib ut e .

“
pai d to t h e value o f e xp e rts i n e ducati on i s anoth e r ”

i nd i cati on of Kant s b e l i e f i n th e i nt eg ri ty of p e dag ogi cal

’

sci e nc e I nde e d th i s b e l i ef g oe s s o far as to mak e

,

1
Th e Cr i t i qu e
f as ow e ll s m lat
P u r e R ea s on ,
a s o e e r wr i t i ngs ,

atte mpt e d t o s et fo rth cl e arly j ust what Kant re gard e d sc i e nc e

“ ”

t o b e as t h e c om pl e x pr o duct o f c o nstructi v e i nt e ll e ct
,
I t w ould .

carry us t oo far t o d e ta i l t h e structural asp e cts o f sci e nce wh i ch

app e al e d t o h i m i n th es e analys es and w e must b e c ont e nt h e r e ,

w i th th e s e t wo O bs e rvat i ons H e d oe s n ot i ntr oduce h i s t e chn i cal .

72 EDUCA T I O NAL T HE O RY O F IMM A N U EL K AN T

practi c e s i n trai n i ng t h e i nfant youth and pup i l ar e , ,

d e ri v e d Kant was cauti o us and shr e wd e nough t o d i s

.

ti n gui s h b e tw ee n pri nc i pl e and practi c e b e tw e e n a peda ,

g go i ca l g e n e ral i zati o n and a p e dag ogi cal p e rfo rmanc e .

The A r t of Ed u ca ti on — To th e fo r ego i ng fe ature s i n

’
Kant s g e n e ral conc e pti on o f e ducati on w e must add a
fi ft h — nam e ly Th e A rt O f E ducat i o n 1 1 1 4
Education an , , ( , ,

A 1 1 1

H e app e ars among t h e first t o r e cog

n i z e t h e practi cal art i sti c natur e o f e ducati o n Th e
,
.

larg e scop e o f e ducat i o n an d t h e e xtr e m e c o mplex i ty of

i t s fac t ors and pr e supp o s i ti o ns i nv o lv e a mass o f ways
and m e ans That thi s i s m e r e ly a haphazard and
.

h eterog e n e o us mass h e d o e s n ot s e e m t o b e l i e v e Th e .

probl e m i s to r e duc e e v e ry practi c e to pri nci ple to find ,

a rati onal bas i s for e v e ry acti vi ty Th e sch o o l b e cam e .

to h i m i n a ll i t s forms th e m e e t ing-plac e of p e dagogi cal

,
°

i d e al i sm and actual ach i e v e m e nt i n handl i ng hu m an

nature Th i s concret e e l e m e n t i n h i s th e ory e xt e nds
.

far b e yond h i s l e ctur e s on p e dagogy ; for i t t e nds to r e

app e ar i n hi s t e chni cal ph i los oph i cal wri ti ngs e sp e c i ally ,

thos e d e al i ng w i th practi cal phi losophy ( S e e S e l e cti on .

"I ) Thi s rath e r c onstant e nd e av o r t o get h is e duca

.

“
t i on a l cre e d appl i e d adds an unusual support to t h e
”

i nt egri ty and t h e s i nc e ri ty of th e ph i losoph i cal bas i s

upon wh i ch that cr e e d r e st e d .

Th Fo m s of Ed uca ti on
e r — Th i s i s a s i xth asp e ct wh i ch
sh o uld b e add e d t o t h e ab o v e S p e c i fic m e nt i on i s n ot
.

V ioar F m
us
mad
or e s
o f th i s by Ka n t but it i s i nt e gral
,
i n
0 1 119 11
11 0 11
h i s e ducati onal th e ory an d app e ars i n a
0 11
,

vari e ty of d i sti ncti ons and r e c omm e ndati ons Th e re i s .

,

o f c o urs e a c o nstant dang e r O f r e ad i ng i nt o an author

,
 K AN T S C O NCEP T I O N OF EDUCA T I O N
’

73

mean i ngs wh i ch ar e n ot detai l e d i n hi s d i scuss i ons I n .

such concentrat e d mat e ri al as t h e Notes undoub tedly

a r e o n e can how e v e r d o hi m n o r e al vi ol e nce by
, ,

gath eri ng toge th e r t h e vari ous i nti mati ons of a di s t in c

ti on as to t h e forms i nto wh i ch e ducati on m o ulds i ts e lf ,

and und e r wh i ch i t s work must b e accompli sh e d Thi s .

d i sti ncti on e xt e nds to a r e cogn i ti on of form i n th e e xt e r

n a l and th e i nt e rnal asp e cts o f educat i on : th e typ e s of

schools g ov e rn m e nta l ver s us ph i lanthrop i c p ub li c ver s us

, ,

pri vate ( 1 7 2 2 , th e typ e s of t e ach e rs as parents , ,

tutors teach e rs ( 1 0 1 4 2 1 2 4
, ,
t h e typ e s of edu
, , ,

cati on both i ntellectual and moral as d e p e nd e nt up on ,

age
( 1 ,
2 6 f f 8 4
, and
,
finally the typ e s as to m eth
, ,

od s e sp e c i ally S electi on
( Th e s e typ e s w e r e a p

prov e d or condemned fr om hi s stand p o i nt of re q u i ri ng

, ,
-

educati on t o b e a full a n d fre e d e velopm e nt o f th e i nd i

vi dual man .

The Di vi s i on
f o Ed u c a ti ona l A cti vi ti es .

’
Th e di fficulti e s i nvolv e d i n g e tti ng Kant s g e n e ral con
ce p ti on o f e ducati o n i ncr e as e as we appr o ach the con

te nts of t h e Lectur e-Notes and attempt to Th V l f e a ue o

111 1“ 13 1111 “
systemati z e h i s v i ews d e fini t e ly e xpress e d .
11 0

W e sudd e nly d i scov e r that th e s i x po i nts j ust i nv en

t ori e d do not app e ar i n t h e e xpl i ci t class i ficati ons wh i ch
h e makes o f t h e factors or acti vi ti es h e r e gards as co m
, ,

pri s i ng educati on Again our d i fficulti e s i ncre as e as w e

.
,

obs e rv e that n e i th e r the half-doz e n elem e nts i n h i s c on

c e p t i on nor h i s an a lys e s of e ducati on i nto i t s factors

s e rv e h i m i n t h e d i vi s i on of t op i cs d i scuss e d i n th e s e
Notes . Th i s e xt e rnal o r t opi cal d i vi s i on cann ot be
, ,
74 EDUCAT I O NAL T HE O RY OF IMMANUEL K AN T

trac e d back b e yond R i nk s e d i ti ng Ri nk arrange d th e

’
.

first part h e r e call e d I ntroduct i o n ( S e cti ons

,
“

wi th o ut any sup e rscri pti o n Th e s e cond part or t h e

.
,

re mai nd e r ( S e cti o ns 3 1 was call e d Th e Tr e ati s e .

”

Th i s i n turn was d i vi d e d i nt o two parts

, ,
“
O n Phys i cal ,

E ducati o n (S e cti ons 3 4 ”

and O n Practi cal E duca
“

ti o n ( S e cti ons 91
”
H e also adopt e d t h e method
o f plac i ng rul e s b e tw e e n c e rtai n parag raphs as a mod e

o f st i ll fin e r d i vi s i on of t h e mat e ri al wh i ch cam e t o h i s

hand .

Th e q u e sti o n O f adj us ti ng th e s e num e rous d i v i s i ons

o f t h e e xt e rnal and t h e i nternal e ducat i o nal factors h as .

’
e x e rc i sed t h e many e d i tors and exp o s i tors o f Kant s

vi e ws w i thout th e e n d o f th e d ebat e b e i ng cl e arly i n

sight S chubert H art e nst e i n W i llmann V ogt F r ohl i ch
.
, , , ,

and K o rn e r H o ll e nbach S t r ii m p e ll Ri cht e r K i pp i ng

, , , , ,

V og e l D ei nhardt Li ght and oth e rs hav e dealt m o r e or

, , ,

l e ss — usually l e ss — w i th thi s i ssu e scarc e l y any t w o ,

arri v i ng at th e sam e conclus i on Th e q u e sti on o f t h e .

e xt e rnal d i v i s i on how e v e r i s sub ord i nat e to that of t h e

, ,

di vi s i on of e ducati onal acti vi ti e s I t i s up o n t h e latt e r that.

all con cl us IOn s on e adopts as t o t h e form e r must r e st .

Kant had a wond e rful pass i o n for p ri mn e ss for mak i ng ,

d i vi s i o n up o n d i vi s i o n wh e n tr e ati ng of i d eas an d th e o
r e t i ca l i nt e rpr e tati ons of facts H i s mor e s y s .

t e m a ti c tr e ati s e s on ph i l o sophy a re stri k i ng

on account o f th e almost i ndefin i t e h e ap i ng

o f d i sti ncti o n up o n d i sti nct i on Th i s analyti c r e finem e nt

.

1Burge r , Ueb er d i e Gli ed er u n g d er P a d a gogi le Ka n t s ,

J e na ,

1 8 89 p 7
,
. .
 K AN T S C O NCEPT I O N OF EDUCA T I O N
’

75

was th e m e ntal ab i l i ty wh i ch e nabl e d h i m to und e rtak e

t h e ach i ev e m e nt wh i ch h e accompl i sh e d Thi s p r e d i l ec .

ti on r e ach e d w i thout doubt i t s h igh e st e xpr e ss i o n in hi s

, ,

l e cture s on pedag ogy , as may b e gath e re d fr om t h e frag

m e nta ry form i n wh i ch th e y hav e b ee n pre s e rv e d I n .

no l e ss than a dozen s e cti o ns th e re ar e gi v e n repeat e d

d i vi s i ons o f thos e acti vi ti es i nvolv e d i n e ducati on and ,

as many group i ngs of t h e parti cular d o ctri n e s wh i ch

consti tut e t h e bo d y of h i s vi ews on th i s subj e ct W e .

here also s e cur e an i ns ight i nt o h i s m etho d of s epara

, ,

ti on and exclus i on wh i ch e nable d h i m to mak e s o much

o f hi s work last i ngly e ffe cti v e for th e cultur e o f h is age .

I nd e e d a s has b e e n sugge ste d p e rhaps mor e of h is i n

, ,

d i vi d ua lit y appears i n th i s than i n any oth e r of hi s

wri ti ngs .

The followi ng l i st pr e s e nts th e d i vi s i ons of e ducati on

found i n t h e vari ous s ecti ons
Typ f es o

1 Car e d i sc i pl i n e i nstructi on and culture

.
, ,
Ed t i l ,
uca on a

A t m fi es
a ge determ i nant broadly outl i n e d)
e

( w i th the '

4 Trai n i ng
. negati v e ; i nstructi o n
2 p os i ti v e 2 .

6 . Car e trai n i ng i nstructi on

, ,
.

1 8 D i sc i pl i n e culti vati on ci v i l i zati on and moral i za

.
, , ,

ti on (t h e ch i e f class i ficati on i n t h e I ntroducti on ) .

1 9 Tra i n i n g t e ach in g th i nki ng act i ng and a re peti

.
, , , ,

ti on of the four acti vi ti e s named i n 1 8 .

2 1 Care d i sc i pl i n e cultur e (as i nstruct i on d i re cti on )

.
, , ,
.

22 Publ i c and pri vate educati on

. .

2 7 O b e d i e nc e fr ee dom ( the two e p ochs i n s chooli ng)

.
,
.

3 1 Phys i cal pract i cal educati on

.
,
.

3 2 Pract i cal i nclud e s scholasti c prag m ati c moral

.
, ,

e nds .
76 EDUCA T I O NAL T HE O RY O F IMMAN UEL K AN T

ne gati ve i y di scip l i ne .

Ph y s rca l culture o f
th e m i nd i nclud e s
p O S It l v e l y
culture .

Phys i cal culture culti vati on natur e .

Practi cal culture morali zati o n fre e dom .

fr e e play .

6 4 . Phys i cal cultur e o f t h e m i nd

scholasti c work .

Ph y s i ca l z
p a s s i v e

1 . G e n e ral practi c e and d i sc i pl i n e

cultur e .

of t h e M oral
faculti e s
acti v e
. duty
and max i ms .

2 Parti cular culture

. Lo w e r facul t i e s .

of th e faculti e s H i gh e r faculti e s
. .

Why d o e s Kant go on maki ng n e w and e v e r n e wer

d i vi si ons of th e cont e nt and o f t h e ai m s of e ducati on ?
M ay th e s e r epeat e d di vi s i ons r e pre sent hi s annually suc
c es s i ve approach e s t o t h e probl e m o f e ducat i on ? Why
do e s not t h e tabl e of th e tw e lv e cat egori e s — t h e laws of
sci e nc e and natur e — app e ar i n th e s e di v i s i ons ? To
th e s e and to many s i m i lar q u e sti ons i t must s i mply b e
, ,

answ e re d : w e do n ot know Th e alm o st i n e xhaustibl e

.

compl e x i ty o f e ducati on i s strongly d e clared i n th e s e

rep e at e d analys e s W e may ch o o s e to ad opt on e s e c
.

t i o n o r an oth e r as charact e ri sti cally Kanti an and thus ,

pro c e e d t o adapt a ll t h e oth e rs to t h e on e s e lect e d I t .

i s n o doubt p oss ibl e t o b ri ng all i nt o agree ment wi th

S e cti ons 1 8 3 1 7 2 , ,
.

But the m o st i mp o rtant p oi nt t o b e obs e rv e d i s th i s

in th e s e r e p e at e d d i vi s i ons Kant did n ot l os e S ight O f t h e
,

e th i c o psycho phys i cal s o l i dari ty of t h e i nd i vi dual

- - and ,

thus O f the rac e F r om b eg i nni ng t o conclus io n h e

.
,
 K AN T S C O NCEP T I O N O F EDUCA T I O N
’

77

do e s not fo rge t that e v e ry phas e o f e d ucati onal e ffort

must proc e e d upon a r e cogn i ti o n of t h e bas i s wh i ch
natural and m e chan i cal pro c e ss e s un i v e r
33212
Th 8 11 e 0
sally pre s e nt b e i t i n phys i cal psych i cal
, , ,

cultural o r moral e ducati on i n th e constant fgii éz g

é f
I n ' ‘ a’
, ,

e nd e avor to hand t h e ch i ld ov e r to a fre e ,

rati o nal i nd i vi dual i nd e p e nd e nc e A second p o i nt of

,
.

i mportance i s th e c haract e r o f t h e I ntr o ducti on wh i ch , ,

i n gi v i ng som e g e n e ral r e fl e cti ons upon t h e natur e of

e ducat i on has an o ri g i nal cast and appr o x i mat e s a l ogi cal
, ,

un i ty Burg e r i s n e arer t h e truth than most o th e r i n

.

t e rp r et er s i n sayi ng that it i s truly Kant i an i n allow i ng

t h e conc e pts t o ari s e s l o w ly b e fore on e s e yes an d i n
’
,

t e nd in g t o gi v e a m o r e d e tai l e d tr e atm e nt of e ach sp e ci al

typ e of e ducati onal acti vi ty b e fore all a r e brought to
ge th e r i nto a syst e mati c conc e pti on 1
A nd finally th e .
, ,

e xhausti v e charact e r o f hi s analyses i s att e st e d by th e

fact that th e p e dag ogy of t h e n i n e t ee nth century has

,

not contribut e d a s i ngle i mportant addi ti on to t h e e l e

ments i n th e sch e m e h e r e proj e ct e d I t may hav e .

“
chang e d t h e rub ri cs i n it s p e dagogy from phys i cal ,

“ ” “ “
and practi cal to such as phys i cal i nt e ll e ctual ,
”
,

“ “ ” “ ”
moral soc i al
, rel igi ous ; but th e s e d o not outst e p
,

’ ’
th e former s all -i nclus i v e n e ss for w i th i n Kant s c on cep
t i on w e find the d ifer en ti oe of age s e x soc i al cond i ti on , , ,

c i vi c condi ti on and l i fe i tself co-operati ng d i re ctly w i th

,

the more fo rmal el e ments wh i ch are gi v e n an e xalt e d

p os iti on i n the basal class i ficati ons Th e top i cal and
"
.

1
Burge r , Ueb er di e Gli ed er u n g d er P a d a gogi h Ka n t s ,
J e na ,

1 8 8 9, p . 7 .
78 ED U CA T I O NAL T H E O RY O F IMMANUEL K AN T

cont e nt di vi s i ons w i ll also r e ad i ly b e found t o b e i n a c

cor d a n c e w i th th e ph i l o soph i cal th e psychologi cal and
, ,

th e evoluti onal bases up on wh i ch h e rested h i s i ns i ght

i nt o the charact e r of human e ducat i on .

I n vi ew O f th e br e vi ty and compactn e ss of Kant s di s ’

e uss i ons o n e ducat i onal q u e st i ons i t i s n o t n e c e ssary

,

h e re t o pass i n r e vi e w t h e mat e ri al to b e fo und i n the

translati on S uch O bs e rvati ons as should b e mad e a r e
.

t o b e found scatt e r e d throughout t h e foot-no te s But t h e .

follow i ng r e marks may b e o ffe r e d i n c o nclus i on at th i s

po i nt .

Kant S hould not be r egard e d as a pedagogi cal formal i st .

To h i m e ducati on was not an e mpty pr o c e ss

,
P e dagogy .

m e a n t a valuat i on of th e ways and means at

K t “,a
an

F m li t
or a s
t h e d i sposal of the rul e r t h e par e nt t h e
o

, ,

t e ach e r wh i ch should b e e mploy e d i n li ght o f t h e a i m

,

o f e ducat i on Th e p e dagogu e should b e on e w h o b e

.
,

gi nn i ng w i th t h e str e a m of l i fe car e fully watch e s i t s

,

curr e nt k e ep i n g it out of t h e b y -p o o ls and e ddi e s and

, ,

gui d i ng it onward to t h e gr e at e r and larg e r ocean i c

l i fe b e yond Thus i t i s that t h e sam e a i m i s k e pt upp e r
.

m ost wh e ther w e hav e r e fe re nc e t o phys i cal d e v e lop

m e nt m e ntal acti v i ty o r t h e formati o n o f charact e r
, ,
.

’
Th i s i s th e s e cr e t of the un i ty i n Kant s th e ory alb e i t ,

t h e rul e s and pr e c e pts wh i ch h e o ffe rs may s e e m to hav e

no wi d e r bas i s than a d e s i r e for a c e rtai n form of culture
l i m it e d to th e sp e ci al act i vi ty c o ns i d e re d und e r th i s or
that top i c as t h e cas e may b e
,
.

Kant s r egard fo r t h e mat e ri al of e ducati o n fro m in

’

fancy t o maturi ty should als o l e ad on e to b e l i ev e that .

h i s p e dago gi cal i d e als w er e n o t vai n abstracti ons s us

80 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

mat e ri al wh i ch p e rta i ns to th e body and to t h e wi ll i s

pr e s e nt e d m ore fully than that wh i ch i s t o b e co Or d i
“
n a t e d w i th i nt e ll e ctua l d e v e lopm e nt
. Th e pr obl e m
”
o f th e c urri culum had n ot ari s e n i n h i s day and the
,

“ ”
i nflat e d hop e o f e ducati onal e valuati ons had not y et
b egun to d i stre ss t h e p e dago gu e .
TH E L I M I T A T I ON S O F K AN T S ’
EDU C A
TION A L T H EO RY

’
IN exp o undi ng Kant s vi e ws on th e natur e o f e duca
ti on i t s pr e suppos i ti ons and it s gre at purp o s e s and i n
, ,

outl i ni ng t h e contributi ons hi s ph i l o s ophy

K t s Than y
,
eor

mad e to t h e growth of e ducati onal th e ory t P f t ed no a e r ec

sy t m s e
i n t h e n i n e t e e nth c e ntury w e hav e n ot b e e n
’

unmi ndful of c e rtai n l i m i tati ons wh i ch charact e ri z e h i s

concepti ons n or o f th e stapl e cri ti c i sm s wh i ch have
,

b e e n urg e d agai nst t h e foundati ons h e lai d A nd agai n .

, ,

i n e nd e avori ng t o mak e it cl e ar that h i s ph i losophy and

hi s p e dagogy a r e clos e ly r e lat e d and not w i d e ly s e pa
,

rat e d t h e e ffort has n ot proce e d e d d i sre gardful of t h e

,

sch e mati c and parti al m ann e r i n wh i ch Kant h i ms e lf

work e d ou t th e d e ta i ls of t h e re lat i on and th e l i m i t e d
,

appl i cati on th e form e r w a s gi v e n to t h e latter I t has .

’
be e n t h e usual atti tud e towards Kant s op in i ons on e d u
cati on to r egard th e cont e nts of Ueb er P ad a gogi h as
aph o ri st i c and thus as favori ng th e s e l e cti o n of th os e
,

happy sayi ngs and th e r ej e ct i on of thos e unfortunat e

,

say i n gs wh i ch may or may not agr ee wi th t h e cri ti c s

,
’

o w n v i ews .W e have sought to sh o w th e l i m itati o ns O f

th i s trad i ti on of appr e c i at i on by e ndeav o ri ng to po i nt o ut
th e larg e r way i n wh i ch hi s contributi ons t o ped ag o gy
should b e regard e d .

The tru e st appr e ci ati on h ow e v e r i s san e cri ti ci sm

, , .

A nd Kant do e s not e scap e an appl i cati o n of that i n

6 81
82 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

t e l l e ct ua l i nstrum e nt wh i ch he taught th e n i n e te enth

c e ntury to us e s o successfully Th e d e structi v e cri ti c can.

Li m i t t i a p e rfor m h i s task w i th sp e ci o us fru i tfuln e ss

on s

“
21122 3221
3
1
if h e forg e ts that Kant has n o fix e d t e rm i

V oc b l y
a u ar n o l ogy b e yond that outl in e d ab ov e i n th e se
.

, ,

Notes and that th ei r fragm e ntary charact e r p e rm i ts many

,

gaps t o app e ar i n his argum e nts Th e Obscuri ty thus .

e as i ly mad e poss i bl e does n ot r e ad i ly j ust i fy cl o s e c ri ti

ci s m A s t o a vocabulary how e v e r on e finds that Kant

.
, ,

e mpl o ys t e rms wh i ch b e came t e chn i cal for hi m at l e ast , ,

as m a y b e s e en in th e passag e s i n S el e cti on IV A nd .
,

bes i d e s a ver y parti al Kanti an m ight re ply a d hom i n em

,

that th e wh o l e fi e ld of educati on sti ll r e mai ns w i thout a

fix e d vocabulary Cri ti c i sm i f allowabl e S hould also b e
.
, ,

temp e re d by t h e fact that many d e fe cts and i n con s i s t e n

ci e s may b e d ue to t h e lack O f hi s own e d i ti ng of t h e
mat e ri al contai n e d i n t h e Notes Thus maki ng ample .

allowances for the character of th e m ateri al avai labl e ,

t h e followi ng cri ti c i sms ar e gi v e n i n t h e s e ns e that h i s

theory su ffe rs by l i m i tati on rath e r than by radi cal d e fect
and i ns e curi ty They can hardly b e class i fi e d as b e long
.

in g t o t h e scop e m at e ri al proc e ss e s and m e thods o f

, , ,

educat io n .

1 Th e most p e rs i st e nt appare nt l i m i tati on o f Kant s

’
.

vi ews on e ducati on s e e ms t o b e h i s over -emp ha s i s of the

i n d i vi d u a l Dup r oi x h a s p oi nt e d th i s o ut as
Th e In d i i d l v ua
.

Ov m p h
e r-e t h e di sti ngui sh i ng fe atur e o f Kant s i d e al
a
’
,
i ed
S z
wh i ch Fi cht e corre ct e d by gi vi ng e ducati o n
‘

an i nt e rpr e tati o n i n t e rms o f nati onal l i fe I t i s i nd ee d .

, ,

tru e that th e p e rsonal e l e m e nt stands out i n b oth th e

Lectu r e-Notes and i n th e S e l e ct i o ns b oth i n th e g e n e ral i za
,
 LIMI T A T I O N S O F K AN T S EDUCA T I O NAL T HE O RY
’

83

ti ons and i n th e rules wh i ch a re lai d down A nd th i s i ndi .

vi d ua li s m go es s o fa r that t o Kant th e i nd i vi dual w i ll th e ,

in n e rmost h e art o f human i ty b e comes th e c e ntre of ,

e ducati onal grav i tati on F re e p e rsonal i ty stands to edu

.

ca ti on as e ffect to cause as purp os e to cond i ti ons Th e

, .

“ ”
man wh i ch Kant gene ri cally e mploys esp eci ally i n t h e ,

I ntroducti on means every i nd v dual and also as w e

,
i i —
, ,

shall soon s e e m a n n ot woman i n th e l iteral s e ns e

, , ,
.

F rom th i s i t i s but a st e p to the a ffirmati on of t h e doc

tri n e of t h e pedago gi cal e q ual i ty of all m en But .

modern e ducati on i s learn i ng more and m or e rap i dly

that such e q ual i ty i s truthful only s o long as i t i s con
c e i ve d i deally Psychol ogi cal d i v e rs i ty repr e sents t h e
.

tru e r account of t h e mat e ri al upon wh i ch educati onal

proc e ss e s must e ffect thei r ach i evements .

I t is j ust as tru e how e ver that Kant s concepti on of

, ,
’

the e ducati on of t h e i nd i vi dual i s much wi d e r and more

complex than that concepti on O f t h e i nd i
K m c om a

vi dual as a stati c uni t whi ch i s re q u i re d to c ei d R ve a ace

“M gr
gi ve force t o th i s cri ti ci sm Th e i ndi vi dual .

w as t o h i m the i nd i vi dual as a representati ve m e mber

o f the race . Thi s raci al concepti on marks the scop e of
hi s educati onal hori zon ( S ecti ons 4 1 1 tak e n i n i t s
, ,

n u meri cal or q uanti tati v e asp e cts F rom a q ual i tati v e .

po i nt of vi ew t h e i ndi vi dual man r e ally becomes a tru e

,

i ndi vi dual only as h e becomes a c i ti z e n i n the k i ngd om

O f moral ends F urthermore betw e en the rac e and the
.
,

moral asp e cts of i nd i vi dual i ty Kant d i sti nctly pr e sents a

,

conc e pti on o f what m i ght b e called b oth state and soci al

pedagogy whi ch i s i ntegrat e d i nto hi s i d e al P edag ogy
, .

and governm e nt are placed s i de by S i de as o ffe ri ng

84 EDUCA T I O NAL T HE O RY O F IM MAN U EL K AN T

eq ually fundam e ntal and d i fficult probl e ms The

stat e and t h e school a re m utually d e p e nd e nt i nsti tuti ons ,

and t h e stat e i s roundly cond e mned wh e n i t advanc e s it s

o w n e nds and car e s naught for t h e e ducati on of it s
c i ti z e ns ( 1 6 1 7 and S e l e cti o n II p
, ,
Th i s fe ature
. .

i s carri e d ov e r i nto th e d i vi s i on o f sch o ols a s publ i c and

pri vat e
I n add i ti on to th i s e xt e rnal s i d e of t h e c i v i c organ i za
ti on of educati on c i ti z e nsh i p and soci al fitn e ss a r e t w o
,

Ed u c t i
a i on s ign i ficant m o m e nts i n t h e i d eal o f e duca
n

c l d s Ci t i
u e z en
t i on w h l ch Kant d e mands should b e c on
emp a d S o cial
n

Fi t
n ess . s t r u ct i v e l y real i zed i n t h e formati on of the
“ ”
compl e t e man Th e s e app e ar i n ci vi li zati on ( l 8 c) i n
.
,

“
pragmati c cultur e ( 3 2 b ”
i n soc i ab i l i ty ( 8 0 not e
, , ,

i n worldly w i sdom i n duti e s t owards oth e rs

e r e cogn i t i on of t h e soc i al dan g ers i n
( 9 5 b ) and
,
i n th
human d e v e lopm e nt
2 Th e s e cond l i m i tat i on wh i ch i s perhaps the ch i e f
.
,

defe ct i n Kant s treatment o f educati onal th e ory i s

’
,

h i s compl e t e o m i ss i on of th e e ducati on o f

g i rls The s.e x problem i n e ducat i on a p

p e a r e d t o h i m i n s o fa r as it
,
was cons i d e r e d
at all i n i t s negati ve asp ects The i ndi vi dual for whom
,
.

h e lays down rul e s pos i ti v e ly is t h e b oy S e x ph e nom .

e na and cond i ti ons how e v e r are r e cogn i z e d by h i m and

, , ,

contribut e s e v e ral d e t e rm i nati ons to e ducati on Th i s i s .

se e n i n vari ous ways The ti me l i m i t of e ducati on is.

marked by nature h e rs e lf at the dev e lopm e nt of t h e s e x,

i nsti nct I mparti ng a knowl e dg e of s ex re lati ons i s

on e of th e d i fficult tasks of i nstructi o n Th e de
v e l op m e n t o f w i ll and the formati on of character are
 LIMI T A T I O N S O F K AN T S EDUCA T I O NAL T HE O RY
’

85

di sti nctly c orr e lat e d w i th ad ol e sc e nc e ( 8 4 and t h e ,

c nclus i on o f th e
o L e c t u r e N ot es d e als d i re ctly w i th t h e
-

probl e ms of t h e gui danc e and th e control of adol e sc e nc e

Kant thus i s o n e of t h e first mod e rns t o
th i nk cl e arly i n th i s latt e r r e gard an d t o anti c i pat e t h e
,

curr e nt e mphas i s plac e d up o n th i s phas e of t h e i ndi

’
vi d ua l s d e v e lopment and s o m e o f t h e problems wh i ch

it hands ov e r to e ducat i on
’
Kant s fai lur e prop e rly to conc e i ve of and to di scuss , ,

t h e e ducat i o n o f gi rls i s closely conn e ct e d w i th hi s con

c e p t i on o f woman AS e arly as 1 7 6 4 w e K n t m
.
f a
i
s ea o

W o m an
find e xpre ss i on O f h i s i d e a of t h e nature of
woman and outl i n e s of what t h e e ducati on o f gi rls
,

should b e Th e fai r s ex has understandi ng j ust t h e

.
,

sam e as th e mascul i n e ; i t i s only a b ea utifu l und e r ~

standi ng ; ours S ho uld be a d eep und e rstand i ng wh i ch ,

i s an e xpr e ss i on hav i ng a m e an i ng i d e nti cal w i th t h e

“ ”
subl i me . Th e cont e nt of th e great sc i e nc e of woman
i s man and among m e n a parti cular man
, H er ph i .

l OS Op h y i s n ot subti l i zin g but fe e l i ng

,
E ducati on must
.
”

att e mpt to e xt e nd h e r e nti re m oral fe el i ng and not h e r ,

m e mory not by g e n e ral rul e s but b y acts of parti cular

, ,

j udgm e nt on h e r part up on her env i ronm e nt He .

allows for h er study a l i ttl e h i story a l i ttl e g e o graphy , ,

an d fe el i ng for e xpre ss i on and for mus i c not as art but , ,

as mer e s e nsati on S i nce she has l i ttl e und e rstandi ng

.

“
and much i ncl i nat i on s h e should n e ver b e gi v e n a
,

cold an d sp e culati v e t e ach i ng but always sensati ons, ,

and i nde e d th o s e wh i ch remai n as clos e as poss ible to

, ,

h e r s e x relati o ns Th i s i nstructi on i s very rare b e

.
,

cause i t demands talents expe ri enc e and a heart full of

, ,
86 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

fe el i ng and w o man can v e ry w e ll d i sp e ns e wi th ev e ry

,

o th e r j ust as s h e can als o w i thout th e s e e ducat e h er

,

s e lf v e ry w e ll H e nce marri ag e enfranch i s e s w oman

.
”
,

Labori ous l e arn

’
whereas i t d e stroys man s fr ee d o m .

i ng and pai nstak i ng subt i l i z i n g i n a woman e v e n when ,

s h e bri ngs th e m to a h i gh d e gr e e o f p e rfe cti on d e stroy ,

t h e pr e rogati v e s wh i ch a r e pecul i ar to her s e x ; they

can it i s tru e b e caus e of th e i r rari ty make her an
, , ,

obj ect of cold adm i rati o n but at t h e sam e t i me th e y w i ll ,

w e ak e n the charms wh i ch gi ve h e r s o much pow e r o v e r

t h e oth e r s ex A woman who has h e r head full of
.

Gr e ek l i k e Mm e Daci e r or who carri e s on p r ofound

, .
,

d i scuss i ons i n m e chan i cs li k e t h e M arq u i s e d e Chas ,

t e l et may j ust as well hav e a b e ard b e s i de ; for a

,

b e ard would p e rhaps express sti ll mor e unm i stakab ly

th e a i r of profo undn e ss wh i ch S he I S try i ng t o ac q ui re 1 ”
.

“
S O far as l e arn e d wom e n a r e conc e rn e d : th e y u s e
th ei r b ooles i n someth i ng l i k e th e way that they us e th e i r
—
watch nam e ly carry i t i n ord e r to let i t be se e n that
, , ,

they hav e on e ; it i s i mmateri al whether or n ot it runs

or k e eps ti m e
2
I n fi n e Kant acc e pted the g e neral
.
”
,

op i n i o n of h i s age i n att e mpti ng t o reduce th e e ducati on

o f gi rls to t h e fo rmat i on of tast e and t h e fe e l i ngs
( S e e .

S el e cti on I Nos 4 5 6 7 2 2 2 3 24
.
, .
, , , , , , ,

Kant must how e v e r b e cr e d i ted w i th havi ng i ns i st e d

, ,

that t h e e ducati on of woman should be d e term i n e d n ot ,

by t h e abstract p oss ib i l i ti e s of sc i e nc e or of h e r i nt e l ,

1
Ob s er va t i on s on t he Feeli ng of t he B ea u t ifu l a nd t he S u b li m e

( 1 7 — H arte nst e i n ,
11 . pp . 2 5 2—2 5 4 .

1
A n t hr op ology , et c. - H art enstei n , vu . p . 6 31 .
88 EDUCA T I O NA L T H E O R Y O F IM MAN U EL K A N T

matt e r o f e ducati o n— th e l it e rary class i cs o f Gr e e c e and

R om e— i s e valuat e d on grounds d i ffe r e nt from those
wh i ch app e ar i n th e Lectur e-Notes Al
Educati ve .

V l f Li t
a ue O though pr e senti ng a phas e o f aesth e ti c e d u
er

ar y Cl s i s
a s c
cat i on th e passag e may find plac e h e r e
’

, .

Th e prop ae d e uti c to all fi n e art i n so far as t h e d e gr e e

,

o f i t s p e rfe ct i o n i s conc e rn e d s e e ms to l i e not i n rul e s

, , ,

but rath e r i n t h e culture of t h e m e ntal pow e rs by thos e

ki n d s of kn o wl e dge wh i ch a r e call e d hu m a n i or a ; prob
ably b e caus e hu m a ni ty m e ans t h e un i v e rsal feeli ng of
s m a th o n th e o n e hand and th e ab i l i ty t o com m un i
y p y , ,

’
ca t e on e s fee l i ngs cord i ally and g e n e rally o n t h e oth e r ;
,

’
th e s e charact e ri sti cs tak e n t og e th e r consti tute manki nd s
appropri at e happ i n e ss wh e re by th e y a re d iffe r e nti at e d
,

from th e l i m i tati ons of an i mals Th e a ge as w e ll as th e

.

nati on i n wh i ch th e acti ve i mpuls e t o orga n i z ed soc i al

l i fe wh er eby a p e opl e consti tut e s a p e rman e nt com
,

mun i ty struggl e d w i th t h e gr e at and d i fficult task o f

,

comb i n i ng fr e e d o m ( and h e nc e e q ual i ty ) w i th re strai nt

rath e r r e sp e ct and subm i ss i on from a s e nse o f duty
(
than fe ar) : such an age and s uch a nati o n had to i nv e nt
t h e art of mutual commun i cati on of i d e as b e tw e e n the
e ducat e d and t h e i gnorant class e s comb i n i ng t h e e n
,

largem e nt and r e finem e nt o f the fo rm e r w i th t h e natural

s i mpl i ci ty and ori gi nal i ty of the latter and i n th i s way
,

di scov e r that m e di um b e tw ee n t h e h i gh e r culture and

t emp e rat e nature wh i ch consti tut e s t h e corr e ct stand
ard on e not to be i ndi cat e d by g e n e ral rul e s as well
, ,

for tast e as for un i v e rsal human und e rstand i ng .

“
I t i s n ot probabl e that a lat e r a ge w i ll d i sp e ns e wi th
th i s standard ; for i t w i ll b e l e ss and less n e ar to nature ,
 L I MI T A T I O N S O F K AN T S EDUCA T I O NAL T HE O RY
’

89

and finally wi thout havi ng lasti ng e xamples from h e r

, ,

w o uld hardly b e i n a pos i ti on to fo rm a concepti on of

t h e happy un i o n i n one an d the sam e nati on of t h e
, ,

lawful r e strai nt of th e h igh e st cultur e wi th the pow e r

1 ”
an d j ust i ce o f free nature consc i ous of h e r o w n value
,
.

4 The next l i mi tat i on to b e po i nt e d o ut i s twofo ld

. .

I t p e rta i ns t o th e rOl e of t h e fe e l i ngs ass i gn ed t o peda

gogy and t o th ei r devel opment und e r th e
,
Educatio n of
e ducati v e mat e ri al of aestheti cs The first . Fee li n g
egl e m n c
featur e of th i s l i m i tati on i s affirm e d t h e ,
'

oth e r i mpl i e d Th e fe e l i n gs of the in di vi dual a r e pra e

.

t i cally bani sh e d from any share i n educati on and th e ,

clai ms of aesth eti cs as maki ng pos i ti v e contri buti on t o

t h e r e al i zati on of p e dago gy s i d e al a r e n e gl e ct e d
’
Thes e .

i t e ms r e fl e ct Kant s ri g orous concepti on o f human l i fe

’

and of the condi t i ons und e r wh i ch i t s gre ate st ai ms are

t o b e actual i z e d .

I n hi s educati onal theory Kant d e sp i ses th e fe e l in gs ,

both in in structi on and i n moral i zati on q u i te as much ,

as i n h i s e th i cal theory i n wh i ch th e y a r e forced from a

,

contrib uti ve porti on to conduct I n h i s psychol ogy as .

,

po i nt e d out above he came to look upon t h e feel i ngs as a

,

d i sti nct group of m e ntal acti v i ti e s s o d i sti nct that th e y

—

gav e ri s e to t h e un i q u e ph i losoph i cal probl e ms wh i ch h e

d i scuss e d i n t h e th i rd C q
r i t i u e I n th e c u e Notes how
Le t. r -
,

ever t h e expl i c i t r e fe rences to t h e culture of the fe el i ngs

,

an d th e d e v e lopment of tast e are only t w o ( 5 2 At ,

th e sam e ti m e it must be adm i tted that accord in g to t h e ,

classi ficati ons i n h i s psycholo gy much of fe e l i ng com e s ,

1
H arte nstei n v p , . . 36 7 .
90 EDUCA T I O NAL T HE O RY O F IMMAN U EL KAN T

und e r w i ll and th e m e chan i cal d e v e l o pment of moti ves

through d i sc i pl i n e and trai n i ng B e yond th i s how e v e r
.
, ,

i n s o far as t h e fe e l i ngs com e i n for any r e cogn i ti on th e y ,

a r e d e cri e d e ducati o n ally b e i ng lo ok e d up o n as hav i ng a

,

s e lfish s often i ng e ffe ct upon th e charact e r I n hi s gr e at

,
.

car e for strong v i ri l e characte r h e d e s i r e s that t h e dan

, ,

“ ”
g e rs of eas e i ndol e nc e and langui shi ng sympathy
, , ,

o f pri d e ,
emulati o n and sham e b e re mov e d as far as
,

p oss ible from absorpti on by th e fo rm i ng m i nd A t th e .

same t i m e on e sh ould n o t forget to obs e rve that Kant

,

can b e i mm e asurably t e nd e r w ith ch i ldhood and youth

whos e gre at p oss ib i l i ti es he i deal i z e s i nto absolut e
worth I n h i s hurl i ng d e fianc e at t h e fe e l i n gs wh i ch i s
.
,

such a mark e d d e fe ct i n hi s e duca ti onal s ch e me and i n ,

hi s profound r e gard for t h e rat i onal h e art w e find para ,

d oxi ca ll y a s e cr e t source of the great power h e ex e rc i s e d

ov e r hi s ow n ti mes Th i s n egati v e p e dag ogy of the fee l
.

i ngs i s also thoroughly cons i st e nt w i th h i s e th i cal ori ti

ci s m o f e v e ry form o f e ud aemon i sm as i ncapabl e of

s e tti ng up ad e q uate moral standards .

’
Th e much broad e r fe ature o f th i s l i m i tati on i s Kant s
n egl e ct of aesth e ti c e ducati on Thi s may b e closely as
.

s oci a t e d w i th t h e s e co nd l i m i tat i on p o i nted

o ut abov e .To hav e pursu e d th e culture of

th e fe e l i ngs w i th th e mat e ri al o f art may
hav e meant to Kant t h e fe m i ni zati on of t h e
should b e sc i ence o f p edagogy (S e e S el e cti on I NO S
- . .
, .

6, H e om i ts the enti r e regi on o f art and ae sth e ti c

apprec i ati on as obj e cts of trai n i n g as materi al for cultur e
, ,

and as promoti ve of large secti ons i n a full moral p er

s ona l it y . A t the same ti m e d o n ot ms th et i c m otifs color
,
92 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

pre face Kant charact e ri z e s th i s work as und e rtaki ng an

,

i nv e st igat i on of th e faculty of tast e as ae sth e ti cal j udg ,

ment m e rely w i th transc e ndental i nt e nt but

Th Found e r
, ,
e

o f M od e rn n ot for t h e sake o f the format i on and cul

JE t h e t i
S cs ‘

tur e of that faculty F or he op i n e s t h e .

, ,

“
latt e r w i ll conti nue to p ursue i t s way as her e tofore , ,

1
wi thout any such i n q u i ri e s Th i s n on -p edagogi cal .
”

c o ncepti o n of aesth e ti cs i s furth e r e xpr e ss e d i n the v i ew

“
that th e re i s n o sc i ence of b eauty but only cri ti c i sm ; ,

n o beaut i ful sc i ence but only b e auti ful art 2

,
I n hi s .
”

“ ”
d i vi s i on of aestheti cal phi l osophy t h e usual elements ,

“ “
and m e thod a re not re tai n e d ; S i nce for fine art
”

there i s only a manner (m od us ) but not a m e thod of i n ,

structi on 3
As Kant worked o ut h i s v i e ws
o n t h e natur e of art and i t s r e lati ons t o t h e human m i nd ,

th e s e formal O p i n i ons d i d not prevai l H i s r e al proble m .

assum e d p e dagogi cal m e an i ng i n addr e ssi ng i ts e lf to the

q u e st i on o f t h e r e lati ons b e tween b e auty and conduct .

H ow can t h e good w i ll be carri ed ov e r i nto t h e world of

s e nse ? H e answ e rs by plac i ng tast e b e tw ee n sense and
moral i ty Th e m e rely agreeable i s wholly s e nsuous
. .

The go od wi ll i s wholly rati onal Th e b eauti ful i s the .

s e nsuous rati onal

- 1
I n th i s way tast e i s a fit pre parati on
.
‘

for freedom And a tru e lov e r of th e beauti ful i s always

.

5
morally go od .

Now I s a y : the beauti ful i s the symbol of th e

‘
,

morally good ; and i n th i s respect does it give us a

pleasur e w i th wh i ch w e e xp ect others t o sympath i ze ,

1
H art e nste i n v p , . . 17 6 .
1
Ib i d .
, p 3 14
. .

3
Ib i d .
,
p . 36 6 .
1
Ib i d .
,
p . 2 14 .
5
Ib i d .
,
pp 2 0 8
.
,
30 8 .
 LIMI T A T I O N S O F K AN T S EDUC A T I O NAL T HE O RY’
93

wh e reby the m i nd i s consc i o us of a c e rta i n e xaltati on

and e l e vati on abov e th e mere susc e ptib i l i ty o f d e s i re
through i mpre ss i ons of the senses and at t h e sam e t i m e ,

e st i mat e s t h e worth of oth e rs accord i ng to a s i m i lar

1 “ ”
max i m of th ei r j udgm e nt Tast e mak e s p oss ibl e
.

th e trans i ti on fro m s e nsuous pl e asur e to hab i tual i nter e st

in moral i ty w i thout a too v i ol e nt l e ap by r e pr e s e nti ng ,

t h e i magi nati on e v e n i n i t s fr ee dom as capabl e of b e i ng

, ,

d e t e rm i ned i n adaptati on to t h e understand i ng and ,

t e ach i ng us t o find fre e sati sfacti on wi th no sensuous

2 ”
pl e asure e ven i n obj e cts of s e ns e
, .

H ow complet e ly aesth e ti cs thus r e turns to the actual

i z i ng support of the i d e al of e ducati on i s finally to be , ,

s e e n towards t h e clos e of t h e Cr i ti que where ,

Cfifidfi i
’
Kant charact e ri z e s t h e i ntenti ons of nature
wi th re sp e ct to man (S e e S e lecti on IV ) “
33211
0 1 ? 11 3
. .

Th e final a i m of natur e i s not man s happ i

’

’
ness but man s cultur e wi th i t s h ighest appl i cati on t o
, ,

freedom D i sci pl i n e and the ac q u i si ti on o f sk i ll a r e

.

preparatory stages i n th i s culture I n th e h igh e r edu .

cati on of man th e study o f the h uman i ti es art and

, , ,

sci e nce must finally cont r ibute t o the actual i zati on of

“
th i s natural end Fi ne arts and sci ences wh i ch mak e
.
,

m e n w e ll -behaved e v e n if n ot,
morally bett e r by a ,

un i v e rsally communi cabl e des i r e and by pol i t e n e ss and ,

soci al re fin e ment rob the sensuous i ncl i nati ons of much

,

of th e i r tyranny and thus prepar e man for a mast e ry

, , ,

i n wh i ch re ason alon e shall hav e power ; wh i le t h e e v i ls

wi th whi ch partly nature and partly t h e untamabl e

1
H a rte nstei n , v . p . 36 4 .
1
Ib id .
,
p . 36 6 .
94 ED U CAT I O NAL T H E O RY O F IMMANUEL K AN T

s e lfishn e ss o f m en assai l us call forth i ncre as e and st e el

, , ,

th e pow e rs o f th e s oul tha t they may not suc cumb t o

,

th e se i nflu e nc e s and thus they mak e us fe el a fitn e ss

, ,

wh i ch l i e s h i dd e n w i thi n us for h igh e r ai ms

,
1
I t was
.
”

S chi ll e r w h o d e clared an absolut e confid e nc e i n th i s

e ducat i v e p ower o f art and it was H e rbart b orrow i ng
, ,

from both Kant and S ch i ll e r who labo re d t o system ati ze

,

i nstructi on and d i sc i pl i n e for t h e r e al i zati on of th i s end .

1
H arte nst e i n v p
, . . 44 7 .
96 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T
Ka n t ’
s P r ol egom en a , a nd Metap hy s i ca l Foun d a t i ons of Na tur a l
S ci en ce, by E . B . B a x, Lond on , 1 8 8 3 .

Ka nt ’
s P r ol egom en a to a ny Fut ur e Met ap hy si cs ,
by P . C arus ,

C h i cago , 1 90 1 .

Ka n t ’
s P r i n cip l es f
o P oli ti cs , by W H asti e E di nburgh
.
, ,
1 891 .

( Th i s v o lum e c o nta i ns Id ea of at Uni ver s a l H i s t or y f om a Cos m o

7
r

p oli t a n S t a n dp oi n t Parts II and III o f U

, p on t h e C om m o
.n S a y i ng .

A Thi ng m a y b e Good i n Th eor y b ut n ot i n P r a ct i ce and Et er n a l , ,

P ea ce a P hi l os op hi ca l S chem e ) .

Ka n t s P hi l os op hy of La w by W H asti e E d i nburgh 1 8 8 7
’

, .
, ,

( b e i ng P art I o f .Th e Met ap hy s i cs of E t hi cs ) .

Ka n t s Et hi ca l Th eo y by T K A bb ott fifth e d i t i o n Lond o n

’
r , . .
, ,

and New Y ork 1 8 98 ( Th i s v olum e c ontai ns Fun da m nt a l P r i n

, . e

cip l es of t h e Met ap h s i cs o Et hi cs t h e C i t i u e o P r a ct i ca l R eas on

y f q f ,
r ,

Part I o f On t he R a di ca l Evi l i n H u m a n Na t u e Part I of R eli gi on

. r , .

wi t hi n t h e Li m i t s of Mer e R eas on t h e Ge n e ral I ntr o ducti on t o Th e ,

Met ap hy s i cs of Et hi cs and th e Pr e fac e and I ntro duct i o n t o Part II

, .

o f t h e sam e and Up on a n A l l g d R i ght t o Die f om ill oti ves of

,
e e r

Ka n t ’
s J
Cr i t i qu e
f u d gm en t o by J H B e rnard L o nd o n 1 8 92
, . .
, ,
.

Ka n ts A n t hr o ol o
’

p gy P r a g m a t i c a l l y Cons i d er ed by A E Kr o e ge r , . .
,

i n A m e i ca n Jour n a l of Sp ecu l a ti ve P hi l os op hy v ols

r 9 if St ,
.
, .

L o u i s 1 8 7 5 ff
, .

Ka n t on Ed uca ti on by Mi ss A Churt on I ntr oduct i on by Mrs

, .
,
.

R D av i ds LOn d on 1 8 99
.
, , .

S EPARAT E EDI T I O N S O F UE B ER PA DAGOGIK “

Im m a n uel Ka n t b e arb e i t e t von G FrOh l i ch und F K orn e r Di e

, . .
,

Klass i ke r d e r Pad a gogi k B d xi h e rausge ge b e n von G FrOh li ch

, . .
,
.
,

L ang e nsal z a 1 8 90 , .

Em m a nu el Ka n t Tr a i t é d e P éd agogi e ( traduct i on J ul e s B arn i )

’
, ,

ave c u n e pré face d es s ommai re s analyti qu e s e t un l e x i qu e par R a y

m ond Tham i n Pari s A lcan 1 8 8 6
.
, , .

Im m a n u el Ka n t Ub e P a d a gogi h Mit Kant s B i o graph i e ’

,
r .

h e rausg e ge b e n von T V o gt 2 t e Au flage L ang e nsal z a 1 8 83

.
, , ,
.

B e y e r s B i bl i oth e k p a d a go gi s c h e r Klass i k e r B d v i i i
’
. .
,
 LI T ERAT URE 97

Im m a n u el Ka n t , Ueb er P a d a gogi le . Mi t E i nl ei tung und A nm e r

kung v e rs e h e n von 0 Wi llmann .
, 2 te A ufl a ge L e i p z i g
, R i cht e r s
.
’

Pad a gogi s c h e B i bl i oth e k B d x ,

. .

E "P OS I T I O N AND CRI T ICI S M

From t h e large mass of Kanti an l i te ratur e t h e foll ow i ng s e l e c
t i ons may b e m e nti on e d h e re .

B e ck e r Im m a n uel Ka n t u n d d i e d eu t s ch e Na t i on a l e i ehun g
. rz .

W orms 1 8 7 6 ,
.

B e ye r C E z i ehung z u Ver n unft

,
. P hi l os op hi s ch p a d a gogi s ch
r r .
- e

Gr un d li ni en fur E z i ehun g u n d Un t er i ch t 3 t e Au fla ge Wi e n r r ,
.
,

187 7 .

Bo hm e r ,
0 . D i e P a d a gogi h b ei Ka n t und H er b a r t . Marburg ,

1 8 92 .

B urg e r A , . Ueb er d i e Gli ed er un g d er P a d a gogi lc Ka n t s . J e na ,

1 8 90 .

Du p r oi x, P . Ka n t et Fi ch t e et l e p r ob l em e d e l
’
Ed u ca t i on .

Ge n e va , 1 8 95 .

H oll e nbach W D a r s t el l ung u n d B eu r t h ei lu ng d er P a d a gogi /c

, .

Ka n t s J e na 1 8 8 1
.
, .

J ahn M D er Einflus s d er Ka n ti s ch en P s y chologi e a uf d i e

, .

P d d a gogi h a ls Wi s s en s chaft N e u e J a h rb ii c h e r fl i r Ph i l o l og i e und .

Pad a gogi k 1 8 8 4 II A bt ,
Lei pz i g , . . .

K i pp i ng F ,
. A . D i e Gr un dz uge d er
'

Ka n ti s ch en P a d a gogi h .

Pa d a gogi s ch e Blatte r fii r L e h r e rb i ldung und Leh r e r b i l d u n gs a n

S t al t e n , 1882 , B d . xi . pp . 37 0 ff .

L i ght J K , . . Ka n t ’
s Infl u en ce on Ger m a n P ed a gogy . L e ban on ,

1 8 93 .

McIn t y r eJ L , . . Ka n t ’
s Th eor y f Ed u ca t i on
o . E ducat i onal
R e v i e w Ne w Y ork
, ,
1 898 , xv i . pp . 31 3— 3 2 7 .

h ll ps on
P i i , R . D i e d s t h et i s ch e Er z i eh ung , ei n B ei t r a g z ur Lehr e
Ka n t s , S chi l l er s , und H er b a r t s . Magd e burg ,
1 8 90 .

Prosch F D i e P d d a gogi h Ka n ts
, . . Z ei tschri ft fur das Re al
S chulw e s e n B d i x 1 8 84 , . .
, .

R e b or n A Ka n t s A ns i ch t en u b er ’
d en r eli gi b s en Un t er r i cht
'

. .
,

W e tz lar 1 8 7 6 , .
98 EDUCA T I O NAL T HE O RY OF IMMANUEL K AN T

Ri cht e r ,
A . Ka n t ’
s A n s i ch t en u b er Er z i ehung . H alb e rstadt ,

18 6 5 .

S trump e ll . Di e P a d agogi /c d er P hi l os op hen Ka n t , Fi cht e ,

H er b a r t .Braunschw ei g 1 84 3 , .

Te mm i ng E B ei tr ag z ur D a s t el lung un d K i ti /c d er m or a l
, . r r

i s chen B i l d u n gs l eh e Ka n t s B raunschw e i g 1 892

’
r .
, .

V oge l A Ka nt i n Ges chi chte d er P d d agogi lc a ls Wi s s en s chaft

,
.
, ,

pp 1 8 9 20 8 Gii t ers l oh 1 8 7 7
.
- .
, .

Voge l A D i e p hi l os op hi s chen Gr un d lagen d er wi s s ens chaft li chen

, .

S y s t em e d e P d d a gogi h ( L ock e Kant H e g e l S chl e i ermach e r H e r

r , , , ,

bart B e n e k e) 2t e Aufla ge La ng e nsal z a 1 889

, , .
, .

Th e m or e e lab orat e e ncycl op ae d i as and h i stor i e s o f e ducat i on

may als o b e c o nsult e d such a s B u i ss on s Li ndn e r s R e i n s
,
’

,
’

,
’

S chm i dt s Z i egl e r s e t c
’

,
’

, .
 IN T R O D U C T IO N

1 MA N i s the only cr e atur e that must b e e ducat e d

. .

By e ducati on w e m e an car e ( mai ntenanc e ) d i sc i pl i n e 1

,

( tra i n i ng ) and i nstruct

,
i on i nclud i ng cul ,

ture 2
. M an i s thus bab e pup i l and , ,

scholar .

2A n i mals e mploy th ei r pow e rs as soon as th e y

.
,

3
hav e any properly ; that i s t o s a y i n such a mann e r
, ,

that they do not i nj ure th e ms e lv e s I t i s i nde e d won .

, ,

d e rful t o s e e young swallows although

C ,
are .

hardly out of the eggs and sti ll bl i nd know , ,

i ng h ow to arrang e to l e t th ei r e xcre m e nt fall outs i d e

th e n e st A n i mals n e e d th e r e fo re no care ; at t h e most
.
, ,

1
D i sci pl i n e i s r e gard e d by Kant as t h e n e gati v e part of e duca
t i o n I ts funct i on i s t o pre pare t h e way for t h e lat e r p os i ti ve part
.
,

wh i ch i s culture .

1
Th i s c onc e pti o n o f culture ( B i l dung) i s t o b e und erstoo d
“

h e re i n i t s stri cte r m e an i ng o f m o ral culture r e fe rre d t o i n S e ct i ons

,

31 3 2
, .I n S e cti on 6 th i s te rm i s us e d i n i t s w i d e r m e an i ng ,

and i s th e re translat e d as e ducat i o n

“
( C f S e ct i o n l 8 o and d
.
”
.

in c “
culti vati on and i nstruct i on a r e fus e d t oge th e r as th e
“ ” ”

th i rd form of e ducati onal acti v i ty ) I n S e cti on 2 1 cult ure c onst i

.

t ut e s th e o nly p os i t i v e asp e ct o f e d ucat i on ( C f S e ct i o n . Th i s .

t e rm culture i s v e ry g e n e rally us e d by Kant and i s p e rhaps

“ ”

, , ,

n e xt t o m oral i ty t h e m ost i mp o rtant i te m i n h i s c onc ept i o n of

“
,
”

e ducat i o n .

3
V o gt ri ghtly sugg e sts that th i s k i nd of u s e of th e i r p ow e rs i s
purp os i ve rath e r than prop e r
”
.

L OFO .
10 2 EDUCA T I O NAL T HE O RY O F IMMANUEL KAN T

only food w ar mth and overs ight or a c e rtai n p rot e c

, , ,

ti on M ost an i m als n e e d nouri shm e nt but n o care

.
, .

By c a r e i s und e rsto o d that for e s ight on t h e part of

parents wh i ch s e e s that chi ldren make n o harmful use
o f th e i r p ow e rs S hould for exampl e an ani mal cry
.
, ,

at i t s b i rth as ch i ldre n d o i t would c e rt aml y become

1
, ,

t h e pr e y o f wolv e s or o f oth e r w i ld an i mals lured t o ,

the sp ot by i t s cry .

3 . D i sc ipli n e
trai n i ng chang e s an i mal nature i nto
,
or ,

human nature A n an i mal i s already fully e q u i pp ed

.

Th N e c es i t y
e through i nsti nct ; a fore ign re ason has mad e
s

0 1 11 1 11 11 9
50 1
complet e provi s i on for i t But man n e e ds
11
.

2
h i s o w n reason H e has n o i nsti nct and must .
,

1
Se e Se cti on 40 as t o th e caus e of th i s cry i ng .

1
In h i s Id ea o f a Un i ver s a l H i s t or y fr om a Cos m op oli t a n P oi n t
of Kant
Vi ew ( 1 7 8 4 ) g i v es a m o r e fo rmal e xpr e ss i on o f th i s a n t i t h

e s i s b e tw e e n natur e and human i ty b e tw e e n i nst i nct and r e as o n ,

“
Th i rd Prop os i ti on N atur e h a s w i ll e d that m a n shall produce
:

e ve ryth i ng wh i c h i s ov e r a n d ab ov e t h e m e chan i cal arrang e m e nt

,

o f h i s an i mal e x i st e nc e e nt i r e ly fr o m h i ms e lf and S hall hav e part

, ,

i n n o happ i n e ss or p e rfe cti o n oth e r than that wh i ch h e i n s t i n c ,

t i vel y fr e e has pr o cur e d fo r h i ms e lf by h i s o w n r e as o n

,
— H art e n .

st ei n i v p 1 45
,
. . .

“
I nsti nct th i s voi ce of God wh i ch all an i mals ob e y i s th e n e w
, , ,

b orn i nfant s only gu i d e —P r ob a b le B egi nn i ngs of H um a n H i s

’
.

to y ( 17
r H ar t e nst e i n i v p 31 7 , . . .

I n h i s An t hr op ology wi t h R efer en ce t o P a gm a ti c En d s t h e d i f r

fe re nce b e tw e e n man and ani mals i s stat e d t o c ons i st i n th e fact

that man h as a characte r wh i ch h e cre ate s h i ms elf s i nc e h e h as ,

t h e faculty o f p e rfe ct i ng h i ms e lf acc ord i ng t o purp os e s d e ri ve d

from h i ms e lf by m e ans o f wh i ch h e can turn h i ms e lf from an
,

an i mal e n d ow e d w i th t he cap a ci ty of r eas on ( a ni ma l r a ti ona b i le)

10 4 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

his an i mal i mpuls e s from hi s d e sti ny wh i ch i s humani ty , .

I t must r e strai n hi m from b e tak i ng h i ms e lf wi ldly and

thoughtl e ssly i nto dang e r Trai ni ng [Z u cht] th e re fore .
, ,

i s m e r e ly n e gati v e ; it i s th e acti o n by w h i ch o n e ri ds
m a n of h i s w i ldn e ss ; i nstructi on on t h e contrary i s the , ,

p o s i ti v e part o f e ducati on .

Wi ldn e ss i s i nd e p e nd e nc e of laws D i sc i pl i n e s ub .

j e c t s man to t h e laws of human i ty and b e g i ns t o l e t ,

h i m fe e l t h e constrai nt o f law Thi s how e v e r should .

, ,

tak e plac e e arly Thus for i nstanc e w e at first s e nd

.
, ,

ch i ldr e n t o scho o l not so much w i th th e i nt e n ti on that

,

th e y shall l e arn som e th i ng th e r e as wi th th e i d e a that ,

they may b e com e accustom e d to s i t S ti ll and t o obs e rv e

promptly that wh i ch i s enj oi n e d upon th e m i n ord e r ,

that i n t h e future they may not att e mpt i mmed i ately t o

carry out th e i r e v e ry capri ce .

5 .M an how e v e r has such a gre at natural i nsti nct

, ,

for fre e dom that h e sacri fic e s e v e rythi ng for i t when

onc e he has be e n accustom e d t o i t for any
D i i pl i
sc d n e an

th I
e ti
ns t f l e ngth of t i m e
nc or
1
For th i s very re as o n must
F dm
.

re e o
d i sc ipl i n e as alre ady sai d b e br o ught i nto
.

, ,

us e v e ry e arly ; fo r if th i s i s n ot d o n e i t i s a v e ry dif
, ,

fi cul t matt e r t o change man lat e r H e th e n follows .

e v e ry capri c e I t i s obs e rvab le als o i n savag e nati ons

.
,

that e ven though they act as s e rvants for E urop e ans for
a long ti m e th e y never accustom th e ms e lv e s to t h e
,

1
Th i s i nsti nct for fre e do m i s call e d i n t h e A nt h op ology e t c
‘

,
r , .
,

t h e m o st v i ol e nt o f all t h e pass i o ns of savag e s — H art e nste i n ”

.

v ii
. p 5 89. .
 IN T R O DUC T I O N 10 5

’
latt e r s mod e of l i vi ng Wi th th e m how e ver th i s i s not
.
, ,

a nobl e i nsti nct for fre e dom as R ouss e au and oth e rs

l
,

mai ntai n but a c e rtai n rawn e ss ; for i n thi s i nstance the

,

ani mal has s o to sp e ak n ot y e t d e v e lop e d th e human i ty

, ,

w i th i n it M an must th e r e for e b e early accustom e d t o

.
, ,

subj e ct h i ms e lf t o th e c o m m ands of re ason I f i n hi s .

,

youth h e i s grant e d h i s o w n w i ll an d opp os e d i n noth i ng

, , ,

h e w i ll r e ta i n a c e rtai n w i ldn e ss thr o ughout hi s whole

l i fe Nor i s it any advantag e to h i m to b e i ndulg e d in
.

y o uth w i th an all t o o gr eat mat e rnal t e nd e rn e ss for h e ,

wi ll find only s o much th e m or e oppos iti on and wi ll ,

rec e i v e thrusts fro m al l s i des when onc e h e e nt e rs i nto ,

2
the affai rs of t h e world .

1
A F r e nch ph i l os oph e r ( 1 7 12—1 7 7 auth or o f t h e re voluti on
ary d octr i n e of natural i sm wh i ch w a s v i ol e ntly opp os e d t o th e
,

e arl i e r rat i o nal i sm Kant w a s on e of t h e gr e at Ge rman th i nk e rs

.

w h o w e r e pr o foundly i nflu e nc e d by R ouss e au wh os e ch i e f e d u ,

c a t i on a l w ork was t h e Em i l e 1 7 6 2 I t i s a ph i l os oph i cal r o manc e

, .
,

ush e r i ng i n a n e w p e dag og i c e r a .

3
I n h i s c onc e pt i on of w i ll trai n i ng by m e ans of m e e t i ng w i ll
r e s i stanc e wh i ch re app e ars through out t h e Lect ur e Not es Kant
,
-
,

tak e s a p os i ti o n opp os i te t o and cri ti cal of that assum e d by R ous

, ,

s e au .
“
S o l o ng as ch i ldr e n find r e s i stanc e only i n th i ngs a n d ,

n e v e r i n Wi lls th e y w i ll b e c om e n ei th e r r e b e ll i ous n or ch ol e r i c
, ,
"
and w i ll t h e b e tt e r k ee p th e ms e lv e s i n a state o f h e alth — E7ni le .
,

Payn e s translati o n Ne w Y ork 1 8 93 p 2 9

’
. .
, , ,

That Kant must hav e tak e n th i s pr oc e ss of w i ll opp os i ti on

s e ri o usly e v e n outs i d e h i s e ducati onal th e ory can b e s ee n i n t h e
, ,

fo ll ow i n g passag e s fo und i n t h e Id ea of a Uni ver s a l H i s t or y fr om

a Cos m op oli t a n P oi n t f
o Vi ew
F ourth Pr op os i ti o n Th e m e ans of wh i ch natur e mak e s u s e
:

i n ord e r t o e ffe ct t h e d e v e l o pm e nt o f all h er capaci t i e s i s th e i r a n

t a gon i s m i n s oc i e ty i n s o far as th i s b e c o m e s i n t h e e n d t h e caus e
,
10 6 ED U CA T I O N A L THE O RY O F I MMAN U EL KAN T

I t i s a c o mmon d e fe ct i n th e e ducati o n of royalty ,

that s i nc e th e y a r e d e sti n e d to b e rul e rs no on e r e ally

, ,

o ppos e s th e m i n th e i r youth Wi th man on acc o unt .

,

o f hi s i ncl i nati on to fr e e dom a c e rta i n p o l i sh i ng o f h i s ,

r oughn e ss i s n e c e ssary w i th th e an i mal how e v e r thi s , ,

i s n ot n e c e ssary on account o f i t s i nsti ncts

, .

6 M an n e e ds care an d e ducat i o n
. Trai ni ng and i n .
1

structi o n ar e i nclud e d und e r e ducati on S o far as i s .

A N w CI e ifi kn o wn n o ani mal n e e ds th e s e ; n on e o f
as s ,

ca ti f
on o

Ed t i l
uca
th
on a
e m l e arn anyth i ng fr o m th e i r par e nts e x ,

A t i vi t i
c esc e pt b i rds th ei r s i n gi ng
.
2
I n th i s th e y are .

i nstruct e d by th e pare nt-b i rds and i t i s a ffe cti ng to oh ,

of a un i form orde r of t h e sam e B y antagon i sm I m e an h e re .

,

t h e uns o ci al s o ci ab i l i ty o f m e n Ma n has a d i sp os i t i on t o as
.

s oci a t e ; s i nc e i n such a state h e fe e ls h i ms e lf m ore as a man ,

that i s t h e d ev e l opm e nt of h i s natural capac i ti e s B u t h e als o h as

,
.

a gre at i ncl i nat i on t o d et a ch ( i s olat e) h i ms e lf Th e n occur .

th e first tru e st e ps o ut of rawn e ss t o wards cultur e wh i ch c o ns i sts ,

re ally i n t h e s oc i al valu e of man th e n all tal e nts be co m e gradually

d e v el op e d t h e tast e form e d e t c
, ,
Ma n d e s i r e s p e ac e ; but
.

nature kn ows b ette r W hat i s g oo d for h i s sp e ci e s s h e W i sh e s d i s

c ord .

“
Al l cultur e and art ad orn i ng human i ty t h e m ost b e aut i ful ,

s oci al ord e r ar e fru i ts of u ns oci ab i l i ty wh i ch i s c onstra i n e d by

, ,

i ts e lf t o d i sc i pl i n e i ts e lf and t h us thr ough e xt o rt e d art t o d e v e l op

, , ,

c ompl e t e ly t h e g e rms o f nature — H art e nste i n i v pp 14 6 —1 4 8

.
, . . .

1
S e e S e ct i o n 1 n ot e 2 ,
Th i s d i v i s i o n o f e ducati onal acti vi ti e s
.

i s o nly part i al and curs ory and i s mad e for th e purp os e of fix i ng

,

m o re cl os e ly t h e m e ani ng of e ducat i o n .
”

2
Kant tre ats th i s q u e sti o n of t h e s ong of b i rds i n h i s A n t hr o
o l o e t c I n h i s l e ctur e s o n that subj e ct i n 1 7 90 — 91 th i s s o ng
p gy , .

t rad i ti o n w a s r e gar d e d a s a pro ce ss c orr e sp ond i ng t o t h e e ducat i onal

10 8 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

men w ho ducat e d th e m s e lv e s D e fe cts ther e fore

a re e .
, ,

i n th e d i sc i pl i n e and i nstructi on of som e m e n m ak e

th em po or e ducators o f the i r pup i ls 1
If a .

H
P3 222 “ D b ei ng of a sup e ri or nature w e re t o assume
, e ,

90 “
233121221 t h e care of our e ducat i on w e w o uld th e n
1
,
1

s e e what man could b ecom e But s i nce .

,

e ducat i on partly t e ach e s man som e th i n g an d partly

m e re ly d e v e l ops s o m e th i ng w i th i n hi m it cannot b e ,

kn own h o w far his natural q ual i ti e s go I f only an ex .

p e ri m e nt were to b e mad e u nd e r royal patronage and ,

through th e un i t e d efforts o f many there m ight b e di s ,

closures as t o what man m ight accompl i sh I t i s as .

i m portant for th e ph i losoph e r as i t i s mourn ful for t h e

phi lanthrop i st to obs e rv e h o w royalty usually care o nly
and always for themselv e s an d n e ver take part i n th e ,

i mportan t exp e ri m e nt o f e ducat i on i n s uch a mann e r

that nature may take a st ep neare r p e rfe ct i on Th e re .

i s no on e i nj ure d by n e glect i n hi s y o uth but should

, ,

h i ms e lf s e e i n mature y e ars where i n h e has b e e n n eg

l e ct e d e i th e r i n d i sc i pl i ne o r i n culture (as on e m i ght
,

call i nstructi on ) H e who i s not culti vat e d i s raw ; h e

.

w h o i s not d i sc i pl i n e d i s w i ld Th e om i ss i on of d i sci
.

pl i n e i s a gre ater evi l than the n e gl e ct o f cultur e ; for

the latt e r can b e r e covere d i n lat e r y e ars but w i ldn e ss ,

cannot b e re mov e d and a blund e r i n d i sci pl i n e cannot

1
In th e A n t hr op ol ogy , etc .
,
H arte nst e i n
p 6 5 2 Kant ,
vn . .
,

re gards th e probl em o f m oral e ducat i o n fo r our sp e c i e s as sti ll

uns olve d b e caus e o ur e v i l prop e ns i ti e s a r e l ook e d up o n w i th d i s
,

approval and ar e curb e d but a re n ot w i p e d out ( S e e S e ct i o n 1 2

, .
,

n ote p , .
 IN T R O DUC T I O N 10 9

be r e tri e v e d I t i s p o ss ibl e for e ducati on t o bec ome

.

b e tt e r and b ett e r and for e ach succ e ss i v e g e n e rat i on t o

,

tak e a st e p n e are r t h e p e rfe cti o n of human i ty ; fo r b e

hi nd e ducati on lurks the gr e at s e cr e t o f t h e p e rfecti on
o f human natur e
1
H e nc e forth th i s i s actually p oss ibl e
.
,

s i nc e n ow for th e first ti m e w e a r e b egi nn i ng t o j udge

, ,

prop e rly and to s ee clearly what e ss e nti ally b e longs t o

a go od e ducati on I t i s e nrapturi ng to fa n cy that human
.

natur e w i ll b e bett e r and b e tt e r d e v e lop e d through e d u

cati on and that th i s can be brought i nto a fo rm su itab l e
,

to human i ty Th i s op e ns t o us the prosp e ct of a happ i er

.

human rac e i n t h e future .

8A n outl i n e of a Theor y of Ed uca ti on i s a nobl e

.

i deal and do e s no harm e v e n if w e a r e not i n a p os i ti on

,

t o real i z e i t i mm e d i at e ly But on e should

y f
.

Th e or o

n ot cons i der t h e i d e a ch i meri cal and cry it Ed t i , uc a on

Id l an ea
down as a b e auti ful dre am s i mply b e cause ,
‘

i ts executi on m e e ts w i th h i ndrances .

A n i dea i s n othin g e ls e than th e concept of a p e rfe c

ti on wh i ch h as n ot y e t b e en met wi th i n experi enc e ; as ,

for example t h e i dea of a p erfect republ i c governed

,

accord i ng t o the laws of ri ght e ousness I s i t for that .

reason i mposs ibl e ? O ur i d e a must first be ri ght and ,

th e n it i s not at all i mp oss ibl e ev e n w i th all the h i n ,

dranc e s wh i ch n ow stand i n the way of i t s re al i zati on .

I f for i nstanc e e v e ry on e should li e would merely for

, , , ,

Th i s affirmat i on take n i n c o nn e cti on w i th Se cti ons 1 0

1
, , 15 ,
i s truly Kant i an Th e m oral asp e ct of e d ucati o n app e ars i n
. the
fore gr ound ( S ee Se l e cti on II )
. .
1 10 EDUCAT I O NAL T HE O RY O F IMMANUEL K AN T

that r e ason truthfuln e ss b e only a vagary ? A nd the

,

i dea o f an e ducati on wh i ch i s t o d e v e lop all the natural

q ual i t i es i n man i s certa i nly truthful 1
.

9 M an does n ot fully atta i n th e purp os e of h is exi st

.

enc e w ith h i s present educati on F or how d i ffe re ntly .

,

do men l i ve ' Ther e can b e a un i form i ty

Pr es e nt
Ed t i f among them only i f th e y act accordi ng t o
u ca on o

M Im p e fe t
an r c
t h e same max i ms and thes e max i ms would
‘

hav e t o b e c o m e s e cond nature to th e m We can labor .

on t h e plan of a more su i table educati on and han d ,

d o wn o ur d i recti ons t o posteri ty wh i ch can r e ali ze it ,

l ittl e by l i ttl e I t i s observable for e xa m ple i n the a u

.
, ,

ri c ul a that they a r e all of on e and the sam e color when

,

grown fro m a root ; but i f on th e oth e r hand th e y are , ,

grown from s e e d th e y ar e obtai n e d with q ui te d i fferent

,

and the m ost vari ed colors Nature has so deposi t e d .

the germs i n them that the development of these vari a

t i ons depends only upon the proper sowi ng and trans
planti ng S o w i th man . .

10 There are germs i n human nature and i t becomes

.
,

o ur concern to dev e lop the natural capac i ti es proport i on

1
c onc e pti ons of i d e a and i d e al form t h e bas i s of
Th e “
"
“ ”

c onsi d e rably m or e than a th i rd p ort i on of th e Cri ti que of P ur e

R ea s on — nam e ly t h e Transc e nde ntal D i al e ct i c wh i ch e nd e avo rs
, , ,

t o pre s e nt t h e i llus o ry natur e o f t h e transc e nd e ntal i d e as o f t h e

s oul th e w orld and God Th e i llustrati on of t h e p e rfe ct re publ i c
, , .

app e ars th e r e als o w i th parti cular r e fe r e nc e t o t h e R e publ i c of

,

Plat o I n t h e Cr i ti que all i d e as a r e n ot r egar d e d as truth

“ “ ”
.

ful s i nc e th e y l e ad human re as on p ers i ste ntly i nto error

,
”
.
1 12 EDUCA T I O NAL T HE O RY O F IMMANUEL K ANT

11 E ducati on i s an A r t
. the practi c e of wh i ch must
be bro ught to p e rfe cti on i n th e cours e o f many ge n e ra

c o mpl e t ely d ev e l op e d o nly i n th e rac e and n ot i n t h e i ndi vi dual ,

.

R e as o n i n a cr e atur e i s a capac i ty t o e xt e nd t h e rul e s and

purp os e s of t h e us e s of all i t s p ow e rs far b e y ond natural i nst i nct ,

and th e re ar e n o l i m i ts t o i t s p oss i b i l i ti e s I t h ow ev e r d oe s n ot .
, ,

act i nsti ncti v e ly but n e e ds tri als practi c e and i nstructi on i n

, , , ,

ord e r t o mak e pr o gr e ss gradually fr o m o n e stag e of i ns i ght t o

an oth e r Th e re for e e v e ry man w ould hav e t o l i ve an e xc e ss i ve ly

.

l ong t i m e i n ord e r t o l e arn h ow t o mak e a c o mpl e t e u s e of all h i s

natural capac i t i e s ; or i f nature h a s ass i gn e d h i m a sh ort t e rm
,

o f l i fe ( a s i t actually has ) s h e n e e ds p e rhaps an i nt e rm i nabl e

, , ,

s e ri e s of g e n e rat i ons o f wh i ch on e w i ll transm i t i t s e nl i ght e n

,

m e nt t o an oth e r i n orde r finally t o urge h e r ge rms i n ou r sp e ci e s

,

t o that d e gre e o f d e v e l opm e nt wh i ch i s appr opr i ate t o h e r i n t e n

ti on — Ib i d p 1 4 5 I n h i s r evi e w th e n e xt y e ar o f t h e s e c ond
.
”
.
, . .

part of H e rde r s Id een u P hi l0 30p hi e d r Ges chi cht e d er Mens ch

’
z r e

hei t ( I b i d p , . Kant pr e s e nts a m or e acc e ptabl e m od i ficati o n

of th i s th o ught wh i ch sh o uld n ot b e o m i tt e d h e r e
, It is
n o c o ntrad i ct i on t o s a y that i t e human rac e i all i parts
[ th , ] i s n t s

asympt oti c t o th i s [i t s d e sti ny] and y et on t h e wh ol e i t d oe s c om e

,

t oge th e r w i th i t i n o th e r w ords that n o i nd i v i dual m e mb e r of all ,

t h e o ffspr i ng o f th e human rac e but o nly t h e sp e c i e s fully r e ach e s,

i t s d e st i ny Th e math e mat i ci an can e xpla i n th i s t h e ph i l os op h e r

.

w ould s ay t h e d e st i ny of th e human rac e as a wh ol e i s u n cea s i ng

p r ogr es s , e tc .

n
I i ts bald e r form th i s v i e w fo rc e s th e w h ol e probl e m of e duca
ti on t o d i sapp e ar l e avi ng n o trac e b e h i nd i t ( as T e mm i ng obs e rv e s)
, .

Kant s p e dag ogy d o e s n ot far e as badly h ow e ve r as a s i mpl e r e vo

’

, ,

l ut i on a l p e dag ogy wh i ch pr i mar i l y a t t e m p s t o b e a rac e p e dag ogy

, .

Th i s i s subj e ct t o th e sam e l i m i tati o ns ; but th e sup e ri o r i ty of

Kant i an p e dag ogy l i e s i n i t s c on c e pt of t h e m oral d e st i ny of t h e
rac e wh i ch of c ours e br e aks w i th all d ev e l opm e nt Kant c on
, , , .

c e i ve d o f e ducat i o n as a c onsc i ous struggl e i n w h i ch t h e e n d i s ,

kn own fro m t h e b eg i nn i ng Ev oluti onal p e dagogy puts t h e

.
 IN T R O DU C T I O N 1 13

ti ons .E ach generati on provi d e d wi th t h e kn o wl e dge

,

o f it s pred e c e ssors can always p ro duc e an e ducati on

,

whi ch shall d e v e lop pro porti onat e ly and ,

Educatio n
purpos i v e ly all t h e capac i ti e s of man and
,
C f , on c e r n or

th R e e ac
thus l e ad th e e ntir e rac e towards i t s g oal
'

Provi denc e has d e cre e d that man shall b ri ng t h e good

“
out o f hi ms e lf and as it w e re says t o h i m
, ,
Go out
, ,

i nto th e world ; I hav e e q u i pp e d yo ti w i th e v e ry d i spo

s it i on for the good
1
I t i s y o ur a ffai r to d e v e lop them
.
,

and thus your o w n happ i n e ss and unhapp i n e ss d ep e nd

upon yours e lf S omewhat i n th i s fash i on could the
.
”

Creator have spok e n to man .

12 M an i s t o d e v e lop first h i s nat i v e cap ab i l i ti e s for

.

th e g o od Prov i d e nc e has not placed them i n h i m a l

.

re ady p e rfe ct and compl e t e ; th e y a r e only Ed t i uca on

m n G t t ’
r e a es
bare p ot e nti al i ti e s and w i thout th e di s t i n c
,
d H d t
a

an
s

ar es

ti on of moral i ty ?
M an i s t o s e e k to m ak e P bl m ro e

hi mself bett e r t o culti vat e h i ms e lf and if h e i s e v i l to

, , , ,

d e v e lop moral i ty wi th i n h i mself I f on e gi ve s th i s ma .

struggl e d own as goi ng on unc onsc i ously and w i th out re fer e nce to
the end .

1
To sp e ak o f a plural i ty o f d i sp os i t i ons for t h e g ood m i ght b e
prop e r e mp i r i cal p e dagogy but i t i s n ot i n harm ony w i th Kant s
,
’

e th i cal th e ory wh i ch h e l d th e good w i ll — o nly on e factor— t o

“ ”
,

b e t h e s o l e bas i s o f m o ral i ty .

”
Th i s stat e m e nt i s n ot i n harm ony w i th Kant s e th i cally e stab ’

li s h e d d o ctr i n e of transce nd e ntal fr e e d om Th e appar e nt fact of

.

man s psych ol og i cal

’
as rati onal ) d ev e l opm e nt and th e e th i ,

cal n e c e ss i ti e s of Cri t i c i sm c om e i nto c onfl i ct m ore than once i n

th e s e Lectur e-Not es ( S ee n ote ab ov e and S e cti on
.

8
114 EDUCA T I O NAL T HE O RY O F IMMANUEL K AN T

ture re fl e cti on h e finds it t o be very d i fficult E duca

, .

ti on ther e for e i s th e gre at e st and hard e st probl e m that

, ,

can b e prop o s e d to man ; for i ns i ght d e pends upon

e ducati on and e ducati on agai n d e p e nds up on i ns ight
, , ,
.

Thus e ducati on can advanc e onl y step by ste p and a ,

prop e r i d e a o f t h e p e cul i ar natur e of e ducati on can ari s e

only as e ach gen e rati on hands down it s e xp e ri e nc e and
”

w i sd o m to t h e on e follow i ng and thi s i n turn add ing , , ,

someth in g gi v e s it ov e r to i ts succ e ssor But how

, .

gr e at a culture and e xp e ri e nc e does thi s i d e a p res up

pos e "It could accord i ngly ari s e only lat e and w e
, , ,

o urs e lv e s have n ot yet brought it i nt o p e rfe ct cl e arn e ss .

I wond e r i nd e e d wh e th e r the e ducati on o f the i ndi vi d

, ,

ual should i m i tat e th e d e velopm e nt of t h e rac e i n gen

e ral through i t s vari ous gen e rat i ons .

Tw o hu m an i nv e nti ons can b e r e garded as the most

d i ffi cul t —namely t h e art o f government an d that of
, ,

e ducat i on ; and y e t w e are sti ll cont e nd i ng among o ur

s e lves as to th ei r fundam e ntal nature 1

.

13But where shall we begi n t o d e v e lop th e human

.

capac i ti e s S hall it b e w i th a barbarous or w i th an

Education d alre ady cultured stat e
an
I t i s hard t o c on
Ci m t i m
ce i v e of an unfold i ng o ut o f barbari ty ( that
v z a ‘ '

i s why t h e concept of the pri m i ti v e man i s s o d i fficult) .

and w e s e e that i n th e cas e o f a d e velopm e nt from such

l
Wh i le Kant i ndulge s i n re pre s e ntat i ons of t h e e xtr e m e di ffi
culty o f t h e pro bl e m of e ducat i on i t must n ot b e th o ught that h e
,

r e gard e d i t as wh olly uns olvabl e To t h e e n d of h i s l i fe h e d i d

.

n ot c e as e t o l o ok up o n t h e rac e as mak i ng s o m e d e fin i t e pro gr e ss

t owar ds t h e i d e als of e th i c s .
116 EDUC AT I O N A L T H E O RY O F I MM A N U E L KA N T

rati onal i f it i s t o d e velop human nature so that i t attai n

"
i t s goal Par e nts alre ady e ducat e d a re e xampl e s whi ch
.

t h e ch i ldr e n i m i tate I n order to i mprov e chi ldren it

.
,

i s n e c e ssary that p edagogy becom e a study o ther wi s e .

,

th e re i s noth i ng to hope from it and h e w h o has b e en ,

e ducat e d corruptly trai ns oth e rs i n a l i k e manner .

The m e chan i sm i n e ducati onal art must b e tran sformed

i nto sc i e nce otherwi s e th e re w i ll n e v e r be a un i t e d e ffort
, ,

and on e generati on wi ll pull down what i t s pr e decessor

has bui lt up .

15 . On e p r i n cip le i n t he a r t
f wh i ch thos e o edu ca ti on ,

m en w h o d e v i s e e ducati onal
plans should esp e c i ally
T h e m e of have i n m i nd i s th i s : ch i ldren should be
s, ,

g pIe m
m m t’
f
f f ‘
’
educated n ot w i th r e ference to th e i r present
,
l l Il Cl

P d gogy
e a cond i ti on but rath e r wi th regard to a p os
.
,

s i b l y i mproved future stat e o f t h e human rac e — that i s , ,

accord i ng t o the i d ea of hum a ni ty and its e ntir e d e sti ny .

Th i s pri nci ple i s of gr e at mom e nt Pare nts usually .

educate th e i r ch i ldr e n for the pres e nt world corrupt ,

l
though it b e Th e y should how e ver educat e them
.
, ,

1
To i llustrat e , by way of c ontrast t h e s i mpli c i ty of e nds i n
,

e t h i cs Kant mak e s t h e foll ow i ng r e mark i n th e Fun d a m en ta l

,

P r i n cip l es of t h e Met ap hy s i cs of Mo a ls H art e nste i n i v p

r , . .

26 3 “
S i nc e i t i s n ot kn own i n e arly y outh what a i ms may b e
:

ad opte d late r i n l i fe pare nts try ab ov e all t o have th e i r ch i ldre n

,

l e arn a gr e at many d iffe r e nt th i ngs a n d provi d e for s ki ll i n t h e

,

us e o f th e m e ans fo r all k i nds o f purp os e s o f n on e o f wh i ch can ,

th e y d e t e rm i n e wh e th e r i t c ould n ot p e rhaps b e i n th e futur e t h e

obj e ct of th e i r pup i l but wh i ch i t i s st i ll p os si b l e th at h e may hav e
,

at s om e t i m e ; and th i s i s s o gre at that th e y usually n e gl e ct t o

form a n d t o c orrect t h e i r j udgm e nt ab out t h e valu e of t h e th i n gs
b etter , that an i mprove d future condi ti on be ther eby
re al i z e d .

16 But h e r e we com e upon two h i ndranc e s t o thi s

.

end : P
( )
a ar e nts a r e usually anx i ous only that th e i r
ch i ldre n should prosp e r i n th e world and
De fe cti e A i m
,
v

f P
( )
6 P r i nc e s r e gard th e i r subj e cts as mer e t d o a re n s a n

i nstruments for t h e accompl i shment of the i r

P i ces r n '

ow n purpos e s .

Parents e xerc i se fore thought for t h e home pri nces for ,

t h e state Ne i ther hav e for th e i r ulti mat e a i m the good

.

of t h e world and t h e p e rfecti on for wh i ch man i s i n

t e nd e d and for wh i ch he als o has the capac i ty But th e

, .

plan of an e duca ti onal schem e should b e mad e cosmo

pol i ta n A nd i s th e n t h e g ood of t h e world an i dea
.
, ,

wh i ch th e y m i ght l i ke t o ad opt a s th e i r purp os e s i n l i fe ( C f . .

S e cti on 95 a ) .

Th e m e th o d by w h i ch Kant arr i v e s at th e p e d ag og i cal pri nc i pl e

summar i z e d i n th i s s e ct i on sh o ul d b e c ompar e d w i th t h e m e th od
by wh i ch h e e stabl i sh e s on e of h i s i mp ortant e th ic al p ostulate s ,

nam e ly that o f i mm ortal i ty Th e h i gh e st g oo d i s h eld t o b e i n a

, .

proc e ss of i nfini te or gradual r e al i z ati o n ; th e re for e t h e n e c e ss i ty

o f t h e p ostulat e t o pr ov i d e a t i m e and plac e for that i nfin i t e r e al

i z a t i on Th i s li n e o f re as on i ng was d e v e l op e d i n h i s m i nd
.

nearly a de cad e lat e r t h an th e m e th od wh i ch app e ars i n t h e s e

Not es . E ducat i on b e i n g subj e ct t o t h e sam e c ond i t i ons of sl ow
progre ss i on chi ldre n sh ould b e br ought un de r a sch e m e wh i ch
,

l o oks t o t h e future and n ot t o t h e pre s e nt Th i s future i s n ot.

t h e m e r e s e q u e nt i n b i ograp h i cal t i m e but th e future of m o ral

,

e xpans i o n a n d s e cur i ty Kant s r e g e n e rat i v e pri nc i pl e for e duca

’
.

ti on can scarce b e r e gard e d as formal i sti c but i s rath e r l it e rally,

fill e d w i th an e mp i ri cal psych ol ogi cal c onte nt — i f on e m i gh t

, ,

spe ak of pri nc i pl e s i n such a parad ox i cal mann e r

“ ”
.
1 18 E DUCA T I O NAL T HE O RY O F IMMANUE L K AN T

wh i ch can b e i nj uri o us to us i n o ur pri vat e w e lfare ?

.

Ne v e r " F or e v e n i f i t s e e ms n e c e ssary that s ometh i n g

,

b e sacri fic e d for i t n e v e rth e l e ss o n e prom ot e s through

, ,

it t h e advantag e of h i s pr e s e nt c ond i ti o n A nd th e n .
,

what spl e ndi d c o ns e q u e nc e s att e nd it " Good edu ca ti on

is exa c t l
y t h a t when c e p
s rin
g s a ll the g ood i n t he wor l d .

I t i s n e c e ssary only t o dev e lop furth e r th e g e rms whi ch

man p o ss e sses ; for t h e e l e m e nts of e vi l a r e not found
i n man s natural capac i ti e s Th e only caus e of e vi l i s
’
.

th i s that nature i s not brought und e r rul e s I n man

,
.

th e re a r e only ge rms of good ?

1
If nk pr op e rly e d i te d th i s N ot e i t stands i n c o ntrad i cti on
Ri ,

w i th Kant s v i e ws e xpre ss e d late r i n th e s e N ot es ( s e e S e ct i o n

’

1 0 2 ) and w i th h i s m or e matur e e th i cal v i e ws For e xampl e i n .

,

h i s R eli gi on wi t hi n t h e Li m i t s of Me e R ea s on Part I ( first publ i sh e d

r , .

1 7 92 H art e nst e i n vi p 1 1 3
, ,
. Kant h e ld that human i ncl i nat i ons
.

a r e e n e m i e s of t h e m o rally g oo d but als o that th e s e e v i l forc e s

,

can b e w on o v e r by t h e i d e as of that good ge rms of wh i ch a re ,

found i n human natur e H e alm ost trave st i e s th i s c once pt i on

.

h e re expr e ss e d as a fo undati o n for e ducati onal th e ory— i n wh i ch t h e

i nflu e nc e of R o uss e au may b e s e e n m ost str ongly at w ork— i n t h e
fol l ow i ng passag e wh i ch stands alm ost at t h e op e n i ng of t h e ab ov e
nam e d wr i ti n g “
N e w e r but much l e ss wi d e -spr e ad i s t h e opp o
, ,

s i t e h e roi c op i ni on wh i ch has tak e n r oot probably am ong p h il os o

h e r s al on e and i n o u r t i m e s e sp e c i ally am o ng e ducat o rs that t h e
p ,

w orld i s c onti nually m ov i ng forward i n j ust t he opp os i t e d i re ct i on ,

nam ely fro m bad t o g oo d ( th o ugh alm ost unn ot i c e ably) at l e ast
,

th e capaci ty for th i s i s t o b e m e t w i th i n human nature B ut th e y .

c e rtai nly hav e n ot d e r i ve d th i s op i ni on fr om e xp e ri e nc e i f th e y ,

m e an m o a lly g ood or h a d ( n ot ci vi l i z ati on ) for t h e h i st ory of all

r

t i m e s sp e aks t oo l oudly agai nst i t ; but i t i s probably m e re ly a .

g ood h e arte d pre supp os i ti o n of th e m oral i sts fr om Se n e ca t o R o us

-

s e au i n ord e r t o i nc i t e t o t h e pati e nt culti vati on of t h e s e e d of

,
120 ED U C AT I O N A L T HE O RY O F IMM A NUE L K AN T

experi enc e t e aches us that th e ulti mat e a i m of pri nces i s

n ot t h e promot i o n o f t h e world s good but rather t h e
’
,

well b e i ng o f th e i r ow n stat e s o that th e y may attai n

-
,

th e i r ow n i nd i vi dual ends Wh e n they provi d e mon e y

.

for e ducati onal e nt e rpri s e s th e y re serve th e ri ght t o con

,

tr o l the plans S o i t i s i n e verythi ng wh i ch conc e rns

.

t h e d e v e lopment of th e human m i nd and t h e extens i on

of human knowl e dg e M on e y and pow e r do n ot cr e ate
.
,

but at m o st only fac i l i tat e Y e t th e y m i ght bri ng i t

.

ab out i f o nly nati onal e con o my did not cre di t i n advanc e

,

the stat e s i ncom e i n favor o f i t s own tr e asury Up t o

’
.

th e pres e nt ti m e e ven un i v e rs i t i es hav e not brought

’
ab out th e world s i m prov e m e nt and nev e r w a s the ,

probab i l i ty of th e i r do i ng it less than it i s n ow ?

Ther e for e t h e manag e m e nt of th e schools should be
le ft e nti r e ly to th e j udgm e nt of the most i ntelli gent
Ex p e t s m
r e xp e rts A ll culture b egi ns wi th the i ndi
.

Ed u fi ca on
v i dual and thenc e e xt e nds i tself The gradual .

approach of human nature to i t s tru e end i s p oss ible

only through th e e ffo rts of l ib e rally i ncl i n e d propagan
d i sts w h o tak e an i nt e r e st i n the world s welfare an d ’

w h o a r e capabl e o f conc e i v i ng the i d e a o f a future

i mproved stat e But many a ruler sti ll looks upon h is
.

his app e al t o t h e publ i c i n i t s b e half translat ed i n S e l e cti o n III

, .

As an oth e r b i ograph i cal i nstanc e of t h e cl o s e i nt e r e st b e twe e n

ph i l os ophy and p e dagogy wh i ch d i d n ot o ri g i nate i n but has d i s
, ,

play e d a p e cul i ar tri umph i n t h e m od e rn e ra on e can ci te t h e ,

e nthus i asm at a lat e r dat e wh i ch F i cht e sh ow e d at Pe stal oz z i s

’

I n st i tut e at Y ver d un .

1
S e e S e l e ct i on IX p 2 6 4 for an oth e r cri ti ci sm of t h e un i v ers i
.
, .
,

ti e s of h i s day .
 IN T R O DUC T I O N 12 1

peopl e a s only a part of t h e k i ngdom of nature and h as ,

an e y e to noth i ng but th e i r propagati on A t the most .

he wi sh e s th e m to hav e ab i l i ty , but sol e ly i n order to

mak e o f th e m b e tt e r i nstrum e nts for th e accompli sh
m e nt of hi s ow n purposes I t i s tru e that i nd i vi duals
.

also should have i n m i nd the great purpose of natur e ;

but they should refl e ct esp e ci ally up on t h e dev e lopm e nt
of human i ty and s e e to i t that it b e com e n ot on l y sk i l
,

ful b ut moral and try to advanc e p ost e ri ty further than

'
,

they th e mselves have gon e whi ch i s the most d i ffi cult ,

of all .

18 . In hi s
ducati on man must th e re fore b e
e
1

( )
a D i s ci li n ed
p T o d i sc i pl i n e
. m eans to att e mpt
to prevent t h e an i mal nature from b e com in g i nj uri ous
to human natur e i n t h e i nd i vi dual as well Th Four e

as i n t h e m e mb e r of soci e ty D i sc i pl i n e
0
Typ e s of Ed n
o

.
o o 0

t i on l ca a

i s h e nc e only t h e tam i ng of W i ldn e ss

, ,
A ct i vi t y . .

6
( ) C u lt ur ed — Cultur e i ncludes i nstructi on and t e ach

i ng I t furn i sh e s ski lfulness wh i ch m e ans the p oss e s

.
,

1 Th i s i s t h e e arl i e st compl e t e d i vi s i on of e ducati onal acti vi ti e s

gi ve n i n th e s e Not es and i s p e rhaps t h e m ost e xhausti ve of all t h e
,

many d i vi s i on s i n wh i ch Kant i ndulge s A t t h e sam e t i m e t h e.

,

te rms of th i s d i v i s i on r e nd e r i t t h e only on e that i s i n agre e m e nt

w i th h i s usual m od e of e mp i ri cal and psych ol ogi cal analys i s and
of h i s ad opt i on of t e chn i cal t e rms ( S e e t h e.
p assag e s gath e r e d in
Sel e ct i on IV ) .

Th i s d i vi s i o n r e turns t o that gi v e n i n Se cti on 1 wh i ch i s rath e r ,

“
p opular i n form Th e d i sti ncti ons of cult i vati on
”
.
“ “
c i vi l i ,
”

z a t i on an d
,
”
m oral i z ati on c orre sp ond t o th os e of t e chn i cal
” “
,
”

pragmati c and m o ral i n S e ct i on 32 ( On t h e r elati on of

, .

th i s di vi s i on t o that i n S e cti on 7 2 s e e n ote t o t h e latt e r )

, .
122 EDUCA T I O NAL TH EOR Y or I MMAN UE L KAN T

s i on of a faculty suffi c i e nt for the executi on o f any

des i red purpos e I t d e t e rm i n e s n o goal what e v e r but
.
, ,

leav e s that to c i rcumstanc e s .

S om e ki n ds of ski lfulness a r e go od i n all cas e s — for ,

e xampl e read i ng and wri ti ng ; oth e rs for a s i ngl e purpose

,

only as mus i c wh i ch mak e s us agre e abl e i n company ?

, ,

B e cause of th e multi tud e of ai ms ski lfulness becomes , ,

i n a c e rta i n s e ns e i nd e fin i tely vari e d

, .

()
c Ci vi li z ed — It must als o b e s ee n to that man ac u i r e
q
prud e nc e ? b e a su i tabl e memb e r of th e s oc i al commun i ty ,

b e w e ll l i k e d and have i nflu e nc e

,
To th i s end th e re is .

n e c e ssary a c e rtai n form of culture wh i ch w e call c i vi

l i zati on 3
. E ss e nti al th e re to a re manners pol i teness
”
, ,

1
Kant d i d n ot r e gard mus i c as a m e ans o f e ducat i on i n any
s e ns e of th e t e rm H e l ook e d up on i t as a n e gl i gi bl e art and
.
,

s e ld om atte nd e d c onc e rts (S e e S e l e cti on V ) . .

Th e c o nce pt i o n of prud e nce play i ng rath e r an e xt e nd e d and

2 ”

i mp ortant part i n Kant s d i v i s i on of e d u cati o nal act i v i t i e s ( s e e

’

S e ct i ons 32 33 91 92 ) and hav i ng a qu as i -e th i cal asp e ct h i s ow n

, , , ,

d efini ti on of i t i n 1 7 8 5 may h e re h e i n plac e Th e w ord p r u d en ce

i s us e d i n t w o s e ns e s i n on e i t can b e ar t h e nam e of w orldly
:

prud e nc e i n t h e oth e r that of pr i vat e prud e nc e Th e first m e ans

,
.

a m a n s ab i li ty t o hav e i nflu e nc e up on oth e rs i n ord e r t o us e

'
,

th e m for h i s purp os e s Th e s e c ond i s t h e i ns i ght t o uni t e all th e s e

.

purp os e s for h i s ow n lasti ng b e n efi t Th e latte r i s e sp e c i ally that .

t o wh i ch t h e valu e o f t h e first i s r e duc e d and of h i m w h o i s pru ,

d e nt i h t h e first s e ns e o f t h e t e rm but n ot i n th e s e c ond i t c ould

, ,

b e tte r b e sai d h e i s cl e v e r and cunn i ng but on t h e wh ol e i m p ru ,

d e nt — Fu n d a m en t a l P r i n cip les of t he Met ap hy si cs of Et hi cs

.
,

H arte nste i n i v p 2 6 4 , . . .

3
T hi s factor i n e ducati on i s h e re an addi ti o n t o th os e factors
m enti on e d i n S e cti ons 1 6 I t i s t h e pragmat i sm of Se cti o ns
,
.

32 33 and t h e “
w orldly w i sd o m of Se ct i ons 91 92 I n ”
.
, , ,
12 4 EDUC A T I O NAL T HE O RY O F I MMANUE L K A N T
1
to th o s e pri nc i ples from wh i ch all acti ons ari s e Thu s
it b e com e s appar e nt that th e re i s ve r y much t o b e don e
i n a r e ally worthy e ducat i on I n pri vat e educati on
.
,

h o w e v e r it usually happ e ns that th e four th and m os t

,

i mp or t a n t p o i nt i s but s e ldom obs e rv e d fo r ch i ldr e n a r e , ,

for t h e most part r e ar e d i n such a mann e r that th e i r

,

moral i zati o n i s confid e d to t h e p astor A nd yet how .

i nfin i t e ly i mp o rtant i s it that ch i ldren l e arn t o abh o r

v i c e wh i l e th e y a r e y o ung n ot m e r e ly o n t h e ground
,

that Go d has fo rbi dd e n i t but b e caus e i t i s i n i ts e lf

,

abom i nabl e 2
O th e rw i se th e y wi ll very e as i ly fall i nto
t h e way of thi nki ng that i t could always b e practi sed and ,

would b e perm i tt e d i f only God had n ot forbi dd e n it ,

a n d that th e r e for e Go d can e as i ly mak e an exc e pt i on for

, ,

onc e God i s the hol i e st B ei ng ; H e w i lls on l y that wh i ch

.

i s good and commands that we practi s e v i rtu e for i t s own

,

i nh e r e nt worth and n ot m e r e ly b e cause H e d e mands i t

,
.

W e l i v e i n t h e e p o ch of d i sci p l i n i n g cultu ri ng and , ,

ci vi l i zi ng but we a r e sti ll a long way off fro m the e poch

,

o f moral i z i ng
3
Under t h e e x i sti ng cond i
.

ti ons of s o ci ety i t can b e sai d that th e for

,

tun e s of the stat e grow w i th the d i stress of

m en . And i t i s y e t a q uesti on wh e th e r we would n ot

1
art i cularly th os e m o ral pri nci ple s t h e s earch for wh i ch c on
P
sti tute d Kant s gr e at q u est i n h i s t e chn i cal lab ors To Kant
’
.
,

“
th i nk i ng w as s om eth i ng d i re ctly opp os i te t o m e chan i cal act i on
”
.

( S e e S e ct i o ns 7 2 1 0 3 and
,
S e l e ct
,
i o n XII ) .

2
Cf S e cti ons 7 7 1 0 5
.
, .

3
I n t h e R fl ecti on s on A n t hr op ol ogy p 2 1 6 Kant says
e , .
“
th e , ,

p e dagogi cal c onc e pts of m orals an d r el i gi on are y e t i n th ei r i nfancy .

’

( " u ot e d fr om V o gt p , .
 IN T R O DUCTI O N 12 5

be happ i e r i n the savag e state where all our culture ,

would find n o plac e than we are in our pres e nt cond i,

ti on ? For h ow can we mak e man happy unl e ss we

mak e hi m w i s e and moral ? O therw i se the q uanti ty of
evi l i s n ot d i mi n i shed .

20 W e must have exp er i m enta l s chool s b e fore w e can

.

esta bl i sh n or m a l s chools E ducati on and i nstruc ti on must

.

n ot be merely mechan i cal but must rest Ex e im ent s ,

p r

upon pri nc i pl e s Y e t they are n ot to be N

.
y i ec es s a r n

Ed u m ca n
a fi ai r s o f m e re reason i ng but they must also
‘

in a certai n manner h e a mech an i sm I n A ustri a there .

have be e n for th e most part only normal schools w hi ch

, ,

were e sta bl i sh e d accordi ng t o a plan again st whi ch

much was sai d w i th goo d reason ; and esp e ci ally were
,

?
they r eproached w i th b e i ng bl i nd mechan i sms All

1
I n d i scuss i ng ,
i n 1 7 5 4 , t h e q u e st i on of th e ag i ng of t h e e arth
from a phys i cal p oi nt of v i e w , Kant contrasts th e cold -bl ood e d
ch aracte r of h i s c e ntury w i th t h e e nthus i asm of anc i e nt p e opl e s
for “
large th i ngs e xpre ss i ng th e foll ow i ng d oubt : Th e n wh e n
,
” “

I th i nk h ow gre at an i nflu e nce t h e art of gov e rnm e nt i nstructi on , ,

a n d e xampl e h av e up on m e ntal and m oral l i fe I d o ubt wh e th e r ,

such amb i gu ous charact e ri st i cs are proofs of a r e al chang e i n na

tur e — H arte nst e i n i p 20 6
.
”
,
. . .

I n 1 7 8 6 i n t h e e ssay on P r ob a b le B egi nni ngs of H um a n H i s t or y

,

( H art e nst ei n i v p , . K ant

. r e ach e s th e o p i n i o n that t h e ste p o ut

of th e r a w c ond i t i on of th e l i fe o f i nst i nct w a s a l oss fo r t h e i n

d i vi dual but a ga i n for t h e rac e .

2
Th e first of th e n ormal sch oo ls was e stabl i sh e d i n Vi e nna i n
17 7 1 .Th e plan r e fe rr ed t o i s that pr oj e ct e d by Abb ot Fe l b i ge r i n
17 7 4 .I t i s als o i nte r e sti ng t o n ote that Kant s call for e xpe ri ’

m e ntal sch ools w a s first actually answ e r e d by h i s succ e ss o r

”

He rbart w h o fo und e d a
,
p e dagogi cal s e m i nary at Koni gs b e rg .
1 26 ED U CA T I O NAL T HE O RY O F I MMANUEL K AN T

oth e r sch o ols had to b e mod e ll e d aft e r th e s e no rmal

s chools and thos e who had n ot b e e n i n th e s e sch o ols
,

wer e r e fus e d any advanc e m e nt S uch ordi nanc e s i ndi

.

cat e t o what e xtent t h e g ov e rnm e nt o ccup i e s i ts e lf i n

th i s mat te r and und e r such c o nstrai nt i t i s i mp o ss ibl e
,

for any good th i ng to thri v e .

I t i s oft e n i magi n e d that e ducati onal e xp e ri m e nts a r e

unn e c e ssary and that a j udgm e nt as t o wh e th e r a th i ng
,

wi ll b e go o d or not can b e r e ach e d on rati onal grounds

alon e . Th i s i s a gre at e rror and e xp e ri e nc e t e ach e s
,

that w i th our e xp e ri m e nts ther e v e ry o ft e n app e ar effe cts

e nt i rely di ffe rent from th o s e wh i ch w e re e xp e ct e d .

S i nce i t all d e p e nds upon exp e ri m ents it i s clear that no,

on e g e nerati on can pr e s e nt a complet e educat i onal plan .

Th e on e e xp e ri m e ntal school wh i ch i n a m e asure b e

, ,

gan to bre ak th e way was t h e I nsti tute at D e ssau ?

In
sp i t e of th e many d e fe cts w i th wh i ch on e can re proach
th e I nsti tut e ( d e fe cts wh i ch a re fo und i n all c onclus i ons
drawn from exp e ri m e nts ) we must gi v e i t t h e honor o f
,

havi ng made e xp eri m e nts c onti nually I t was i n a .

,

c e rtai n way t h e only scho ol i n whi ch t e ach e rs had the

,

fre e dom to work o ut th e i r own methods and plans and ,

wh e re they w e re un i t e d amo n g th e mselves as w e ll as

w i th all t h e scholars i n G e rmany .

1
Kant h e re sp e aks of t h e I nsti tute as havi ng d on e i t s w ork -i n ,

t h e past t e ns e Th e I nst i tut e cl os e d i n 1 7 93 but w e n e e d n ot

.
,

n ec e ssari ly c onclud e that th i s Not e dat e s from that y e ar s i nc e th e

,

I nsti tute dragge d al ong an e x i st e nc e afte r i t s re al w ork had b e e n

acc ompl i sh e d Ph i lanthr op i n i sm h ow e v e r e xt e nd e d w i d e ly b e
.
, ,

y ond t h e I nsti tut e i n t h e lab ors of S al z man ( 1 7 44—1 8 1 1) and

Camp e ( 1 7 4 6
1 28 EDUC A T I O NA L T HE O RY O F I MMANUE L K AN T

ti on i s that wh i ch un i t e s both i nstructi on and moral

cultur e I ts a i m i s the promoti on o f a go od pri va te
.

educati on A school i n wh i ch thi s i s foun d

.

i s called an E ducat i onal I nsti tut e Th e re can .

n ot b e many such i nsti tutes nor can t h e num ,

b e r of th ei r p up i ls b e larg e for they are v e ry costly an d

, ,

thei r m e re establ i shment re qui res a gr e at deal of mon e y .

I t i s w i th them as with almshouses and hosp i tals : th e

nec e ssary bui ldi ngs the salari e s of t h e d i rectors m an
, ,

ag ers and att e ndants tak e half of t h e money appropri

, ,

at e d ; and it i s c e rt ai n that if th i s money were sent to

the p oor in th ei r homes t h ey wo uld b e much bett e r p ro
vi d e d for Thus i t i s v e ry di fficult fo r oth e r than the
.

ch i ldre n of t h e ri ch t o attend such i nsti tutes .

23 . purpose of s uch publ i c i nsti tutes i s the

Th e
c omplet i on of dom e st i c educati on I f pare nts or th e i r
.

ass i stants w e re well educat e d th e e xp e ns e ,

Ed u ca t i n
o f p ubl i c i nsti tut e s would n ot b e n e c e ssary
o
.

I n th e s e esta bl i shm e nts w e should make e xp e ri ments

and trai n subj e cts and i t i s thus that a good dom esti c
,

education w i ll re sult .

24 . Pri vat e
ducati on i s conducted e i ther by th e par
e

ents th e ms e lv e s or i f th e y do n ot as fre q u e ntly hap

, ,

p en t m “
ar s pens sha v
, e th e ti me capab i l i ty or p e rhaps
, , ,

T um ”
even the d e s ir e t o do i t by pai d ass i sta nts ,
.

When there a re ass i stants t o conduct t h e e ducati on ,

th e re ari ses t h e very di fficult s i tuati o n that t h e authori ty

i s d i v i ded betw e en t h e par e nts and the tutors Now .

the chi ld i s govern e d by the commands of t h e tutor and ,

 IN T R O DU CT I O N 129

then must follow par e ntal capri c e I n such educati on

it .

it i s nec e ssary that t h e parents y i e ld th e i r authori ty

enti rely t o t h e fam i ly tutor .

25 But h ow far i s pri vat e e ducati on t o b e pre fe rre d

.

t o publ i c or vi ce ver s a ? ,
I n g e n e ral it app e ars that ,

p ub l i c e ducati on i s mor e advantageous than P ub li Educa c

fi P f mbl
dom e sti c n ot only from the v i e w p oi nt o f
,
- on fe e e

ski lfulness but als o as r e gards t h e charact e r of a c i ti z e n

,
.

D om e sti c educati on n ot only bri ngs out fami ly faults ,

but also fosters them .

26 long should educati on conti nue

. H ow Unti l that
ti m e wh e n nature h e rs e lf has arranged that t h e human
—
b ei ng shall gui d e h i ms e lf unti l the d e velop Ti m Lim it
, e

f Ed u t i
m e nt of th e sexual i nsti nct unti l th e youth
—
,
O ca on

h i mself can b e com e a fath e r and can e ducat e unti l —

,

about t h e s i xteenth year ? A ft e r th i s p e ri o d aux i l i ary

1
C f Se cti on
. 111 . I n c omm e nti n g
uss e au s c onc e pti on of on Ro
’

t h e str i fe b e tw e e n cultur e and human natur e Kant obs e rv e s as an ,

i llustrati on of th i s str i fe i n h i s P ob a b l e B egi nn i ngs of H um a n

,
r

H i sto y (17 r H art e nstei n i v pp 32 2 32 3 foot-n ot e

, . .
, ,

“
Th e s i xte e nth or s e v e nte e nth y e ar has b e e n d e t e rm i n e d by
nature as t h e ep och of maturi ty of t h e i mpuls e as w e ll as
,

o f th e ab i l i ty t o b e g e t h i s k i nd ; an a ge i n wh i ch th e y o uth in a ,

crud e state of nature l i te rally b e com es a man for h e i s th e n abl e

, ,

t o supp ort h i ms e lf t o b e g e t h i s k i nd and t o supp ort i t t og e th e r

, ,

w i th h i s w i fe Th e s i mpl i c i ty of h i s nee ds r e nde rs th i s e asy for

.

him B ut und e r c i v i l i z e d c ond i ti ons many m e ans of e arn i ng a r e

.

n e c essary sk i ll as w ell as fav orabl e ci rcumstanc e s s o that th i s

, ,

e p och i s p o stp on e d on t h e av e rag e at l e ast t e n y e ars

, N atur e has
, .

n ot ,h ow e ve r change d h e r p e ri o d of mat u ri ty t o make i t agree

,

w i th th e progr e ss of s oci al re fin e m e nt but s h e r at h e r foll ows oh ,

9
1 30 EDUC AT I O NAL T HE O RY OF I MMANUEL K AN T

m e ans of culture can be used and a s e cre t d i sc i pl i n e

may b e practi sed but ther e c an b e no furth e r e ducati on
,

prop e rly sp e aki ng .

27 ep och i n the pup i l s l i fe i s that i n wh i ch

Th e fi r s t
’

h e must show subm i ss i v e n e ss and pos i ti v e ob e d i e nc e ;

T W Ep ch ,
O
the s ec on d i s that i n wh i ch h e i s p e rm i tt e d
o

1“ 30 1 11 ?10 0
t o mak e use o f h i s p o w e rs of r e fl e cti on and
0

o f h i s fr e edom but und e r laws I n t h e form e r th e re

,
.

obtai ns a m e chan i cal i n the latter a m oral constrai nt ?

s ti n a t e l y law wh i ch s h e h as lai d up on t h e pre s e rvat i on of t h e

h er
human sp e c i e s as ani mal sp e c i e s F rom th i s r e sults an u n avoi d
.

abl e rupture from t h e ai ms of natur e by m orals a n d from m orals ,

by t h e ai ms of nature ; for t h e natural man i s at a ce rtai n a ge

alre ady a man wh i l e th e ci t i z e n ( w h o has n ot h owe v e r ce as e d t o
, , ,

b e a natural man) i s st i ll o nly a y outh y e s o nly a ch i ld , for i t i s

,

q u i t e pr op e r s o t o d e s i gnat e h i m w h o on acc ount o f h i s a ge ( i n

,

t h e c i v i l c on d i t i on) cann ot supp o rt h i ms e lf much l e ss hi s k i nd

, , ,

alth ough h e h a s t h e i mpuls e and t h e ab i l i ty c ons e q u e ntly t h e call ,

of na t ur e t o b eget i t
,
N atur e h a s c e rta i nly n ot i mplant e d i n
.

s t i n ct s a n d p ow e rs i n l i v i ng cr e atur e s i n ord e r that th e y s h o uld b e

fou gh t a n d suppress ed H e nc e t h e d i sp os i ti o n was n ot at all

.

plac e d up on t h e c i vi l iz e d cond i ti o n but m e r e ly up o n t h e pr e s e rva

,

ti on of t h e h uman sp e ci e s as an i mal s pe ci e s an d t h e ci vi li z e d ,

c ond i ti on i s h e nc e i n i n evi tabl e confl i ct w i th th e latte r —a confl i ct ,

wh i ch could b e av oi d e d only through a p e rfe ct ci vi l c onst i tuti on (th e

h i gh e st ai m of culture) s i n ce n ow th e i nte r i m i s usually fill e d W i th
,

v i c e s and t h e m ani fo ld h uman m i s e ry wh i ch re sults from th e m .

”

Kant rev e rts t o th i s gre at gap b e tw e e n t h e d e man d s o f natur e

and of t h e state a n d p oi nts out t h e sam e d i fficult i e s i n m oral i z a
,

t i on us i ng alm ost t h e sam e language i n th e A n t hr op ol ogy et c

, , , .
,

vi i p
. 6 50
. .

1
As t o t h e e arl i e r e p och Kant r e marks i n R efl ecti ons on A n t hr o
, ,

M a n must b e w e ak e n e d i n o r d e r t o b e tam e and lat e r

“
ol o
p gy ,
1 32 EDUCA T I O NAL T HE O RY O F I MMANUEL K A N T

soci ety i n ord e r to l earn

,
the d i fficulty of self supp ort -
,

e conomy and ac q u i s i t i o n
, , so as to be i nd ep e nd e nt .

30 . H e r e the followi ng must b e obs erved

( )
a T h e ch i ld should be l e ft p e rfe ctly fr e e from earl i est ,

ch i ldhood i n e v e ryth i ng ( e xc e pt i n such i nstances where

,

h e m i ght i nj ure h i ms e lf ; as for e xampl e , , ,

wh e n h e re ach e s for an op e n
t h e mann e r o f h i s fr ee dom i nt e rfe r e s w i th that
o f oth e rs as for e xampl e when h e screams or i s m e rry
, , ,

i n t o o no i sy a way h e d i scommod e s oth e rs

,
.

( )
b T h e ch i ld must b e sh o wn that h e can attai n hi s

ai ms only as h e p e rm i ts oth e rs to reach th e i rs ; as for ,

exampl e h e w i ll b e grant e d no pl e asur e if h e do e s n ot

,

d o what oth e rs d e s i re that h e m ust l e arn etc

, , .

()
c I t must also b e shown to th e ch i ld that h e i s under

such c onstrai nt as w i ll l e ad h i m t o the us e o f hi s o w n

fr ee dom that h e i s culti vat e d so that on e day h e may ,

b e fre e — that i s n ot d e p e nd e nt upon the fo re s i ght of

, ,

oth e rs Th i s i s t h e ch i ld s lat e st ac q u i s i ti on For the

.
’
.

cons i d e rati on that e ach must re ly up on h i mself for h i s

o w n sustenanc e c o mes to th e ch i ld v e ry late Th e y fancy .

i t wi ll always b e as i t i s i n th e pare ntal hom e ; that food

and d ri n k w i ll com e wi thout any thought on the i r part .

Wi thout such tre atm e nt ch i ldren and esp e ci ally those

, ,

o f ri ch par e nts and pri nc e s b ecom e l i k e th e i nhab i ta nts

,

o f Tah i t i who r e mai n ch i ldr e n th e i r whole l i fe long

,
.

H e re publ i c e ducati on has t h e m os t e vi d e nt advantage ‘

s i nc e i n i t on e l e arns to m e asur e h is powers and the

l i m i tati ons wh i ch th e rights of oth e rs i mpos e up on h i m .

In th i s form of e ducati on n o on e has prerogati ves s i nc e ,

 IN T R O DUC T I O N 1 33

o ppos i ti on i s fe lt e v e rywh e re and m e ri t b e comes th e

,

only standard of pre fe rm e nt Th i s e ducati o n produces

.

the best pr ototyp e of t h e future c iti z e n .

H e re must b e cons i d e r e d an oth e r d i fficulty whi ch,

cons i sts i n anti c ipati ng t h e knowl edge of s e xual r e la

t i ons i n ord e r to av e rt v i ce b e fore t h e age of manhood
, .

M or e wi ll b e sai d on t hi s later?

1
S ee Se cti ons 1 10, 1 11 .
 TH E T REA T I SE 1

31 . PED AGO GY , or th e S c i e nc e
E ducati on i s e i th e r
of ,

?
phys i cal or practi cal P hys i cal educati on i nclud e s that

1
Ri nk plac e d t h e sup e rscri pt i o n A bha n d lu ng b e for e S e cti o n 31 ,

wh i ch s om e e d i tors of Kant s Lectu e-N ot es on P ed a gogy have ’

r

stri ck e n ou t Th e qu e st i o n i nvolv e d i n t h e r et e nti o n or o m i ss i on

.

of t h e sup e rscr i pt i o n i s wh e th e r Kant had succ e e d e d i n maki ng all

h i s pr e l i m i nary d i st i ncti ons h i th e rto and n ow turns t o b e g i n t h e
syste m ati c e xp os i ti on of h i s v i e ws on e ducat i on or wh e th e r any ,

d i v i s i on of e ducati on Kant make s i s r e ally fundam e ntal I hav e .

pr e fe rre d t o re tai n t h e sup e rscr i pt i on w i th o ut att e mpt i ng t o d e c i d e

,

t h e p oi nt at i ssu e oth erw i s e than as i nd i cat e d i n th e n ot e s t o th os e

s e cti ons i n wh i ch t h e d i v i s i o ns o f e ducati onal acti vi ti e s a r e mad e .

S e ct i ons 1
( S e e 1 8 7 2 et a l
, , ) ,
.

W e have h e r e pr e s e nte d an analys i s o f th e th e ory of e ducati on

wh i ch has i t s s o l e bas i s i n th e Kanti an d o ctri n e o f fre e d om .

E v e ryth i ng that i s r e lat e d t o nature and i s c onsti tut e d by natural

proc e ss e s i s call e d phys i cal wh e r e as e v e ryth i ng c onn e cte d w i th
,
”

fre e d om i s call e d practi cal or m oral Kant lab or e d hard .

”

w i th th i s cl e avag e wh i ch i fundam e ntal a n d thus for h i m

,
s , , ,

e t e rnal i n human th ought i n t h e Th i rd Ant i n omy of th e Di al e ct i c

,

of t h e C i t i qu e of P u e R ea s on
r I t i s t h e battl e b e tw e e n fr ee d om
r .

and causati on b oth o f wh i ch a r e transce nd e ntal i d eas

,
.
”

Th i s rad i cal d i sti ncti on c o uld hardly hav e a pp e a e dg e d

i n Kant s th i nk i ng wh e n h e b e gan l e ctur i ng o n p e y in 17 7 6

’

b ei ng a pr oduct of h i s cri ti cal syste m whi ch was i t h e maki ng i n

that d e cade I t i s fa i rly p oss i bl e that w e
. t h e anti th e s i s
b e tw e e n nature and fre e d om i n t e rms 0 Kant s ought
, ,

appar e ntly t o w ork o ve r t h e wh ol e of e ducat i

,
th eory I t i s .

n e e dl e ss t o add that t h e e x e cut i on of th i s e tfo far from c om

p l e t e i n th e s e N ot es .

1 34
1 36 EDUCA T I O NAL T HE O RY OF
“

I MMANUE L K AN T

M an n e e ds scholasti c cultur e or i nstructi on i n o rder , ,

t o b e c o m e q ual i fi e d for th e attai nm e nt of all h i s e nds .

I t gi v e s hi m a valu e cons i d e r e d as an i nd ivi dual But .

through t h e cultur e of prud e nc e h e i s form e d for ci ti z e n

sh i p ; th e n h e attai ns a publ i c worth Then h e l e arns .

not o nly to us e ci vi l soc i e ty for h i s purp os es but also t o ,

conform h i ms e lf t o c i vi l s o c i e ty Thr o ugh moral cultur e .

h e finally attai ns a valu e w i th refer e nce to t h e whole

human race .

33 . S cholasti c
ducati on i s t h e v e ry e arl i e st for all
e ,

prud e nc e pr e supp os e s ski lfuln e ss Prud e nc e i s t h e .

’
ab i l i ty to turn on e s ski lfuln e ss to account
R e l ati o ns
.

be t w i t
een M oral educati on i n s o far as i t re sts up on
s ,
“W e
p ri n c i p l e s wh i ch should b e appr e hended
by e ach on e i s th e latest ; but i n s o far as it s rests
, ,

o n common s e n s e i t must b e obs e rv e d from t h e begi n

'

n i ng e v e n al ong w i th phys i cal e ducati on ; for oth e rwi s e

,

faults are e as i ly engrafte d with wh i ch aft e rwards all

e ducati onal pow e r labors i n vai n S ki lfuln e ss and .

prud e nc e h ow e v e r must c o rr e spond to t h e age of th e

, ,

pup i l For a chi ld to be sk ll d prud nt good natur e d

. i e e -
, , ,

and cunn i ng i n a matur e way i s worth as l i ttl e a s for an

adult t o b e ch i ldi sh i n h i s mod e of thi nk i ng .

“
m e chani cal h e nc e a phys i cal natur e A t t h e sam e t i m e
,
“
.

Kant d oe s n ot d e ny that th ere i s a phys i cal pr e parati on for e duca

t i on t o fr e e d om and i t may b e th i s wh i ch i s sp e c i fically und e rst ood
,

i n S e ct i on 3 2 as t h e s e c o nd paragraph e nd e av ors t o pr e s e nt
,
.

( C f
. S e ct i ons 7 7 Th e d i v i s i o n i n S e ct i on 32 i s i d e nt i cal w i th
,

b c and d of S e ct i o n 1 8 th ough und e r sl i ghtly d i ffe r e nt t e rms

, , ,
.

e e S e l e ct i on IV
( S ) .
 T H E T R E AT I S E

PH Y S I CA L E D UCAT I O N
34 .A lthough t h e p e rson who assum e s th e p o s i ti on of
a tutor i n a fam i ly do e s n ot hav e t h e ov e rs ight of the
ch i ldre n e arly e nough to e nabl e hi m to sup e r
i nt e nd th e i r phys i cal e ducat i on y e t i t i s v e ry ,

us e ful for h i m to know all that i s n e cessary

to obs e rv e i n educati on from b eginn i ng to e n d E v e n .

though h e has as a tutor t o do w i th old e r ch i ldren only

, , ,

yet it may happ e n that mor e chi ldr e n b e born i nto the
fam i ly and if he conducts h i ms e lf w e ll he has al ways a
,

ri ght to b e the confidant of t h e par e nts and to be con ,

s ul t e d by th e m i n r e gard to th e phys i cal educati on o f

thei r ch i ldr e n ; and bes i d e s he i s o ften the only learned

, ,

p e rson i n t h e hous e H enc e a knowledg e of th i s s ub

.

j e c t i s v e ry n e cessa ry t o a fam i ly tutor .

35 . Properly
speakin g phys i cal educati on consi sts ,

only i n th e care gi v e n ch i ldre n e ith e r b y par e nts nurses , ,

or att e ndants ?
’
Th e mother s m i lk i s t h e Ph y i c m e s a ar

N urs in g
food whi ch nature has i ntended for t h e
ch i ld That the ch i ld i mb ib e s d i spos i ti ons wi th it — as
.

“
th e adage runs Y ou drank that i n w i th your moth e r s ’

1
P hysi cal i s h e re us e d i n i t s narr ow e r s e ns e and i s n ot com ,

pr i s e d un d e r th e acti vi ti e s outl i n e d i n S ec t i on 1 8 S e cti o ns 35 —4 7

.

sh ow t h e i nflu e nc e of R ouss e au .

I n h i s H i s to y of t he Ka n ti a n P hi los op hy ( p 2 7 1) R os e nkran z
r .

d eri s i ve ly sp e aks of Kant s st e pm oth e rly s ol i ci t ousn e ss for

’ ”

suckl i ng and rocki ng Thi s d eri s i on i s rath e r unwarrante d first

.
, ,

i n v i e w of t h e g e n e ral i nt e r e st i n th os e t op i cs cr e at e d by R o uss e au
s e cond i n vi e w of Kant s p e rs onal i nte re st i n th e car e of t h e b od y
,
’
1 38 EDUCA T I O NA L TH E O RY O F I MMANUE L K AN T

m i lk i s a m e r e prej ud i c e
- I t i s most saluta ry t o .

b oth i f th e moth e r suckl e s h er chi ld Th e r e may h o w .

,

e v e r b e e xc e pti onal i nstanc e s ow i ng to s i ckly cond i ti ons

,
.

I t w a s form e rly b e l i e v e d that t h e first m i lk wh i ch t h e

m oth e r has afte r th e ch i ld i s b o rn and whi ch i s wh e y ,

i s h i s i nj uri o us to t h e i nfant and must b e gott e n ri d of

,

b e for e th e ch i ld c o uld b e gi v e n suck I t was R o uss e au .

who first call e d t h e fl

1
att e n t i on of phys i c i ans to the q u e s
ti on as t o wh eth e r th is first m i lk m ight n ot b e g o od for
t h e ch i ld s i nc e natur e has arrang e d noth i ng ai ml e ssly
,
.

And i n truth i t has be e n found that th i s m i lk i s h ighly

, ,

b e n e fici al t o i nfants and i s t h e b e st r e mov e r of the

,

ordure i n n e wly-born bab e s whi ch doctors call m econi um .

36 I t has also b e e n i n q ui r e d wh e th e r th e chi ld cann ot

.

b e nouri sh e d e q ually as w e ll on an i mal s m i lk H uman ’

.

m i lk i s v e ry d i ffe r e nt fro m that of an i mals .

Mi l k t h e

P p F d The m i lk of all grass and v egetabl e -e ati ng

ro er oo

f m t
or an ?
a ni mals r e ad i ly curdl e s upon the addi ti on of
an ac i d as for e xampl e vi nous aci d lem on aci d or par
, , , , ,

t i cu l a rl y the ac i d wh i ch i s call e d r enn et a nd i s found i n a

’
calf s stomach ; o rdi nari ly human m i lk do e s not curdl e .

I f howeve r mothers or wet nurs e s partak e of only v ege

, ,
-

tabl e fo o d for s e v e ral days at a ti m e th ei r m i lk curdl e s ,

b e caus e of h i s ow n phys i cal w e akn e ss and finally i n v i e w of t h e , ,

param o unt i mp ortance of th o s e subj e cts at th e prop e r ti m e of

i nfancy Kant furth e rm ore i mpl i e s h e re as e ls e wh e re i n th e s e
.
, ,

Lect u -N ot es that e ducat i on i s a subj e ct as w i d e as all human

re

i nt e r e sts and n e e ds n oth i ng hu m an can b e i ndi ffe re nt t o i t ”

.

I n h i s Em i le (S e e Mi ss W orth i ngt on s translat i on of S t ee g s

.
’ ’

E xtracts B ost o n 1 8 94 p
, , ,
‘

.
1 40 EDUCA T I O NAL T H E O RY O F I MMANUEL K AN T

such a great des i r e for all these thi ngs The caus e i s .

th i s that po i gnant foods gi ve an agreeable sti mulus

,

an d an i mati on to the i r a s yet blunt s e ns ati ons R uss i an .

ch i ldre n partak e fre ely of t h e brandy of wh i ch thei r

mothers a re v e ry fo nd ; and the R uss i ans a re strong ,

h e althy p e ople To be s ur e those w h o can endure th i s

.
,

must p oss e ss go od physi cal consti tuti ons ; yet many

peri sh thus who m i ght otherwi se have l i v e d S uch a .

pr e mature sti mulus o f t h e nerv e s produc e s many d is

ord e rs Th e re must ev e n b e a careful w atch agai nst t oo
.

warm foods an d dri nks for ch i ldren ; for these t o o, ca us e ,

weakn e ss .

38 M oreov e r chi ldren should n ot be kept t oo warm

.
, ,

a s th e i r bl ood i s i n i tself much warm e r tha n that of

’

Ca e f t h
r o
adults e
The temperature. o f ch i ldr e n s bloo d
B dy
o .
i s 1 1 0 F ahrenh e i t that of adults only 96
° 1 °
,

The ch i ld i s sti fled i n the warmth t o wh i ch pare nts are

accustom e d A cool dwell i ng mak e s m e n strong any
.
,

h ow It i s n ot go od for adults ev e n t o dress and t o

.
, ,

cov e r th e mselv e s t oo warmly and t o b e come accustomed

t o too hot dri nks Thus a cool and hard couch i s b e st
.

adapt e d t o th e ch i ld Cold baths a re also good Ch i l

. .

’
dre n s hunge r must n ot b e sti mulated but b e rather ,

only t h e natural conse q u e nc e of acti vi ty and o ccupati on .

I n the m e an ti m e t h e ch i ld must n ot b e allow e d to b e

,

come accustom e d t o anyth i ng to such an e xtent that he

1
Th i s e rr or may b e d u e t o Kant or t o R i nk ; for t h e av e rage
te mp e ratur e of th e i nfant as n ow d e te rmi n e d i s only 99 F ah re n
, ,
°

h ei t and of t h e adult
, F ah re nh ei t .
 T HE T R EAT ISE 1 41

come t o re gard i t as a n e c e ss i ty E v e n the morally .

go od must n ot b e pre sented t o h i m under the form of

hab i t .

3 9 S waddl in g i s
. found among barbari ans The
n ot .

savage nati ons i n A me ri ca for e xampl e plac e th ei r

, ,

young ch i ldre n i n h o les dug i n th e earth i n S w ddl i g

, a n

o d m d
whi ch i s strewn t h e dust of d e cay e d trees i n c n e ne

ord e r that the uri ne and uncl e anness may be absorb e d and
th e ch i ldr e n may have a dry plac e and cover them w i th ,

leav e s ; further than th i s th ey allow th e m th e free us e o f

,

th e i r l i mbs It i s only for o ur ow n conve ni ence that we

.

swaddl e ch i ldre n l i ke mumm i e s i n ord e r that w e may

,

b e h e ed from gi vi ng them constant att e nti on l e st th e y

'

become m i sshapen ; and yet that i s j ust what o ft en

happ e ns as a r e su l t of swaddli n g I t i s very d i str e ss i ng
.

t o ch i ldren and th e y fall i nto a sort o f d e spai r s i nc e

, ,

th e y cannot us e th ei r l i mbs at all Th e n w e thi nk that.

m e re ly sp e ak i n g t o th e m wi ll q u i et th e i r cri e s Le t an .

adult be swaddled and then s ee wh e ther h e t o o w i ll

, , ,

not cry out and fall i nto d i stre ss and despa i r "
I t must i n ge n e ral b e observ e d that th e e arl i est edu
cati on should b e pure ly n e gati v e — that is that on e should
, ,

n ot add anyth i ng to th e precauti ons wh i ch natur e has

tak e n ; that natur e i ts e lf be n ot i nt e rfe re d wi th I f .

any tam peri ng w i th nature i s to b e perm i tt e d i n educa

ti on i t i s only i n th e process of phys i cal hard e n i ng
,
.

Thi s i s anoth e r r eason why swaddl i ng should b e aban

do u ed I f in d e ed one wi sh e s t o ex e rc i s e a l i ttl e pre
.
, ,

cauti on the most appropri ate thi ng i s a ki nd of b ox

, ,

covere d wi th straps whi ch i s used by I tali an s an d by

, ,
142 EDU CAT I O NAL T HE O RY OF I MMANUE L K AN T

them called a r cu cci o Th e ch i ld i s l e ft i n thi s b ox al l

.

t h e ti m e and i s e v e n g i v e n suck wh i l e ly in g i n it
, .

Thus th e re i s pr e v e nt e d any poss ib i l i ty of t h e m oth e r

sm otheri ng th e ch i ld should s h e fall asl ee p whi l e nurs i ng
,

at n ight M any o f our ch i ldr e n los e th e i r l i ves i n thi s

.

mann e r Th i s precauti on i s preferabl e to swaddl i ng

.

cl oth e s s i nce the ch i ldren hav e mo re fre e dom and all

,

d e fo rmati on i s pr e v e nt e d ; t h e e ffe ct of swaddli ng i s

oft e n to d e form ch i ldre n .

40 A nother cust o m i n early e d ucati on i s the use of

.

t h e cradle The s i mpl e st k i nd i s that us e d by some

.

Th Cr d l
e a
peasants
e
: the cradl e i s susp end e d by cords
c o nd em n ed fro m a b e am and r e qu i re s only a push to ,

k e e p it swi ngi ng back an d forth of it s ow n accord Th e .

cradl e how e ver i s of n o valu e whatsoev e r for the

, , ,

s w m gi n g i s i nj u ri ous to the ch i ld I t i s noti c e abl e e v e n .

i n gro w n p e rsons that swi ngi ng produces naus e a and

v e rtigo The a i m i s to lull th e ch i ld in thi s way s o that
.

he w i ll n ot cry Cryi ng how e ver i s b e n e fici al to chi l

.
, ,

dr e n A s so o n as they are d eli v e re d from the womb

.
,

wh e re th e y had n o a i r they take th e i r first br e ath The

,
.

cours e of th e blood thus chang e d produc e s p ai nful s e nsa

ti ons ? But cry i ng i s a great a i d i n deve l op in g the i nter

1
In h i s A n t hr op ol ogy , et c . p ( H art e n st e i n
Kant finds ,
v1 1 . .

a caus e oth e r than phys i ol og i cal for thi s ph e n om e n on i n wh i ch ,

h e s e e ms t o hav e b e e n gr ea tly i nt e r e ste d Th e i nfant “

r e gards h i s
.

i nab i l i ty t o mak e u s e o f h i s l i mbs as r e stra i nt a n d s o i mm e d i ate ly ,

ann ounc e s h i s clai m t o fr e e d o m ( o f wh i ch n o oth e r an i mal has any

S e e t h e l ong e r n ote p 6 5 2 w h e re t h e first cry i s furth e r
, .
,

d e scri b e d as b e i n g on e of i nd i gnati on and i r ri tate d ange r n ot

“
,
”
14 4 EDU CAT I O N AL T HE O RY O F I MMANUE L K AN T

A s a pre cauti on t h e flo or can b e provi d e d wi th a th i ck

,

cov e ri ng ; thus th e ch i ldre n cannot i nj ure thems e lv e s

w ith spl i nt e rs nor by fall i ng .

I t i s usually sai d that ch i ldre n fall v e ry heavi ly A s i d e .

from t h e fact that ch i ldr e n cannot fall h e avi ly it do e s ,

th e m no harm i f th e y d o fall now and then Th e y thus .

l e arn all th e b e tter h o w to mai ntai n an e q u ip o is e and ,

h ow t o turn th e ms e lv e s s o that the fall w i ll not i nj ure

th e m Th e ch i l d i s oft n mad e to w e ar t h e s o call e d
. e -

B u tz m u tz e — a k i nd o f cap wh i ch proj e cts s o far forward

,

as to pre v e nt h i m from fall i ng on hi s fac e But that i s .

a n e gati v e e ducati on wh e re arti fici al i nstrum e nts a r e

employ e d replaci ng th e natural means wh i ch t h e chi ld
,

poss e ss e s I n th i s cas e t h e hands a re the natural i n

.

s t rum e n t s wh i ch t h e ch i ld e xt e nds when fall i n g Th e .

more arti fic i al i nstruments are e mployed the more does

man b e com e dependent upon them .

42 I t i s much better anyway if fe wer i nstruments

.
, ,

b e us e d i n t h e b e gi nn i ng and t h e ch i ldr e n p e rm i tt e d t o
,

l e arn mor e by th e ms e lv e s ; th e n th e y l e arn

many th i ngs much more thoroughly I t i s .

q u i t e poss i bl e for
,
e xampl e that t h
, e ch i ld
would l e arn to wri t e by h i ms e l f For som e on e d i s
.

cov e re d i t at first ; nor i s th e d i scov e ry such a v e ry gre at

on e . I t would suffic e for e xampl e t o say to a ch i ld
, ,

“
w h o asks fo r br e ad , Ca n y o u draw a p i ctur e of i t ?
Th e n t h e ch i ld would draw an oval figure Now on e .
,

would n ee d o nly t o ask wheth e r that w e re to r epre s e nt

a loaf of bread or a ston e and h e w o uld att e mpt th e re
,

upon to mak e the lett e r B e t c an d in th i s mann e r t h e

, .
 T HE T R EAT ISE 145

’
ch i ld would gradually d i scov e r h i s own A-B -C s whi ch ,

h e would aft e rwards e xchang e for oth e r s i gns ?

43 Th e r e a r e som e chi ldren who c o m e i nto t h e world

.

w i th c e rtai n d efe cts A re th e r e n ot m e ans for i mprov i ng

.

th e s e fa ulty m i sshap e n form s ? I t i s prov e d

C rr t i
,
o ec ve

by t h e r e s e arch e s of a gr e at m any w e ll i t um ts ns r en

c o ndem n ed
i nform e d auth o rs that c o rs e ts a r e not h e lpful
‘

h e r e but s e rv e only to aggravat e th e e vi l by h in d e ri ng

,

th e c i rculat i on of th e blo od and th e humors as w e ll as ,

t h e n e c e ssary d e v e lopm e nt of t h e e xt e rnal and i nt e rnal

parts of t h e b o dy Wh e n th e chi ld i s l e ft fre e h e at
.

l e ast e x e rci s e s h i s body ; but t h e i n d i vi dual w h o w e ars

a cors e t i s much w e ak e r wh e n h e lays i t as i de than on e
who has n e v e r put i t on I t can p oss ib ly b e h e lpful to
.

th o s e w h o a r e born d i stort e d i f a gre at e r w e ight b e

p l ac e d on t h e s i d e wh e r e t h e muscl e s are strong e r But .

th i s also i s v e ry dang e r o us for who i s ab l e to e stabli sh

,

an e q u i l i bri um ? Th e b e st th i ng i s for t h e chi ld to e x

e r c i s e h i ms e lf and t o assum e a pos i t i on though i t d o e s
, ,

b e come pai nful to h i m ; for no mach i n e i s of any valu e

h e re .

1
Gr e at m e n nly t oo e as i ly and ofte n i nt e nt i onally m i sun
are o

d e rs t ood Th i s i s e sp ec i ally tru e of Kant A nd that i s why I

. .

re mark h e re only that b e by n o m e ans i nte nds that e ach ch i ld shall

i nv e nt h i s ow n alphab e t ; but h e m e r e ly m e ans thus t o i nd i cat e
h ow c h i ld re n actually and i nd e e d analyt i cally pr oc e e d i n r e ad i ng
'

, ,

and wri ti ng w i th out b e i ng or b e c om i ng c o nsc i o us of i t th e ms elv e s ,

e v e n as th e y gr o w old e r and h ow und e r c e rta i n c i rcumstanc e s

, , ,

t h e y w ould proc ee d .
[ A n o t e by R i nk
] .

10
146 EDU CA T I O NA L T HE O RY O F I MMANUEL K AN T

44 .A ll s i m i lar arti fic i al contri van ces ar e o f all the

gre at e r d e tri ment i n that th e y run d i rectly counte r t o the
N t
a ur e wb ee
n d that natur e purp os e s i n organ i z e d and
f u w d
o o e
rati onal be i ngs accordi ng to wh i ch th e y
,

must re tai n th ei r freedom s o as to l earn to us e th e i r

pow e rs I t i s th e duty of e ducat i on t o prev e nt ch i ldre n
.

from becom i ng w e ak . H arden i ng i s t h e O ppos i te of

so ft en i ng To o much i s v e ntur e d i f on e tri e s to a c
.

custom ch i ldre n to ev e ryth i ng Th e e ducati on of the

.

R uss i ans goes v e ry far on th i s po i nt A n i ncre dib le

.

numb e r of chi ldre n d i e b e cause o f th i s .

H ab i t i s a pl e asure or acti on wh i ch has b e come a

n e cess i ty thr o ugh fre q u e nt re p eti ti on of that pleasure or
that acti on There i s noth i ng to whi ch ch i ldren accus
.

tom th e ms e lves mor e e as i ly and therefor e th e r e i s

,

noth i ng of wh i ch l e ss must b e gi v e n them than p i q uant

th i ngs ; for e xample tobacco brandy and warm dri nks
, , , .

Aft e rwards i t i s v e ry d i fficult to d i saccustom o ne s s e lf ’

fro m th e m ; and at first t h e attempt to do s o occas i ons

d i stress s i nc e a chan ge i n th e functi ons of our body has
,

b ee n i ntroduc e d by th e r e p e at e d i n dulg e nc e .

Th e more hab its a man h as t h e l e ss i s h e fre e and i n

dep end e nt I t i s the same wi th man as w i th all oth e r
.

an i mals H e always r etai ns a c e rtai n i ncl i nati on for

.

that to wh i ch h e was e arly accustomed The chi ld must .

b e pre vent e d fro m hab i tuati ng h i ms e lf t o anyth i ng and ,

h e must n ot b e allow e d to fo rm any hab i ts .

45 M any parents w i sh t o accustom thei r chi ldren to

.

everythi ng Th i s i s of n o va l u e F or human nature i n

. .

ge n e ral and i n a measure that of i nd i vi duals do e s not

, ,
 14 8 EDU CAT I O NAL T HE O RY O F I MMANUE L K AN T

the confirmat i on of th i s ass e rti on but unfortunat e ly th e y ,

a r e not h e e d e d or to b e more e xact people wi ll n ot , , ,

he e d th e m .

47 I n re gard t o that whi ch concerns the culture of

?

t h e m i nd ( wh i ch can als o i n a c e rtai n s e ns e h e call e d

Th N g t i v
e e a phys i cal ) ? it i s of ch i e f i mp ortanc e to
e

$352,n
0
obs e rv e that d i sci pl i n e b e n ot lavi sh but ,

Ed t i
uca that t h e chi ld always fe e l h i s fre edom i n
on
,

such a mann e r howev e r that h e do es not h i nd e r t h e

, ,

fre e dom of oth e rs ; thus he must b e accustom e d to

m e et w ith r e s i stanc e M any pare nts d e ny the i r chi ldre n .

ev e rythi ng i n ord e r to e x e rc i s e th ei r pati e nc e and a c

, ,

c or d i ngl y d e mand mor e pati e nc e of th e i r ch i ldr e n than

th e y th e ms e lves p oss e ss Th i s i s cru e l Gi ve t h e chi ld . .

1
Th e q u e st i o n of arrang i n g Kant s L e c t u e N ot es has b e e n ’
r -

troubl e s om e t o t h e e d i tors of th e m m ost o f Wh om c omplai n of ,

th e unsati sfact ory e d i t i ng o f t h e l oo s e and fragm e ntary mat e r i al by

R i nk .Vogt has p e rhaps b e e n t h e m ost succ e ssful i n e ffe ct i ng a
, ,

r e arrang e m e nt of t h e s e ct i ons wh i ch cl i ngs t o t h e t op i cal d i vi s i ons,

of t h e N ot es Thus at th i s p oi nt R i nk scatt e r e d t h e d i scuss i ons

.
, ,

on
“
d i sc i pl i n e B u t Kant s c onc e pt i o n o f d i sc i pl i n e ( S e ct i o ns
.
’

3 5 ) i s d e fin i t e e n o ugh t o acc e pt V o gt s ord e r fo ll ow e d i n t h e

’

, ,

translat i o n as t h e m ore acc eptabl e on e R i nk plac e d S e cti ons 4 8

,
.

and 5 1 b e tw e e n 4 0 and 41 S e cti ons 5 2 5 6 be tw ee n 7 6 and 7 7 ;

and S e cti ons 4 7 4 9 5 0 w e re group e d i n t h i s p l a ce
'

.
, ,

Phys i cal i s h e r e us e d i n th e br o ad e r s e ns e ( C f S e ct i o ns
2 ”
. .

31 n ot e 2 6 3
, ,
I t i nclud e s th e psych i cal nature as opp os e d
,

t o t h e prac ti cal or t h e psych i cal i n s o far as i t i s a part of natur e

, .

It i s sp e c i fically d i sci pl i n e wh i ch Kant h e re pr oj e cts as t h e first

”
.
,

ste p i n e ducat i on H erb a r t s d i vi s i on o f gove rnm e nt follows

.
’ ”

thi s c onc e pti on o f Kant and has alm ost t h e i d e nti cal a i m of s ub
,

du i n g i nsti ncti ve w i ldne ss .

 T HE T R EA T ISE 149

“
suffic i e nt for his n e e ds and th e n s a y to h i m ,
Y ou hav e ,

en o ugh .But it i s absolut e ly n e c e ssary that th i s b e

”

i rr e vocabl e Pa y n o att e nti o n t o t h e cri e s o f ch i ldr e n

.
,

and do n ot yi e ld to th e m wh e n th e y w i sh to obta i n
anyth i ng by thi s m e ans but that wh i ch th e y r e q u e st i n
a fri e ndly mann e r gi v e th e m if i t i s for th ei r good , .

Thus t h e ch i ld w i ll form t h e hab i t of b ei ng frank ; and ,

s i nc e h e i s n ot troub l e s o m e t o any on e by cry i ng e v e ry ,

o n e i i i turn w i ll b e fri e ndly t o h i m Prov i d e nc e truly .

app e ars t o hav e gi v e n ch i ldr e n ch ee rful mann e rs so as

to b egu i l e p e opl e No thi ng i s m ore i nj uri o us than a
.

v e x i ng and slavi sh d i sci pl i n e wh i ch i s admin i st e red i n

th e hope of bre ak i ng stubbornn e ss .

48 . Ch i ldre n
do not have p e rfe ct vi s i on duri ng the first
1
thr e e months Th e y hav e the s e nsati ons o f l ight but
.
,

cann o t d i sti ngui sh one obj e ct from anoth e r E 1y 0 y i g .

er , h

d 11 1 11 11
Thi s can e as i ly b e demonstrated : h o ld b e an 50 1 11 9

fore them som e gl i tt e ri ng obj e ct and th e y do n ot foll o w ,

i t w i th th e i r e y e s Wi th t h e pow e r of vi s i on th e re d e
.

ve l op s the ab i l i ty to laugh an d to cry Wh e n the ch i ld .

i s i n thi s cond i ti on h e cr i es wi th r eflecti on b e i t as obscur e

, ,

as it may H e th i nks that h e i s s u ffe ri ng som e p os i ti v e

.

i nj ury . R ouss e au says that if a s i x months ol d ch i ld

-
,
-
’

b e struck on t h e hand it cri e s j ust as if a fir ebrand had

,

fall e n on i t s hand H e re the conc epti on o f o ffe nc e i s

.

actually pre s e nt Par e nts sp e ak ord i nari ly a gr e at d e al

.

ab o ut bre ak i ng t h e wi ll of ch i ldren Th ei r wi ll may b e .

brok e n i f it h a s not alr e ady b ee n spo i l e d Th e first .

1
V ogt s e d i ti o n r e ads
’
ei ght ,
v d e ntly a m i spri nt
—e i .
15 0 EDUCA T I O NAL T HE O RY O F I MMANUEL K AN T

st e p t owards spo i l i ng chi ldre n i s to y i e ld t o th e i r d e s

p oti o w ill and t o all o w th e m to e xtort e v e ryth i ng by
,

cryi ng I t i s an e xtre m e ly d i fficult matt e r t o c o rre ct

.

?
th i s lat e r and th e att e mpt s e ldom pr o v e s succ e ssful
,

Th e ch i ld can b e comp e ll e d t o k e ep q ui e t but h e fe e ds ,

on h i s sple e n and fost e rs h i s i nt e rnal fury By t h i s .

m e ans th e ch i ld i s hab i tuat e d t o pr e t e nc e and to c on

cea l e d e moti ons I t i s v e ry strang e for e xampl e that
.
, ,

par e nts should d e s i re ch i ldre n t o k i ss th e i r hands aft e r

havi ng b e e n pun i sh e d w i th th e r o d Ch i ldr e n thus .

b e com e tra i n e d to d i ss i mulati on and fa ls ehood ; for t h e

rod i s not e xactly a b e auti ful pr e s e nt for wh i ch on e ,

may e xp e ct thanks and on e can e as i ly i magi n e w i th

,

what sort o f a heart th e ch i ld w i ll k i ss the hand that

pun i sh e s hi m .

49 . On e
ofte n says to ch i ldre n Fi e " Are n t y ou ,
“ ’

ashamed o f yo urs e lf ? What a naughty th i ng to d o " ”

et c S uch th i ngs h ow e v e r sh ould not ap

.
, ,

p e ar i n e arly e ducati o n Th e ch i ld as yet .

has n o n o ti on of sham e and pr op ri ety H e .

has no n e e d t o b e asham e d and h e i s only i nti m i dat e d,

by b ei ng sp ok e n to i n such a mann e r H e b e comes e m .

b a rra s s e d wh e n oth e rs l oo k at h i m and l i k e s t o h i d e ,

from th e m A s a r e sult th e re d e v e l op r e s e rv e and d e t ri

.

m e ntal d i ss i mulati on H e d o e s not v e nture t o ask for

.

anyth i ng and y e t h e o ught t o fe e l fre e t o a s k for e v e ry

,

thi ng ; h e c o nc e als hi s fe e l i ngs and always app e ars to b e

1
Cf H or s t i g, S ol l m a n d i e
. Ki n d er s chr ei en l a ss en 9
.
( S hall w e l et
ch i ldre n cry ?) G otha , 17 89
.
[ A n ot e by Kan t ]
15 2 EDUCA T I O N AL T HE O RY O F I MMANUEL K AN T

th e ch i ldre n of th e ari stocrati c class ; for th e common

p e opl e play wi th th e i r ch i ldr e n l i k e monk e ys Th e y .

s i ng t o th e m hug and ki ss th e m and danc e

Th e D g f , ,
an er o

F t i g
os e r n w i th th e m Th e y i magi n e that th e y b e n e fit a
.

W hi m s
ch i ld if as s o on as h e cri e s th e y hurry and
’

, ,

play wi th h i m e t c But th i s mak e s hi m cry only s o

,
.

much th e mor e I f on th e c ontrary h i s c ri e s a r e not

.
, ,

h e e d e d th e y finally c e as e ; for no cr e atur e r e ad i ly c on

,

ti nn es i n a frui tless labor I f ch i ldren a r e accustom e d .

to s e e all t h ei r capri c e s sati sfi e d t h e subs e q uent br e ak ,

i n g o f t h e w i ll c o m e s t oo late I f th e y a r e s i mply p e r
.

m i t t e d to cry th e y w i ll b e com e t i r e d o f it th e ms e lv e s
,
.

Co nc e ss i o n t o all th e i r fanc i e s i n e arly yo u th rui ns th e i r

h e art and mann e rs .

Th e i nfant t o b e sur e has no conc e pt i o n o f moral i ty ;

, ,

but hi s natural d i sp o s i ti o n i s spo i led i n such a way that

afte rwards v e ry hard pun i shm e nt i s n e c e ssary i n ord e r
t o r e pai r the e v i l ? Wh e n lat e r i t i s d e s i re d t o bre ak
-

ch i ldr e n of t h e hab i t of e xp e cti ng all th e i r wh i ms to be

sati sfi e d th e y e xpre ss i n th e i r scre ams as gr e at a rage
,

as that of wh i ch adults o nly are capabl e and wh i ch i s ,

w i th o ut e ffe ct me r e ly b e caus e th e y lack t h e power

to put i t i nto act i v i ty F or s o l o ng a ti m e th e y have
.

n e e d e d only to cry i n o rd e r t o obta i n what th e y

w i sh e d that n ow th e y rul e d e spoti cally
,
Wh e n thi s .

dom i nati on c e as e s th e y are q ui t e naturally fre tful

,
.

Wh e n m e n hav e b e e n i n poss e ss i o n of p ow e r for a

long ti m e th e y find i t v e ry di fficult to re l i n q ui sh i t all
,

at once .

1
S ee S e ct i on 102 .
 TH E T R EA T ISE 153

52 . Th e culture of the feeli ng of p lea s ur e or of p a i n

?
pr op e rly b e l ongs her e Th i s sho u ld b e n e gati v e ; but
th e fe e l i ng must n ot b e sp oi l e d by too Ed u c t i f a on o

much t e nd e rn e ss A n i ncl in ati on for i nd o

.
F l i n g ee

l e nt e as e i s wors e for man than all t h e e vi ls of l i fe I t .

i s th e r e for e e xtr e m e ly i mp o rtant that ch i ldr e n sh o uld

l e arn t o w ork I f th e y a r e not alr e ady e ffe m i nat e d by
.

fondl i ng ch i ldre n r e ally lov e amus e m e nts wh i ch ar e

,

comb i n e d w i th fati gui ng e x e rti ons and o ccupati ons whi ch

d e mand str e ngth on th e i r part O ne should n ot make .

ch i ldre n fast i d i ous i n th e i r e nj o ym e nts nor all o w th e m ,

to cho os e th e i r pl e asur e s by th e ms e lv e s M oth e rs .

usually sp oi l th e i r ch i ldre n i n th i s parti cular and pamper ,

th e m g e n e rally S ti ll it i s noti ceabl e that ch i ldr e n e s

.
, ,

p ec i a l l y t h e s o ns lov e th e i r fath
,
e r mor e than th e i r
moth e r Th i s may b e d ue to th e fact that m oth e rs do
.

n o t p e rm i t th e m t o spri ng about run around e t c for , , .

,

fe ar that th e y m ight b e i nj ure d Th e fath e r on t h e .

,

c o ntrary who scolds and e v e n wh i ps th e m wh e n th e y

,

hav e b ee n unruly tak e s th e m n o w and then i nto th e

,

fi e lds and th e r e lets th e m run around play and b e , ,

b o yi shly fr o l i cs om e .

Th i s fe e l i ng r e pre s e nts on e of t h e thr ee d i v i s i ons of t h e

—
1 “

m e ntal faculti e s— th e oth e rs b e i ng und e rstand i ng and d e s i re

wh i ch Kant s auth ori ty sanct i o n e d for alm ost a c e ntury as th e
’

starti ng -p oi nt of psych ol og i cal sci e nc e Th i s fe e l i ng fo rms t h e

.

bas i s of h i s C i ti que of Ju dgm en t wh i ch tr e ats of th e aesth e ti c

r ,

fact ors of ex p e ri e nc e and als o forms t h e k ey -ston e to t h e wh ol e

,

syst e m of C ri t i c i sm I t i s surpri s i ngly strang e that i n th e s e L ctur e

. e

N ot es th e r e app e ar only t wo r e fe r e nc e s t o t h e cult i vati on o f t h e

aesth e t i c p ow e rs — vi z S e ct i ons 5 2 7 0 ( S ee S e l e cti on V )
”
. .
, , , .
154 EDUCA T I O N AL T HE O RY O F I MMANUE L K AN T

53 . W e th i nk we d i sc i pl i ne the pati e nc e of chi ldren

by comp e lli ng them to wai t a long t i me for anythi ng .

T i i g m
ra n n
Th i s i s how e v e r,
hardly n e c e ss a ry,
But .

P ti
a en c e
th e y hav e ne e d of pat i e nce i n s i ckn e ss e t c , .

Pati e nc e i s twofold : i t cons i sts e i th e r i n abandon i ng all

hop e or i n tak i ng n e w courag e Th e first ki nd of p a .

t i e n c e i s not n e cessary when o n e d e s i r e s only that wh i ch

i s poss ibl e ; t h e s e cond k i nd may always b e had i f on e
des i r e s only what i s ri ght I n s i ckn e ss hop e lessness
.
,

aggravat e s j ust a s much as c o urag e t e nds to am e l i orate .

H e w h o i s cap ab le of und e rstandi ng th i s i n i t s relati on

t o h i s phys i cal or moral cond i ti on does not ab andon
hop e .

54 . Th ew i ll of ch i ldren should not b e brok e n as ,

state d abov e but m e r e ly d ir e cte d i n such a mann e r

,

that i t w i ll a ft e rwards yi e ld t o natural h i n

Wi n b e k i g
- r a n
dranc e s O f course at first th e ch i ld must
.
,

bli ndly ob e y I t i s unnatural that t h e ch i ld should com

.

m and by hi s cri e s and th e strong ob e y t h e w e ak

, On e .

should th e r e for e n e v e r yi e ld to th e c ri e s o f ch i ldre n i n

, ,

th ei r first y e ars and n e v e r all o w th e m t o obtai n what

,

th e y w i sh by th i s m e ans Parents usually d e ce i ve th e m

.

s e lv e s i n th i s and lat e r th i nk t o mak e am e nds by d e ny

,

i ng ch i ldre n e v e ryth i ng fo r wh i ch th e y ask But th i s i s .

absurd — t o d e ny th e m w i thout reas on that wh i ch th e y

,

e xp e ct from th e k i ndness of th e i r par e nts m e rely to

“

opp ose th e m and to l e t th e m the w e ak e r on e s fe e l t h e

, ,

sup e ri or forc e o f thei r pare nts .

55 . Ch i ldre n ar e b a d ly ducat e d i f th e i r wi lls a re

e

grati fied and , q u i t e fa ls ely ed ucat e d i f on e acts d irectly

15 6 EDUCA T I O NA L T HE O RY O F I MMANUE L K AN T

born ; thenbest not to do anyth i ng to pl e as e h i m

it i s
if h e do e s noth i ng to pl e as e us Wi ll bre ak
-
St ubb
.

or n n e s s .
i n g r e sults i n cre ati ng a s e rv i l e d i spos i ti on ;
natural re s i stanc e on t h e contrary produces doc i li ty
, ,
.

57 A ll th i s i s sti ll a part of n ega ti ve culture ; for

.

many of th e w e akn e ss e s of man r e sult n ot from h i s ,

havi ng b e e n taught noth i ng but from th e ,

fals e i mpre ss i ons wh i ch h e has re ce i v e d .

Thus for e xample nurs e s i nculcat e upon

, ,

ch i ldre n a fe ar o f spi d e rs toads e t c Ch i ldre n would

, , .

b e j ust as apt t o r e ach o ut for sp i d e rs as th e y do for

oth e r th i ngs But s i nc e nurs e s as soon as th e y s e e a
.
,

sp i d e r show th e i r t e rror by th ei r looks th i s fright i s com

, ,

m un i c at e d t o th e ch i ld through a sort o f sympathy .

M any r e tai n th i s fe ar throughout the i r whol e l i fe and a re

always ch i ld i sh i n thi s re sp e ct For wh i l e sp i d e rs are .
,

wi thout d o ubt dan g e rous to fl i e s th e i r sti ng b ei ng p oi ,

s on o u s t o th e m th e y do n ot harm human b e i ngs

,
A nd .

a toad l i k e wi s e i s as harml e ss as a green fr og or any

, ,

oth e r an i mal ?
1
S i n c e at th i s p oi nt att e nti on s ee ms t o b e turn e d
i n t h e N ot es t h e
from i nfancy and t o b e d i re cte d m or e t o t h e fe atur e s of ch i ldh oo d
and y o uth th e foll ow i ng s e l e cti on on th e d e ve l opm e nt of t h e ch i ld
,

may b e i n plac e h e re I n t h e op e n i ng s e ct i on of th e A n t hr op ol
.

ogy ,
etc whi ch tre ats of t h e c on s ci ou s n es s of on e s s e lf Kant
.
,
“
.
’

,
”

o bs e rv e s ,

“
I t i s r e markabl e that t h e ch i ld w h o can talk v e ry w e ll b e g i ns
rath e r lat e t o sp e ak i n t h e first p e rs on ( p e rhaps a y e ar lat e r) but ,

has always sp oke n of h i ms e lf i n t h e th i rd p e rs on ( C harl e s wants t o

e at ,
t o go and that s om e th i ng s e e ms t o dawn up on h i m
,

wh e n h e b egi ns t o sp e ak w i th I h e n eve r r e turns t o t h e

‘ ’
 T HE T R E AT ISE 15 7

58 . phys i cal e ducat i on i s cul

Th e p os i ti ve asp e ct of
tur e? I n th i s re sp e ct man i s
d i ffe r e nt fro m th e an i mal .

I t cons i sts p ri nc i pally i n th e e x e rc i s e o f h is m e ntal fa c ul

ti e s That i s why pare nts sh o uld gi v e th e i r ch i ldre n
.

e arl i e r form of sp e e ch F orm e rly h e m e re ly felt h i ms elf n ow h e

.
,

t hi n ks h i ms e lf Th e e xplanat i o n of th i s ph e n o m e n on may b e d i f
.

fi c u l t for t h e anthr op o l o g i sts .

“
That a ch i ld n e i th e r w e e ps n or sm i l e s b e for e h e i s thre e
m o nths old as h as b e e n obs e rve d s ee ms t o re st up on th e d ev e l op
, ,

m e nt of c e rtai n i de as of o ffe nce and i nj usti c e wh i ch h i nt at

re as on [S e e S e ct i on
. That i n th i s p e r i od h e b e gi ns t o foll ow
wi th h i s e y e s any bri ll i ant obj e cts that may b e h eld up b e fore
h i m i s t h e crud e b e g i nn i ng o f t h e pr o gr e ss o f p e rc e pt i ons ( appr e
h e n s i o n o f th e i d e a o f s e nsat i o n ) wh i ch i s lat e r e xt e nd e d t o kn o w l
e dg e of th e o bj e cts of t h e s e ns e s o f e xp e r i e nc e
, .

That furth e r wh e n h e tri e s t o talk h i s muti lati on o f w ords

, , ,

s e e ms s o ad orabl e t o m oth e rs and nurs e s and mak e s th e m i ncl i n e d ,

t o hug and ki ss h i m all t h e t i m e and t o mak e h i m a l i ttl e aut o crat,

by fulfill i ng h i s e v e ry w i sh th i s l ovabl e n e ss o f t h e ch i ld duri ng

:

hi s d e v e l o pm e nt i nt o manh oo d must b e cr e d i t e d partly t o h i s i nn o

c e nce and t h e frankn e ss of all h i s as y et faulty e xpr e ss i ons i n ,

wh i ch th e re i s n o c onc e alm e nt and n oth i ng mal i c i ous but als o i n ,

part t o th e nurs e s natural i ncl i nat i on t o b e ki nd t o a cr e atur e

’

w h o e ngag i ngly r e s i gns h i ms e lf t o h e r auth or i ty for h e i s gi v e n a ,

play -ti m e th e happ i e st of a l l i n wh i ch th e e ducator agai n e nj oys

, ,

h i ms e lf by maki ng h i ms e lf a ch i ld onc e m ore .

“
Th e ch i ld s m e m o ry o f h i s e arly y e ars d oe s n ot h ow e ve r
’

, ,

re ach s o far back for thi s was n ot th e t i m e of e xp e ri e nc e s but

, ,

m e r e ly of scatte re d p e rc e pti ons wh i ch h a d n ot as y e t b ee n un i te d

und e r t h e c o nce pt o f an obj e ct — H arte nste i n vi i pp 4 37 4 38.
”

, . .
, .

1
Ka n t plac e s culture i n s tr ong c o ntrast w i th m oral i z ati o n
e
”

that has m a ny e nds th i s has only on e en d — v i z t h e s e l e ct i on of

, , .
,

t h e g oo d (.C f S e ct i ons 1
. n ot e and , ,

S e cti ons 5 8 7 6 d e al wi th
— “
i nt e ll e ctual e ducat i on wh i ch ,

ou gh t t o b e i ns e rt e d h e r e as a sup e rscr i pt i o n .
15 8 EDU CAT I O N AL T HE O RY O F I MMANUE L K AN T

e v e ry opp ortun i ty for such e x e rc i s e The first and pri n .

ci p a l rul e h e r e i s : all i nstrum e nts shall b e d i sp e ns e d

Th P i t i v
e os w i th as far as poss ibl e ? Th e r efore l e ad
e
,
A p mf
S ec

Ph y i l s ca
i ng-stri ngs and go -carts should n e v e r b e

Ed u c t i n a
us e d and the ch i ld should be p e rm i tt e d to
o
,

cre ep unti l h e learns to walk by h i m s e lf for th e n h e w i ll ,

walk much m o r e st e ad i ly I nstrum e nts i n fact only .

, ,

ru i n natural ab i l i ty Thus w e us e a stri ng to m e asure

.
,

a gi ve n d i sta nc e but i t can be d o n e j ust as w e ll by the

,

e y e ; w e u s e a clock i n ord e r to t e ll t h e ti m e but i t i s ,

n e c e ssary only to not e the pos i ti o n of th e s un ; w e use

a compass i n ord e r to kn o w th e d i r e cti ons wh e n w e are
i n a for e st but it i s poss i bl e to kn o w th i s by t h e pos i ti on
,

o f t h e s un duri ng t h e day and o f t h e stars by n i ght .

I t m igh t e v e n b e sai d : i nstead of us i ng a boat to go on

t h e wat e r o n e can swi m
, Th e i llustri ous F rankl i n .
2

marv e ll e d that ev e ry on e d i d not learn to sw i m s i nc e i t ,

i s s o agre e ab l e and us e ful H e e v e n i nd i cat e s an e asy

.

way by wh i ch on e can l e arn i t by h i ms e lf Let an egg .

’
dr op i nto a brook wh e re th e l e arn e r s h e ad i s j ust out
o f th e wat e r wh e n h e i s stand i ng o n t h e ground ; now

att e mpt to r e ach t h e egg I n b e nd i ng ov e r th e fe e t a re

.
,

rai s e d and t h e h e ad i s lai d back i n t h e nap e of th e n e ck ,

s o t hat t h e wat e r do e s not e nt e r th e mouth and thus ,

t h e l e arn e r has e xactly th e pos i ti on whi ch i s n e c e ssary

for swi mm i ng The essenti al th i ng i s the culti vati on of
.

1
Th i s rul e may be re gard e d as an e xc e ll e nt summary of th e

njam i n Frankl i n ( 1 7 0 6
2
Be th e pr i nt e r t h e state sman , ,

th e sc i e nt i st and th e gr e at A m e r i can e x e mplar of w i sd o m and

,

com m o n s e ns e as foun d i n h i s P oor R i ch a r d s A lm a n a c

’
.
,
16 0 EDU CA T I O NAL T HE O RY OF I MMANUE L K AN T

j udgm e nt t e lls th e m th e y w i ll pass i n safe ty M ost .

m e n how e v e r fe ar e v e n an i magi nary fall and th i s fe ar

, , ,

paralyz e s th ei r l i mbs i n such a mann e r that i t would b e

really dange rous for th e m to mak e any such att e mpt .

Th i s fe ar ord i nari ly grows w ith a ge and i s usually found ,

am o ng thos e who a re e ngag e d i n much brai n w o rk .

S uch e xp e ri m e nts wi th ch i ldre n a r e re ally not ve ry

dang e r o us ; for th e y hav e i n pr op orti o n to th ei r ,

stre ngth far l e ss w e i ght and d o n ot fall as h e avi ly

, .

M or e o v er th e i r b on e s a r e n ot a s bri ttl e and fragi l e as

,

th e y gr o w t o b e lat e r Chi ldre n try th ei r ow n str e ngth

.

the m s e lv e s Thus for e xampl e th e y ar e oft e n s e e n

.
, ,

cl i mb i ng w i thout any appar e nt purpos e R unn i ng i s a .

h e althy movem e nt and str e ngth e ns th e body Le ap i ng .

,

l i ft i ng carryi ng hurl i ng thr o wi ng at a mark wre stl i ng

, , , ,

rac ing and all such e x e rci s e s a r e e xc e ll e nt D anc i ng

, .
,

i n so far as i t i s t e chn i cal s e ems to b e l e ss sui tabl e for ,

youn g ch i ldr e n .

6 0 . long-d i stanc e throwi ng and i n hi tti n g

Practi ce i i i
targe ts also r e sults i n tra i n i ng t h e s ens e s e sp e ci ally that ,

T i
hh h i g thh of v i sual e
p e rc e pt i o n o f d i stanc e P lay i n g .

S en e
s s
ball i s on e of th e b e st sp o rts for ch i ldre n ,

s i nc e i t i nvolv e s runn i ng wh i ch i s v e ry h e althful I n ,

.

ge n e ral thos e plays ar e th e b e st wh i ch along w i th t h e

, ,

ski lfu l n e ss th e y d e v e lop als o trai n t h e s e ns e s ; for e x

,

ampl e thos e wh i ch e x e rc i s e t h e e y e t o j udge d i stanc e

, ,

s i z e and prop o rti o n ac curat e ly or t o find th e card i nal

, ,

po i nts of any plac e wh e n on e must re ly up o n t h e sun e t c ? ,

1
S ee Em i l e ,
P ayn e s translat i on pp
’

,
. 96 ff .
,
1 15 .
 T HE T R EA T ISE 16 1

A ll such are g o od e xerci s es The local i magi nati on by .

,

wh i ch i s meant th e ski ll to r e pr e s e nt anyth i ng i n th e

plac e wh e r e i t was actually s e e n i s som e th i ng v e ry a d ,
’
v an t age o us ; for e xampl e th e ab i l i ty t o find o n e s way
,

o ut o f a fo r e st by n o t i c i ng thos e tr e e s wh i ch w e r e pass e d

pr e vi ously I t i s th e sam e w i th t h e m em or i a l oca li s by

.
,
1

wh i ch on e knows not only i n what book som e thi ng has

b e e n r e ad but also th e e xact locati on of the passag e
, .

Thus t h e mus i c i an has th e keys i n hi s m i nd and does

, ,

not n e e d to conc e rn h i ms e lf ab out th em I t i s j ust as .

r e q u i s i t e to culti vat e the h e ari ng of ch i ldre n that by thi s ,

m e ans th e y may di sc e rn whe th e r a thi ng i s near or far

and on wh i ch s i d e it i s .

’
6 1 The play of b li n d
. bu ff among ch i ldren w a s
m an s -

k nown e v e n among t h e Gre eks by who m it was calle d ,

’
fl uf 5 a
f/ Chi ldr e n s plays are v e ry un i v e rsal
.
Th e Pl y e e f , a

an yway Those whi ch ar e us e d i n G e rmany

.
C h i m e“

a r e found i n E ngland F rance e t c They a r e bas e d upon

, , .

a natural i mpuls e o f ch i ldre n I n the play of b l i n d m an s .

’

buff for e xampl e th i s i mpuls e man i fests i ts e lf i n the d e s i re

, ,

to k n ow how th e y can h e lp th e ms e lv e s wh e n d e pri v e d of

n
o e o e i
f th r s e ns s e Top sp i nn i ng i s a parti cular play ;
- .

’
but ch i ldre n s plays of th i s ki nd gi v e men mat e ri al for
w i d e r r e fl e cti on and som e ti m e s are the occas i ons of i m
,

portant i nv e nti o ns Thus S egn e r has wri tt e n a d i ss e r

.
2
,

t at i on on th e top and th e top h as gi v e n t o th e capta i n

,

1
m e m ory of plac e
Th e .

J ohann A ndr e as v on S e gn e r ( 1 7 04—1 7 7

2
a Ge rman natural i st
and math e mati c i an a profe ss or at J e na a n d lat e r at G6 t t i n ge n
, , .

11
16 2 EDUCA T I O N AL T HE O R Y O F I MMANUE L K AN T

of an E n gl i sh sh i p the occas i on t o i nvent a m i rror by

m e ans of wh i ch t h e h e i ght o f stars can b e m e asure d
ab o ard sh ip .

Ch i ldr e n l ov e no i sy i nstruments such as l i ttl e trump ,

et s ,
drums etc ,
But thes e i nstrum e nts are worth
.

n o th i ng s i nc e ch i ldr e n mak e th e ms e lv e s v e ry troubl e

,

som e to oth e rs I t would be much b e tt e r if th e y sh o uld

.

learn to mak e wh i stles o ut of r ee ds .

S wingi ng also i s a go o d m ov e ment ; adults th e mselv e s

, ,

use i t for th ei r h e alth ; but i n th i s sport ch i ldr e n must

b e watch e d s i nce t h e m ov e m e nt can b e com e v e ry rap i d
,
.

Ki te fly in g i s a faultl e ss play I t culti vates d ext e ri ty ; for

- .

t h e h e ight to wh i ch t h e k i t e ri s e s d e p e nds upon i t s

p os i t i on r e lat i ve to t h e w i nd .

6 2 . b ei ng absorb e d i n thes e plays t h e boy

H i s i nter e st ,

d en i e s h i ms e lf o th e r n e eds and thus l e arns gradually to

,

i mp os e oth e r and gre at e r pri vati ons upon

Th e M r l o a

V l ue f
a h i ms e lf A t th e sam e ti m e h e b e com e s a c
o .

Pl y s
a ’

custom e d to conti nuous o ccupati on ; but ,

for th i s v e ry r e ason hi s plays must n ot b e m e r e ly plays ;

,

th e y m ust b e plays hav i ng a purpos e and an e n d ; for

the more h i s body i s stre ngth e n e d and hard e n e d i n th i s
m ann e r t h e safe r i s h e from th e d i sastrous c o ns e q u e nc e s
o f pamp e ri ng Gymnasti cs should s i mply be confin e d t o
.

gui d i ng nature and ought not th e r e fore to try to bri ng

, , ,

about a ffe ct e d e l eganc e I t i s d i sc i pl i n e and n ot i n s t r u c

.
,

ti on wh i ch should app e ar first I n culti vati ng th e b o dy

,
.

it must n ot b e forgott e n that ch i ldr e n a r e als o b ei ng

“
formed for s o ci ety R ouss e au says . Y ou w i ll n e v e r
,

make an excelle nt m an unl e ss y o u hav e a l i ttl e scamp

,
16 4 EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T

d i ffe re nt from culti vat i ng natur e Th e natur e o f th e .

b o dy and that of t h e soul agre e i n th i s that i n o ur ,

1
culti vati on th e e ffort must b e mad e to
Ph y i l
s ca

C l t e f t h e pr e v e nt i mpai rm e nt to ei th e r and that art

u ur o ,

add som eth i ng to the body as w e ll as t o

?
t h e s oul Thus i n a c e rtai n sens e i t i s poss ibl e to call
, ,

t h e cultur e o f th e s o ul as w e ll as that o f t h e b ody

, ,

”
phys i cal .

Th i s phys i cal culture of th e soul i s t o b e d i sti ngui sh e d

from t h e moral cultur e i n that the form e r ai ms sol e ly
at nature t h e latt e r sol e ly at fre e dom A man can b e
, .

h ighly culti vat e d phys i cally ; he may hav e a h ighly p er

fect e d mi nd but at t h e same t i me be want i ng i n moral
,

culture and h e nce b e an evi l b e i ng

, .

But i t i s n e c e ssary t o d i sti ngu i sh p hy s i ca l culture from

r a cti ca l cultur e wh i ch i s r a m a ti c o r m or a l In the
p p g , .

latter case it i s m or a li z a ti on an d n ot cu lti va ti on ?

6 4 We d i v i d e th e p hy si ca l cultur e of the m i nd i nto the

.

fr ee and t h e s chola s ti c Th e free culture i s so to speak

.
, ,

only a play ; and th e sch o lasti c on th e oth e r ,

hand i s a seri ous a ffai r The fo rmer i s that

, .

wh i ch must always b e obs e rv e d i n t h e pup i l ;

i n th e latter h e must b e cons i dered as subj ect e d to con
“
strai nt O ne may b e busy i n play ; th i s i s call e d busy
.

i n l e i sur e o n e can also b e e mploy e d und e r compuls i on ,

and th i s i s called w or Th e scholasti c cultur e should

?
b e work and the fre e should b e play for t h e ch i ld
, ,

That i s by d i sc i pl i n e
1
,
By culture
.
2
C f S e ct i on 32
.
2
. .

I n th e di vi s i on of t h e sch olast i c -m e c h an i cal cultur e of S ec

ti on 32 Kant i s ai m i n g a sharp cri ti ci sm aga i nst a m e th od pr e
, ,
 TH E T R EA T ISE 16 5

6 5 ducati onal plans hav e b e e n d e vi s e d i n

. Vari ous e

o rd e r t o try t o fi n d — som e th i ng v e ry laudabl e— wh i ch

i s th e b e st m e th o d i n e ducati on I t has
Fl y m
.

b e e n sugg e st e d among oth e r th i ngs t o l e t ,

Ed u t i l , ca on a

M thm e
ch i ldre n l e arn e v e rythi ng as i n play Li ch
'

ti ng en Ma g a z i n e ri d i
l
t e n b e rg i n a numb e r o f th e t
'

, ,

cul e s the op i n i o n of th o se w h o would t e ach boys e v e ry

th i ng i n th e fo rm of play wh i le re ally th e y should b e ,

vai l i ng i n h i s t i m e wh i ch wh e re ve r p oss i bl e s ought t o t e ach ch i l

, , ,

dre n i n t h e form of play Th i s cri ti c i sm h as n ot l ost i t s fo rc e .

agai nst th e sam e te nd e ncy i n m e th od wh i ch has a thr i vi ng survi val

i n curre nt e ducat i on .

E ls e wh e re i n h i s wri ti ngs Kant utte rs pr ot e sts agai nst t h e effort

am ong h i s c ont e mp orari e s t o d o away w i th any and all c onstrai nt
i n l e arn i ng I n th e Cr i t i qu e of Ju d gm en t ( 1 7
. H arte nste i n v , .

p 3 14 h e o bs e rve s i n tr e at i ng o f t h e m e chan i ca l fact or i n free art

.
, , ,

that many m od e rn e ducat ors th i nk th e y prom ote a fre e art be st

by r e m ovi ng fro m i t all c onstrai n t and changi ng i t fro m w ork i nt o
m e re play I n t h e A n t hr op ol ogy e t c
. H arte nst e i n v i i , .
, .

p 5 4 3 d e fini t e m e chan i cal rul e s ar e re gard e d as abs olutel y e ss e n

.
,

ti al e v e n i n t h e cas e o f g e n i us : Me chan i sm of i nstruct i on s i nce

,
“
,

i t fo rce s t h e pup i l t o i m i tat i o n i s t o b e sur e d i sadvantag e ous t o , , ,

t h e g e rm i nat i o n o f g e n i us — i s a s far as h i s o ri g i nal i ty i s c o nc e rn e d

, . . .

B u t y e t e ve ry art r e q u i r e s c e rtai n m e chan i cal fundam e ntal rul e s

that i s t o say i t n e e ds c onform i ty of t h e product t o t h e und e rly i ng
,

i de a ,
t r u t h i n t h e r e pr e s e ntati o n of t h e obj e ct wh i ch i s th o ught
of . Th i s must b e l e arn e d w i th sch olasti c stri ctn e ss and i s of ,

c ours e an e ffe ct of i m i tati on B ut t o fre e t h e i magi nat i on fr om .

th i s c onstrai nt and t o all ow th e p e cul i ar tal e nt e v e n c o ntrary t o

, ,

natur e t o pr o c e e d i rre gularly and t o r un r i ot w ould p e rhaps

, ,

yi e ld ori g i nal madn e ss but of a s ort wh i ch w ould n ot b e e xe m

,

pla t y and wh i ch w ould c e rtai nly n ot b e re ck on e d as g e n i us

, .
”

Ge org C hr i stoph L i chte nb e rg ( 1 7 4 2— 1 7

1
a w e ll -kn own Ger
man natural sci e nti st and sati ri st a profe ss or at Gotti n ge n , .
16 6 E DUCA T I O N AL T H E O RY OF I MMANUE L KAN T

e arly accust o m e d to s e ri ous occupati ons b e caus e they ,

w i ll on e day e nt e r up o n a s e ri o us l i fe Th i s has a p e r .

v e rs e e ffe ct Th e ch i ld should play h e should hav e

.
,

hours o f r e cr e at i o n ; but h e must also l e arn to work .

Th e cultur e of hi s sk i ll i s c e rtai nly g o o d l i k e t h e cultur e ,

o f hi s m i nd ; but e ach k i nd o f cultur e sh o uld b e p ra c

ti s e d at d i ffe r e nt ti mes I t i s mor e ov e r e sp e ci ally uh

.
, ,

fortunat e for man that h e i s s o gre atly i ncl i n e d to i ndo

l e nc e Th e m o re a p e rson has i dl e d away hi s ti m e t h e
.

more d i fficult i t i s for h i m t o mak e up h i s m i nd to work .

6 6I n labor t h e e mploym e nt i s n o t agre e abl e i n i ts e lf

.
,

but i t i s und e rtak e n w i th anoth e r e n d i n v i e w E mploy .

Pl y m
e he
m e nt ie
i i play on t h e c ontrary i s agr e e ab le
, ,

W 1“O1
i n i ts e lf wi th o ut hav i ng a furth e r purpose .

Wh e n w e go o ut for a walk t h e walk i ts e lf i s th e pur ,

p o s e and th e long e r th e walk th e more agree abl e i t i s to

,

us I f how e ver w e w i sh to go s o m e wh e re th e soc i e ty

.
, , ,

wh i ch i s t o b e found i n that plac e or som eth i ng e ls e , ,

i s t h e purpos e of o ur go i ng and w e cho o s e t h e short e st

,

way Th e sam e appl i e s e q ually to card -playi ng I t i s

. .

strang e i nd e e d to s e e h ow rati onal m e n are capabl e of

s i tti ng and shuffl i ng cards by the hour Th i s shows that .

men d o n ot c e as e s o e as i ly t o b e ch i ldre n ; fo r i n what

’
parti cular i s th i s play any bett e r than t h e ch i ldr e n s
gam e of ball ? I t i s tru e that adults do not ri d e a sti ck ,

but th e y non e th e l e ss ri d e oth e r h obby hors e s ?

-

1
Kant r e marks on t h e m e an i ng of play as foll ows i n t h e A n t hr o
p ogy e t c ( H art e nst e i n vi i p Th e plays of th e b oy
“
o l , .
, . .

( ball wr e stl i ng runn i ng rac e s play i ng s old i e r) furth e r th o s e of

, , , ,

t h e man ( ch e ss cards wh e r e i n t h e cas e of t h e form e r t h e m e r e

, ,
16 8 EDU CA T I O N AL T HE O R Y O F I MMAN UE L K AN T

gross e d by purp os e wh i ch h e has i n m i nd he b e

th e ,

com e s obl i vi ous o f h i ms e lf and t h e b e st re st for hi m i s

,

that wh i ch follows lab o r ; h e nc e t h e ch i ld must b e a c

custom e d t o labor A nd wh e re e lse than i n t h e sch o o l
.

i s i t p oss i bl e to gi v e t h e i ncl i nati on to w ork a b e tt e r cul

1
t i va t i on ? Th e scho ol i s a fo rc e d cultur e To l e ad .

t h e ch i ld t o l o o k upon e v e ryth i ng as play i s v e ry i nj u ri o us .

Th e re must b e a ti m e for r e cr e a ti on but th e r e must also ,

b e a t i m e fo r w o rk E v e n if t h e ch i ld d oe s not s e e th e
.

uti li ty of th i s c o nstrai nt i mm e d i at e ly h e w i ll b e c om e ,

aware o f i t s great b e n e fits later I t would only i ndulge .

’
chi ldren s i nd i screet curi os i ty always to answ e r th ei r
q uest i o ns Why ,
i s th i s ? an d Why i s that ? E ducat i on

1 “
So far as exces si ve s t u dy i s c onc e rn e d i t i s n ot n e c e ssary t o ,

warn y oung p e opl e agai nst i t I n th i s matte r y outh n e e ds t h e spurs

.

rath e r than a bri dl e E v e n t h e m o st v i ol e nt and t h e m ost p er

.

s i st e nt e x e rti on i n th i s r e gard can w e ll t i e t h e m i nd s o that as a r ,

result man may tak e a d i sl i ke t o sc i e nc e but w i ll n ot put i t ou t of ,

tun e wh e re i t has n ot alr e ady b ee n d i sc onc e rte d and th ere for e ,

foun d pl e asur e i n myst i cal b ooks and i n man i fe stati ons wh i ch go

b ey ond h e althy human und e rstand i ng To th i s als o b el ongs t h e .

i ncl i nat i on t o d e v ote o n e s s e lf t o th e r e a d i ng o f b ooks wh i ch have

’

r e c e i v e d a c ertai n h oly an oi nt i ng m e re ly on acc ount o f th i s l i beral

,

i s m w i th out a i m i ng a t t h e m oral for wh i ch a c e rtai n auth or has

, ,

c oi n e d t h e p h ras e H e i s wri ti ng mad

,
‘
[ F o o t -n ot e by Kan t
.
’

]
“
I t i s a c omm on e xp e ri e nc e that m e rchants e ngage i n t oo much
bus i n e ss and l os e th e ms e l ve s i n t oo e xt e ns i ve plans B ut anx i ous .

pare nts n e e d n ot fe ar e xc e ss of i ndustry i n th e i r y oung p e opl e ( i f

th ei r h e ads ar e l e ve l t o b e g i n w i th ) N ature h e rs e lf guards agai nst
.

such ov erl o ad i ng of kn owl e dg e i n th i s w a y th e th i ngs ov e r

wh i ch h e has rack e d h i s brai ns but all t o n o purp os e d i sgust th e
, ,

s tud e nt — Ant hr o olo H art nst ei n vi i pp 3

”
.
p gy e t c ,
. e 5 5 , . .
,

5 36 .
 T HE T R EAT ISE 16 9

must b e full of constrai nt but th i s do e s ,

n ot mean that i t
shall b e slav i sh ?

A s for
6 8 . the fr e e cul tur e of the faculti e s of th e
m i nd ? i t must be obs e rv e d that it i s cont i nuous I t has .

1
Kant h e r e i n d e parts fro m R ouss e au i n thus d e ny i ng t h e gre at
valu e o f t h e pri nci pl e of uti l i ty as a m oti ve for l e arn i ng Th e fol .

l ow i ng passag e i n t h e A nt hr op ology e t c ( H art e nst e i n V i i p ,

.
, . .

c ould w e ll b e tak e n as d i r e ct e d agai nst th e gr e at e ffort of t h e

Ph i l n t h r op i n i s t s t o r ob w o rk o f i t s tru e characte r i st i cs
a
“
To m a k e
s om e th i ng d i fficult e asy i s a s e vi ce ; t o r ep es en t i t as e asy th ough
r r ,

on e i n ot abl e t o d o i t o n e s s e lf i s d ecei t ( C f S e ct i o n 6 4 n ot e
)
’ ”
s ,
. .
, .

2
Kant h e r e m e ans t h e i nt e ll e ctual p ow e rs e xclud i ng t h e ,

“
affe cti v e and act i v e p ow e rs H e foll ow e d t h e ol d d octri n e
” “ ”
.

o f t h e m e ntal facult i e s — i nd e e d
,
h e e stabl i sh e d t h e d o ctri n e by
,

gi vi ng i t h i s auth ori tat i v e ad opt i on -wh i c h h e rath e r re gard e d ,

as r e al p ow e rs .Th e basal d i ffe r e nt i at i o n b e tw e e n Kanti an a n d

H e rbarti an p e dag o gy i s first t o b e s ought i n H erb ar t s cr i t i cal ov e r
’

thr ow of th i s psyc h ol og i cal d octri n e of th e facult i e s .

Kant h er e as e ls e wh e re acc e pts t h e th e ory of t h e e qu i li bri um

, ,

of t h e m e ntal facult i e s wh i ch has b e e n and r e ma i ns a n u n d em on

, ,

s t r a bl e i d ea l of psych ol ogy Th e c orr e sp ond i ng th e ory i n phys i cs w as

.

e stabl i sh e d i n t h e past g e n e rat i o n as t h e w o rk i ng pr i nc i pl e o f t h e

c ons e rvati on a n d c orre lati on of e n e rgy Thi s i d e al h a s play e d an .

e n orm ous r ol e i n p e dag ogy usually i n t e rms of t h e ol d p e dag og i cal

,

maxi m wh i ch Kant h e re pr obably m ost n e arly appr ox i mate s of

, ,

the “
harm oni ous d ev e l opm e nt o f t h e m e ntal p o we rs as an en d
and a duty i n e ducati on .
(
”
S e e S e ct i on I n o n e of h i s e ar

li e st obs ervati ons up o n t h e structure of th e human m i nd h e

fo und psych ol ogi cal fe ature s wh i ch i f tru e rob th i s max i m of all , ,

i t s e mp i r i cal w orth “
I n t h e p e rfe cti on o f t h e human und erstan d
i n g th e r e i s n o such pr op ort i on and si m i lar i ty as for e xampl e , ,

i n t h e structur e of t h e human b ody I n t h e cas e of t h e latte r i t i s

.
,

i nd e e d p oss i bl e t o e sti mat e t h e s i z e o f t h e wh ol e fr om t h e s i z e of

,

on e and t h e oth e r m e mb e rs but i n m e ntal ab i l i ty i t i s e nt i re ly

,
17 0 EDUC AT I O N AL T HE O R Y O F I MMANUEL K AN T

the h i gh e r p ow e rs parti cularly i n Vi e w Th e low e r .

p ow e rs a r e culti vat e d at t h e sam e t i m e but only wi th ,

r e fe r e nc e t o th e h i gh e r ; w it for e xampl e
Educatio n f o
, ,

th M
e t l
en a w i th r e fe re nc e to th e und e rstand i ng Th e
F lt i e
.

a cu s“
pri nc ipal rul e t o b e fo ll o w e d h e r e i s that n o
p o w e r of t h e m i nd shall b e culti vat e d i n i s o lati on but ,

e ach w i th r e fe r e nc e t o t h e oth e rs ; for e xampl e the ,

i magi nati on o nly for t h e b e n e fit o f t h e und e rstand i ng .

Th e l o w e r faculti e s hav e no worth i n th e ms e lves for

e xampl e a man m a y hav e a gr e at m e mory but no j udg
, ,

m ent S uch a on e i s a l i v i ng l e x i con But such pack

. .

mul e s of Parnassus a r e n e c essary ; for although th e y ,

th e ms e l v e s a r e unabl e to pr o duc e anythi ng rati onal th e y ,

can drag along th e mat e ri al o ut o f wh i ch o th e rs can

bri ng som e thi ng g o od ? W i t becom e s outri ght s i lli n e ss

d i ffe re nt S ci e nc e i s an i rre gular b o dy w i th out eve nn e ss an d

.
,

uni form i ty A l e arn e d man of a dwarf s statur e o fte n e xce ls i n

.
’

th i s or that d i v i s i on o f kn owl e dg e an oth e r w h o t ow e rs far ab ov e

h i m w i th t h e wh o l e rang e o f h i s sc i e nc e Th e van i ty o f m e n d oe s
.

n ot e xt e nd s o far acc ord i ng t o all app e aranc e s as n ot t o b e awar e

, ,

of th i s d i ffe r e nc e -Thou h t s on t h e Tr u e Va l u a t i on o
f Li vi ng
”

g.

For ces H art e nste i n i p 7 , . . .

1
Th e re o ccur many allus i o ns i n Kant s wri t i ngs t o e mpty and ’

l i fe l e ss l e arn i ng of wh i ch th es e a re a few i nstance s

,

“
Th e re i s als o gi ga n ti c l e arn i n g but wh i ch i s oft e n cy clop ea n
, ,

-that i s t o s a lack i ng an e e — nam e ly that of tru e ph i l os ophy

y , y , , ,

i n ord e r t o u s e p u rp os i v e ly thr o ugh r e as o n th i s mass o f h i st or i cal

kn owl e dge t h e burd e n of a hundr e d cam e ls — A n t h op ol ogy e t c
, . r , .
,

H art e nst e i n v i i p 5 45
,
. . .

H e w h o cann o t t hi n k h i ms e lf alth ough h e can l e arn a gr e at d e al

, ,

i s call e d a d ull ( stup i d ) man A p ers on can b e a va s t sch olar ( a

.

mach i n e for th e i nstructi on of oth e rs as h e h i ms e lf was i nstructe d )

, ,

and y e t b e v ery s tup i d s o far as th e rati on a l u s e of h i s h i stori cal

17 2 EDU CAT I O N AL T H E O RY O F I MMAN UE L KANT

un i v e rsal rul e h e should b e p erm i tt e d to c i te i nstanc e s

,

i n h i story or i n fabl e s i n wh i ch i t i s conc e al e d and ,

passag e s i n po e try wh e re i t i s alr e ady e xpressed and ,

thus i nduc e d to e x e rc i s e hi s w i t m emory e t c , ,

.

6 9 Th e max i m ta n tum s oi m us qu a n tum m em or i a ten e

.
, ,

m u s ? i s w i thout d o ubt q u i te c o rre ct and that i s why the ,

Im p t of
or a n c e
cultur e of th e m e m ory i s v e ry n e c e ssary .

M m y nd
e or
A ll th i ngs a r e s o mad e that t h e und e rstand
a

R ol e of
M h ni c l
ec a i n g first fo ll ows t h e s e nsuous i mpr e ss i ons
a

Me t h d O s’
and th e m e mory must re ta i n them Thus .

i t i s fo r e xampl e w i th languag es
, Th e y can b e l e arn e d
, .

e i th e r by formal
2
m e mori zin g or by conv e rsat i on and ,

i n t h e c as e o f mod e rn languag e s t h e latt e r i s t h e b e st

m e thod Th e ac q ui s i ti on of a vocabulary i s re ally i h
.

last e p och it is m or e n ega t i ve, s e e i ng all the fool i shn e ss of th e

fi rs t t w o ,
'

et a — A n t hr o ol o
p gy , et c . H art e nst e i n , vii . p .

5 17 .

I t sh oul d bs e rve d h ow Kant h e r e w orks h i s d octri n e of free

be o

d om i nt o t h e i nt e ll e ctual pr o c e ss e s —a t e nd e ncy hardly i n acc ord ,

w i th t h e Cr i ti que of P ur e R ea s on Th i s v i e w i s d e fin i te ly a ffirm e d.

i n t h e A n t h op ol ogy e t c r Th e i nn e r p e rfe cti on o f man c ons i sts

,

i n th i s that h e has th e u s e o f all h i s facult i e s i n h i s p o w e r s o as

, ,

to subje ct th e m t o h i s fre e w i ll —Ib i d p 45 5 ”

. .
.
,
.

1
W e kn ow o nly s o much as w e h old i n t h e m e m ory A s for .

t h e c orr e ctn e ss o f th i s max i m that i t m i ght s e rv e as a bas i s for ,

p e dag o gi cal pract i c e s th e re h as b e e n much d e bate W e o f t o-day

,
.

would probably i nv e rt t h e orde r of d e p e nd e nc e and s a y that w e ,

r e ally rem e mb e r o nly that wh i ch w e kn ow and th e r e for e e as i ly ,

fo rge t what w e d o n ot und e rstan d .

2 “
F ormal and mate r i al a r e i mp ortant c onc e pts i n Kant s
“ ” ” ’

ph i l os oph i cal th i nk i ng wh i ch app e ar i n h i s p e dag ogy ( C f t h e

,
. .

t yp e of d i v i s i on i n S e cti on
 TH E T R EA T ISE 17 3

di spensabl e ; but i t i s b e st to have the pup i ls l e arn those

w ords wh i ch occur i n r e ad i ng an auth o r I t i s n e ce s .

sary that t h e pup i ls hav e a fix e d and d e fin i t e task Ge .

ogra p h y als o i s b e st l e arn e d by a m e chan i cal m e th o d .

Th e m e mory e sp e c i ally lov e s th i s form o f m e chan i sm ,

and i n a multi tud e of cas e s i t i s v e ry us e ful Up t o the .

pr e s e nt ti m e th e re has b ee n contri v e d n o m e chan i sm to

fac i litat e t h e study o f h i story ; t h e att e mpt has b e e n
mad e w i th tabl e s but th e se d o n ot app e ar t o hav e v e ry
,

g o o d e ffe cts ? H i st ory how e v e r i s an e xc e ll e nt m e ans , ,

of e x e rc i s i ng th e und e rstand i ng i n j ud gi ng M e m ori zi ng .

i s v e ry n e c e ssary but as a m e r e e x e rc i s e it has no valu e

, ,

— for e xampl e m e mori z i ng a sp e e ch word for w o rd

, .

I n any cas e i t only h e lps towards t h e e nc o urage m e nt of

,

confid e nc e ; and b e s i d e s d e clai m i ng i s s o m e th i ng for

, ,

adults o nly ?
H e r e b e long als o all th os e th i ngs wh i ch a r e
l e arn e d m e r e ly for a futur e exam i nati on o r i n futu r a m ,

3
ob li vi on em Th e m e m ory shoul d b e e mploy e d on l y w i th
.

1
k c i te s i n a n ote th e h i st or i cal tabl e s of S ch ol z e r and sug
Rin ,

ge sts that Pe stal oz i s i d e a and pract i c e app e ar t o hav e b ee n e xpre s

z
’

s i v e o f t h e m e chani cal a i ms h e re d i scuss e d by Kant .

2
To b e sur e th e r e a r e m en o f i nt e ll i g e nce a n d i ns i ght w h o s e e m
,

t o b e i ncapabl e o f d e cla i m i ng But i t i s c e rtai n that that i s m ore

.

e as i ly r e m e mb e r e d wh i ch i s r e ad w i th t h e n e c e ssary e xpr e ss i on or ,

wh i ch at l e ast c o uld b e s o r e ad and t h e lat e st m e th od of r e ad i ng

, , ,

has pr ove d that t h e foundati o n for th i s can b e lai d e as i ly and s uc

ce s s fu ll y S e e Ol i v i e r Ueb e Ch a ct r a n d Wer t gu t e Un t er r i cht s
.
,
r ar e r

m et hod en L e i p z i g 1 80 2 and h i s Ku n s t l es en u n d echt s chr ei b en eu

, , , ,
r

l eh en D e ssau 1 80 1 ( On t h e C haract e r a n d W orth of Good

'

r , , .
_

Me th ods of I nstructi on and A rt o f T e ach i ng R e ad i ng and Corre ct

,

Wri ti ng ) [A n ote by Kant ]

.

2
To b e s oo n fo rg otte n .
 17 4 EDU CA T I O N AL T HE O R Y OF I MMANUEL K AN T

such th i ngs as a r e i mportant for us to re memb e r and

wh i ch hav e relati on to r e al l i fe Nov e l -re ad i ng i s most .

i nj uri o us to ch i ldre n s i nc e i t only s e rv e s t o amus e them

,

for t h e ti m e b e i ng S uch r e adi ng w e ak e ns t h e m e mory

. .

I t w o uld b e absurd to wi sh to re m e mb e r romanc e s and

to re p e at th e m to oth e rs Thus all n ov e ls s h ould b e .

tak e n o ut of t h e hands of ch i ldre n Whi l e r e ad i ng .

th e m th e y fashi o n for th e mselv e s i n th e story a new

romanc e ; for th e y r e arrang e t h e c i rcumstanc e s and fall ,

i nt re v e ri e s and b e com e e mpty m i nd e d ?

o -

D i stracti ons must n e v e r b e tol e rat e d l e ast of all i n ,

t h e sch o ol for th e y end i n pr o duci ng c e rtai n i ncl i nat i ons

,

a n d c e rtai n hab i ts E v e n t h e most b e auti ful

D i t ct i
.

s ra on .
tal e nts p e ri sh i n hi m who i s subj e ct to d i s
tract i on I f chi ldr e n b e c o me h ee dl e ss i n th ei r pl e asure s
.
,

th e y so on c o mpos e th e ms e lv e s ; but th e y app e ar most

d i stract e d wh e n th e y hav e som e naughti n e ss i n m i nd ,

for th e n th e y a r e thi nki ng h o w th e y can conc e al or

1
Kant re marks r e p e at e dly on t h e e v i ls of n ove l r e adi ng ( C f . .

for e xampl e A n t h op ol ogy e t c H arte nst e i n vii p

,
r , .
,
“
N ov e l
, . .

r e ad i ng b e s i d e s caus i ng many oth er d e pr e ss i ons of t h e sp i ri ts

, ,

mak e s d i stracti o n hab i tual For alth ough by d e scri pt i ons of

.
,

charact e rs wh i ch a e r e ally t o b e found am ong m e n ( alth ough t h e

r

d e scri pt i on s ar e e xagg e rat e d) i t g i ve s t h e th oughts a c oh e re nc e

,

( c o nn e ct i on c o nt i nu i ty
, ) as i n a tru e h i s t or y w h os e e xp os i ti o n must
,

always b e i n a c e rtai n way y s t em a t i c y e t at t h e sam e ti m e i t all ows

s ,

th e m i nd wh i l e th e r e a d i ng i s g oi ng o n t o i ns e rt d i gr e ss i o ns ( for
, ,

e xampl e sti ll oth e r e v e nts as i magi n i ngs ) and th e curre nt of

,

th ought b e c om e s f a gm en t a y s o that t h e i de as of on e and t h e

r r ,

sam e obj e ct ar e all ow e d t o play ab out i n th e m i nd i n a scattere d

way ( p a r s i m ) n ot c onn e ct e d accord i ng t o i nte ll e ctual un i ty (con
s ,

e e als o S e l e ct i on VI p
( S . .
17 6 E DU CAT I O N AL T HE O R Y O F I MMAN UE L KAN T

and e ngravi ngs leads t o pol i ti cal g e ography F rom a

,
.

study o f t h e present surfac e of th e e arth th e stud e nt

go e s back to i t s form e r c o nd i ti on and c o m e s up on ,

anci e nt ge ography anci e nt hi s t ory e t c , , .

I n t h e i nstructi on of ch i ldre n w e must try to e ffect a

gradual un i o n of knowl e dge and pow e r A m o ng all .

the sc i e nc e s math e mati cs app e ars to b e t h e

Un i o n f
,
o

K wl d g e
no e o n e wh i ch best accompl i sh e s th i s purpos e ?
and “ w “ e
M ore ov e r knowl e dg e and languag e should ,

b e un i t e d ( e l o q u e nce rh e tori c and oratory ) But the

, ,
.

1 7 6 5 —6 6 ,
as nd i cate d i n h i s ann ounc e m e nt of h i s un i v ers i ty
is i
l e cture s for that w i nte r s e m e ste r a part of wh i ch i s transl ate d i n
,

S e l e cti on VII Wallac e r e marks i n h i s Ka n t ( p 31) that Kant and

. .

H amann th e Magus of t h e N orth

,
“
s e e m i n 1 7 5 9 t o have e n
,
”

t ert a i n ed t h e i d e a o f a j oi nt -w o rk— a natural ph i l os ophy for ch i ldr e n

( Ki n d er - h
p y sik
) .

1
On th i s s eparat i o n of kn owl e dge and ab i l i ty wh i ch Kant s i mply ,

p ostulate s h e re as e x i st i ng and as c onsti tut i ng a pr obl e m for all

i nstructi on h e make s a sp e c i al r e mark i n t h e C i t i qu e of Ju dgm en t
,
r

i n try i ng t o d e te rm i n e th e i nti mat e natur e of art

Ar t as t h e sk i ll o f man i s als o t o b e d i sti ngu i sh e d fr o m sci e nc e

( p o w e r fr o m kn owl e dg e
) as pract i cal fr o m th e o r e ti cal fac u lty as
, ,

t e chn i q u e fr om th e ory ( as surve y i ng from ge om e try) A nd e ve n .

that wh i ch on e ca n d o as s oon as h e k n ows what sh ould b e d on e

, ,

and th e re fore i s su ffici e ntly fam i l i ar w i th t h e d e s i r e d e ffe ct cann ot ,

b e call e d art Only that wh i ch on e e ve n th ough h e kn ows i t m ost

.
,

th or oughly has n ot y et t h e sk i ll t o mak e b e l ongs i n s o far t o art

, , .

-H art e nst e i n v p 3 1 3 . .
,

Th i s unusual p e dag ogi cal s e l e cti on of math e mat i cs as capabl e of

ov e rc o m i ng th e c ontrad i ct i o n usually a ffirm e d t o e x i st b e t w e e n

th e ory and pract i c e had m ore l i ght thr own up on i t acc ord i ng t o ,

W i llmann (p i n B e rnhard i s Ma t hem a t i k u n d Sp a chen

.
’
r ,

Gegen s a t u n d Er ga nz ung 1 81 8 wh o s e fo undat i o n was d e r i v e d

z , ,

from Kant s th e ory of kn owl e dge ( C f S e cti on 7 5 b e l ow )

’
. .
, .
 T HE T R EA T ISE 17 7

chi ld must also l e arn to d i sti ngu i sh cl e arly b e tw e e n

kn o wl e dg e and m e r e op i n i on and b e l i e f? I n th i s way
th e r e i s form e d a corr e ct und e rstand i ng and a tast e that ,

i s cor r ect rath e r than fi n e o r d eli ca t e Th e tast e wh i ch i s .

t o b e culti vat e d first i s that of t h e sens e s e sp e c i ally that ,

?
o f t h e e y e and lastly that o f i d e as
,

71 . R ules must app e ar i n e v e ryth i ng that i s to culti

vat e t h e und e rstand i ng ?
I t i s also v e ry us e ful to a h

1
S e e th e th i rd s e cti on
s e c ond part o f t h e Me th od ol ogy of
of th e
t h e C i t i qu e of P u e R e s on wh e r e Kant tr e ats at l e ngth o f th e
r r a ,

re lat i ons b e tw e e n op i n i ng kn ow i ng and b e l i evi ng

, ,
.
”

2
C f S e cti on 5 2 and n ote I n th e s e t w o paragraphs of S e ct i on
. .

7 0 wh i ch t e nd t o summari z e t h e c o nt e nt of a c o urs e of study i t

, ,

i s rath e r ama z i ng n ot t o find anyth i ng s e l e cte d fr om p oe try mus i c , ,

and th e oth e r fi n e arts a s contai n i ng e ducati ve mate ri al ( S e e

, .

S e l e cti on V ) On e i s te mpt e d t o ask Was t h e last paragraph of

.
,

S e cti on 7 0 wri tte n aft e r t h e C i t i que of J u dgm en t ( 1 7

r e sp e c i ally

i t s I ntr oduct i on wh i ch tre ats cri ti cally of t h e un i on o f man s

’

psych ol ogi cal p o w e rs i n aesth e ti cal e xp e ri e nc e s and i t s e xpr e ss i o n i n

judgm e nts o f taste ?
2 “
Th e natural und e rstand i ng can thr ough i nstruct i o n b e e n , ,

ri ch e d w i th many c onc e pts and furn i sh e d w i th rul e s ; but t h e

s e c ond i nte ll e ctual faculty— nam e ly that of kn ow i ng Wh e th e r ,

s om e th i ng falls und e r a rul e or n ot j udgm e nt (j u d i ci um )— cann ot

,

b e taught but o nly pract i s e d ; th e r e for e i t s gr owth i s call e d ma

,

t u r i t y and that und e rsta nd i ng wh i ch w e say d oe s n ot c om e b e for e

, , ,

t h e y e ars . I t i als o e asy t o s e e that th i s c o uld n ot b e oth e rw i s e

s

for i nstruct i o n tak e s plac e by c o mmun i cat i o n o f rul e s I n cas e .

o n e s h o uld att e mpt t o i nstruct j u d gm e nt uni ve rsal rul e s would ,

b e n e c e ssary acc ord i ng t o wh i ch on e c ould d e c i d e wh e th e r a g i v e n

cas e falls und e r a rul e or n ot e t a — A n t hr op ol ogy et c ( 1 7
,
”
, .

H arte nste i n vi i p 5 1 5 , . . .
17 8 EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T

stract them s o that the und e rstand in g may not proc e ed

,

i n a m e r e ly mechan i cal fash i o n but rath e r wi th a con

,

s ci o us n e s s o f th e rule wh i ch it i s follow i ng .

I t i s als o v e ry go od to arrang e th e rul e s i nto certa i n

formulas and to i ntrust th e m i n th i s form t o the m emory .

T i i ng t h e
ra n
Th e n if we r e m e mb e r a
,
ru l e and hav e for
U d e t n d i g g o tt e n i t s appl i cat i on w e w i ll not b e long i n
n rs a n
,

recoveri ng i t H e r e occurs the q u e sti on wh e th e r rul e s

.

should first b e gi v e n i n a b s tr a cto and l e arn e d only wh e n

th ei r appl i cati on h a s be e n compl e t e d or should rul e ,

and us e go to geth e r Th e latt e r c o urse alon e i s a d

.

v i s ab l e I n th e oth e r i nstance t h e use remai ns v e ry

.

unc e rtai n unti l on e r e ach e s t h e rules Th e rul e s should .

also occasi onally b e arrange d i nto classes ; for th e y a re

n ot r e tai ned i f th e y hav e n o r e lati on to one anoth e r .

Thus grammar must always b e a l i ttl e i n advanc e i n t h e

study o f languages .

We must n o w gi ve a systemati c concept of the

72 .

whol e ai m of e ducati on and of th e mann e r i n wh i ch it i s

?
t o b e attai n e d
Fn l D
i a D IV ISIO

of Ed u ca t i on a l 1 The gen er a l cu ltur e of the fa cu lti es of the

.

A c t i v mes
m i n d , di sti ngu i shed from th e i r parti cul a r cul
‘

ture . I t ai ms at dext e ri ty and p e rfe cti on : th e pup i l is

1
Th i s s e cti on tak e n w i th S e cti on 3 1 consti tute s t h e ch i e f d i vi s
, ,

i on o f e ducati onal th e ory wh i ch Kant mak e s h i s wh ol e tr e atm e nt

,

b e i ng sub ordi nat e d t o or re gulat e d by th i s d i vi s i on Th i s s e cti o n .

pre s e nts h i s c once pti on of t h e parts of e ducat i on m ore sci e nt i fically ,

s o t o sp e ak than d o any o f t h e oth e r s e ct i ons tr e at i ng th i s p oi nt

,
.

S e ct i ons 3 1 7 2 sh ould b e cl os e ly c omp are d w i th S e cti on 1 8

, ,

b e tw e e n wh i ch on e d oe s n ot find any lack of harm ony t h e latt e r ,

1 80 EDU CAT I O NA L T HE O R Y O F I MMANUEL K AN T

it upon e xampl e s thr e ats pun i shm e nts et c Th e n it , , ,

.

would b e n oth i ng but m e re d i sc ipl i n e W e should s e e .

t o it that the pup i l b e hav e s w e ll from h i s ow n max i ms

and n ot from h ab i t and that h e n ot only do th e good , ,

but do it fo r t h e r e ason that i t i s go o d ; for t h e m o ral

worth o f acti ons co n s i sts i n th e max i ms of good Th e .

d i ffe re nc e b e tw e e n phys i cal e ducati o n and moral e duca

ti on i s th i s : t h e fo rm e r i s pass i v e fo r t h e pup i l t h e ,

latt e r acti v e H e must always p e rc e i v e t h e pri nci pl e s

.

o f act i on and t h e bond wh i ch attach e s i t to the i d e a o f

?
duty

73 . 2 . The p a r ti cu la r cu ltur e of t he fa cu lti es of the

m i nd
?
Thi s i nclud e s t h e culture o f th e i nt e llect , t h e
s e ns e s t h e i magi nat i on t h e m e mory t h e
, , ,
Cul t u e f t h
r o e

Low M t l stre ngth e ni ng of th e att e nti on an d t h e w it

er en a , ,
F cu l t i es
a
and th us whatev e r conc e rns t h e low e r
'

p ow e rs of th e und e rstand i ng W e h av e alre ady m e n .

t i on e d the culture of th e s e ns e s ; fo r e xampl e t h e ,

v i sual p e rc epti o n of spac e A s fo r th e cultur e of th e .

of w i ll i ng th e obj e ct i v e pri nc i pl e ( i e that wh i ch w ould als o s e rv e . .

all rati onal b e i ngs subj e cti v e ly as a practi cal pri nc i pl e i f re as on

had full p ow e r ove r t h e act i v e faculti e s ) i s t h e practi cal la w .
”

Fun d a m en t l P i n cip l es of t h e Met ap hy s i c of Et h i cs H arte nst e i n

a r s , ,

i v p 248
. .
( C f t h e first s e ct i o n o f t h e
. . C i t i qu e o
f P a c t i c a l r r

R eas on ) A max i m b e i ng t h e formula wh i ch d i ctat e s an acti on

.
,

for a r e as o nabl e b e i ng i s opp os e d t o t h e pri nc i pl e o f m e chan i cal

,

acti on I t i s l i k e w i s e an i mp ortant e l e m e nt i n h i s th e ory o f m oral

.

e ducat i on ( S e e S e ct i ons 7 7
.
,

S e e S e ct i o n 19
1 .

C f S e cti o ns 5 2— 6 6 and 6 8— 7 1 for th e e arl i e r d i scuss i ons of t h e

2
.

c ultur e of t h e l ow e r facult i e s o f t h e m i n d .
 T HE T R E AT ISE 18 1

i magi nat i on , the fo llow i ng i s t o h e r e marked : ch i ldre n

hav e an e xtre m e ly pow e rful i magi nat i on wh i ch has n o ,

n e e d o f b e ing furth e r str e tch e d an d strai n e d by fai ry

tal e s I t has much m o re n e e d o f b ei ng g o v e rn e d and
.

bro ught und e r r ul es ; b ut at th e sam e ti m e it should

.
, ,

n o t b e l e ft e nti r e ly i nacti v e .

G e ograph i cal maps hav e som e th i ng i n th e m wh i ch

charms all ch i ldr e n e v e n th e small e st Wh e n th e y are
,
.

ti r e d of e v e ryth i ng e ls e th e y sti ll l e arn som e

,
V l fM p a ue o a s
thi ng wh e n maps a r e us e d An d th i s i s an
.

e xc e ll e nt d i v e rs i on for ch i ldr e n wh e r e th e i r i magi nati on

,

i s n ot allow e d to wand e r but must b e fix e d on a d efi

,

n i te figur e I t i s re ally p oss ibl e t o b e gi n w i th g e ography

. .

Pi ctures of an i mals plants e t c

,
can b e add e d at the
, .
,

sam e t i m e ; these w i ll enl i v e n g e ography But h i story .

should not app e ar unti l lat e r .

A s fo r stre ngthen i ng th e attenti on it should b e oh ,

s e rv e d that th i s must not b e n egl e ct e d To attach o ur .

th o ughts fix e dly t o an obj e ct i s n ot s o much

A t t e t i on n
a tal e nt as a w e akn e ss of our i nn e r s e ns e
.

b e caus e it i s i nfl e x ib l e i n th i s cas e and cannot b e appli e d

at w i ll D i stracti on i s th e e n e my of all e ducati on ; but
.

m e mory i s bas e d up on att e nti on ?

1
F o ll ow i ng t h e passag e fr om t h e A n thr op ology e t c translate d , .
,

in n ote 1 t o S e cti o n 6 9 p 1 7 4 Kant gi v e s thi s i llustrati on

,
.
,

“
Th e t e ach e r fro m t h e pulp i t o r i n th e acad e m i c class ro om or
,
-
,

t h e l e gal pr os e cut or or adv ocate i f h e w i sh e s t o sh o w pr e s e nc e o f

, ,

mi nd i n fre e d e l i v e ry (i mpromptu) e ve ntually i n re lati ng s om e th i ng

, ,

must g i v e pr oof of thr e e k i nds o f atte nt i on first re gard for that : ,

wh i ch h e i s n ow s a y i ng i n ord e r t o repr e s e nt i t cl e arly ; s e c o nd

, ,

r e fe r e nc e t o that wh i ch h e h a s s a i d ; and th i rd prov i s i on for th at ,

182 E DUCA T I O NA L T HE O R Y O F I MMANUEL K AN T

74 A s for the hi gher fa culti es of the u n d er s ta n di ng we

.
,

hav e to d o h e re w i th t h e culture o f t h e und e rstand i ng t h e ,

Cu l t ur e f t h
o
j udgment
e
and t h e r e as o n ,
I n a c e rt ai n .

Hi gh M t l s e ns e t h e trai n i ng of th e und e rstandi ng can

er en a ,
Facu m es
b egi n pass i v e ly w i th t h e c i tati on o f e xampl e s
'

w hi ch apply to a rul e or vi ce ver s a w i th th e d i scov e ry

, ,

o f t h e rul e wh i ch appl i es to part i cular cas e s Th e j udg .

ment i nd i cat e s what us e i s t o b e mad e o f t h e und e r

sta ndi ng Th e und e rstand i ng i s n e cessary i n ord e r to
.

co m pr e h e nd what h as b e e n l e arn e d or spok e n and i n ,

ord e r t o r e p e at noth i n g wi thout comprehendi ng i t H ow .

many r e ad and h e ar thi ngs w i thout und e rstandi ng th e m ,

even though th e y b e l i e v e the m "Pi ctures and th i ngs

ar e nec e ssary to und e rstand i ng .

The reason d i s cerns pri nci ples B ut i t must b e r e .

m e mb e r e d that we are here speaki ng of a re ason that i s

sti ll und e r gui dance ; hence i t must n ot always w i sh
t o reason but i t must be on i t s guard agai nst re ason i ng
,

t o o much ab out that wh i ch transc e nds i t s concepts .

W e are n ot here sp e aki n g of the sp e culati v e r e ason but ,

of refl e ct i on up on that wh i ch occurs accord i ng t o i t s

caus e s and e ffe cts I t i s a re ason wh i ch i n i ts economy

.
,

and arran g ement i s practi cal ? ,

w hi ch h e wi s hes t o s y late r I f h e n e gl e cts atte nt i on t o th e s e

a .

thre e th i ngs — i e i f h e ne gl e cts t o arrange the m i n th i s ord e r —h e

, . .
,

d i stracts h i ms e lf and h i s h e are r or r e ad e r and e ve n a usually i n

,

t e l l i gen t man ca n n ot h e lp g e tt i ng c o nfus e d .

1
Th i s e ve ry d ay practi cal re as on must n ot b e c o nfus e d w i th
-
”

t h e sp e culat i ve r e as on i n i t s e th i cal asp e cts wh i ch Kant als o calls

,

pract i cal .
’
184 E DUC AT I O N AL T HE O R Y O F I MMANUE L K AN T

duc e cons i d e rable from th e i r o w n r e ason There are .

many po i nts on wh i ch i t i s n ot nec e ssary that ch i ldren

should e x e rc i s e th e i r r e ason Th e y must n o t r e ason .

about e v erythi ng Th e y d o n ot n e e d t o know th e r ea

.

s ons of e v e ry thi ng wh i ch i s to contrib ut e to th ei r e d u

cati on ; but as s o on as duty com e s i nto q u e sti on t h e ,

pri ncipl e s must b e mad e kn o wn to th e m W e must s e e .

t o it anyway that rati onal knowl e dg e b e drawn o ut of

, ,

th e m rath e r than i ntroduced i nto th e m Th e S o crati c .

should furn i sh th e rul e for th e cat e ch e ti cal m e th o d ? I t

i s to b e sur e rath e r slow ; and i t i s d i fficult s o t o
, ,

arrang e i t that at t h e sam e ti m e that knowl e dge i s

b ei ng drawn out of on e m i nd th e oth e rs shall l e arn
so m e th i ng Th e m e chani cally cat e ch e ti cal m e thod i s
.

als o go o d i n many o f th e sc i e nc e s ; for e xampl e i n t h e ,

i nstruct i o n i n re veal e d rel i gi on I n un i v e rsal re l i gi on .

,

on t h e contrary i t i s n e c e ssary to e mploy t h e S ocrat i c

,

m e thod I n r e sp e ct to that wh i ch must b e l e arn e d h i s

.

1
Th i s pr oc e e ds s ol e ly by m e ans o f q u e sti ons and answ e rs
wh i ch hav e b e e n pre pare d i n advance of t h e pup i l s study In ’
.

i t s pure fo rm t h e t e ach e r d o e s n o t sp e ak oth e rw i s e than t o ask

t h e q u e st i o ns I ts m e chan i cal characte r app e ars wh e n t h e
“ ”
.

q u e st i ons and answ e rs alt e rnate as an a i d t o m e m ory (S e e Kant s .

’

m od e l of a Moral C at e ch i sm S e l e cti on XI and S el e ct i on VIII

“
,
”
.
, .
,

S e cti on 1 1 9 wh e r e Kant d oe s n ot s e e m t o h old t h e cat e ch i sm i n

,

ve ry h i gh e st e e m ) .

Wi llmann ( p 1 24) supp os e s Kant i n th e s e o bs e r vat i ons i n S ec

.

t i on 7 6 t o hav e had i n m i nd B ah r dt s Phi la nt hr op i n i s ch E i e ’

er rz

h un gsp l a n Frankfurt -a m -Ma i n 1 7 7 6 wh i ch i ntr oduc e d t h e c on

, , ,

s i d e rat i on of th e S ocrati c m e th o d .

J F C G rass e publ i sh e d a w ork i n 1 7 95 h e a ri n g th e t i tl e

. . .

Lehr b u ch d er a llgem ei n en Ka t echet i k n a ch Ka n t ’

s ch en Gr un d s ci tz t en
'

.
 TH E T R EA T ISE 185

t ori cal l y , t h e m e chan i cally catechetical method is found

to b e pr e fe rable ?

M O RA L E D UCAT I O N ?

77 M oral cultur e must b e bas e d upon max i ms not

.
,

upon di sci pl i ne D i sc i pl i ne pre v e nts d e fe cts ; moral cul

.

ture shap e s t h e mann e r o f thi nki ng On e M l c mhm .

e re e

2 14 1
must s e e to it that th e ch i ld accustom h i m 2 11 2 2 111 2

s e lf t o act accord i ng to max i ms and n ot accord i ng t o ce r

1
I n th e s e N ot es Kant has l i ttl e or n oth i ng t o s ay ab out l e arn
i n g ( s e e S e ct i ons 7 0 7 3 a t op i c of i mp ortanc e i n t h e gen
, ,

e ral th e m e A n ot e on th i s p oi nt w i th s om e what w i de r and d i f

.
,

fere n t b e ar i ngs i s fo und i n t h e Di al e ct i c of t h e Cr i t i que of P r a ct i ca l

,

R ea s on has p e dag og i cal i nt e r e st and i s h e r e transcr i b e d

, ,

Le n i n g i s r e ally o nly t h e t otal i ty o f h i s t o i ca l sc i e nc e s Con

ar r .

s e q u e ntl y only t h e t e ach e r of r e ve al e d th e ol o gy can b e call e d a God

l ea n ed man
r B ut i f o n e w i sh e s als o t o call h i m w h o i s i n p os
.

s e ss i on of rati onal sci e nc e s ( math e mat i cs a n d ph i l os ophy ) l e arn e d ,

alth ough th i s w ould at onc e c ontrad i ct th e m e an i ng o f t h e w ord

( as at all t i m e s o nly that can b e r e ck on e d as l e arn i ng wh i ch o n e

must b e t a ught and wh i ch th e re fore on e cann ot d i sc ove r by h i m

, , ,

s elf thr ough r e as on ) e ve n s o t h e ph i l os oph e r w i th h i s kn owl e dge

o f God as a p os i t i v e sc i e nc e
,
w o uld mak e t oo p oor a figur e t o l et
,

h i ms e lf h e call e d lea r ned on th i s acc ount —H arte nste i n v pp .

”
, . .

1 4 3, 1 44 .

See foot-not e 1 p 1 7 0 S e l e c ti on I Nos 8 1 8 2 0 als o S e l e c

, . .
, .
, ,

t i ons VIII and IX . .

2
I n s e ve ral e d i ti ons of t h e Lectu e-Not es as i n R i nk s H arte n r ,
’

st e i n s V ogt s et c wh i ch re tai n any h e adi ngs t o t h e di vi s i ons of

’

,
’

, .
,

Kant s d i scuss i on s t h e sup e rscr i pti on Practi cal E ducati on i s

’

,
”

plac e d b e for e S e ct i on 91 Th e i nt e rve n i ng s ect i ons a r e s o pate ntly

.

c once rn e d w i th th i s t op i c that I have p l ac e d t h e h e a d i n g Moral

“
1 86 E DUCATI O N AL T HE O R Y O F I MMAN UE L KAN T

ta i n i mpulses D i sci pli ne leaves hab i ts only wh i ch fad e

.
,

away w i th y e ars The ch i ld should l e arn to act acc o rd

.

i ng to max i ms whose j usti ce he h i ms e lf p e rc e i v e s I t is .

eas i ly se e n that i t i s v e ry d i fficult to accompl i sh th i s i n

th e cas e of youn g ch i ldren and that th e refor e moral
,

educati on d e mands the utmost sagac i ty on the part of

pare nts and t e achers .

Wh e n t h e ch i ld i s untruthful for e xampl e h e should, ,

n ot be pun i shed but tr e at e d w i th c o nt e mpt and sh o uld

, ,

b e tol d that he w i ll n ot b e b e l i e v e d i n the future etc , .

But if he i s pun i s hed wh e n he does wrong and i s re

ward e d when he does right h e do es right i n ord e r to
,

be treate d well A nd when later he ent e rs t h e world

.

where th i ngs d o n ot happen i n that way b ut wh e re he ,

can d o right or wron g wi thout recei vi ng any reward or

chasti sement he b e com e s a man w h o th i nks only of h ow
,

he can b e st make hi s way i n the world and wi ll b e g ood ,

or b a d j ust as he finds i t most pro fi tab le .

78 . The max i ms must spri ng from man h i mself I n .

’
mo ra l e ducati on th e atte mpt t o i ntroduc e i nto the c hi ld s
,

M ali t y m u, m i nd the i dea of what i s good or evi l must

or e

1112 2 11 11 2
1 11
be mad e v e ry early I f on e w i shes t o es
:

t ab l i s h moral i ty th e re must b e n o pun i shm e nt

,
Mo .

rali t y i s someth i ng s o holy and subl i me that i t must n ot

E d ucati o n b e fore S e cti o n 7 7 foll ow i ng Kant s analys i s i n S e c

,
’

t i on 7 2 and acce pti ng B urg e r s v e ry prop e r sugge sti o n S e cti ons

,
’
.

7 7 —90 pr e s e nt t h e i nt e ll e ctu al bas i s and h e nc e t h e pass i v e asp e ct

,

o f charact e r ; S e cti ons 91 ff c ons i d e r t h e acti v e ac qu i s i t i on of

.

characte r by t h e ch i ld .
188 EDU CAT I O N AL T HE O R Y O F I MMAN UE L K AN T

79 I f on e wi shes to form a charact e r i n ch i ldren i t i s

.
,

very i mportant that i n all thi ngs th e y b e shown a c e rta i n

plan c e rtai n laws wh i ch th e y must fo llo w
,

e xactly They should for e xample hav e a

.
, ,

fix e d ti me for sle e p for work and for r e c , ,

r e a t i on ; t h e t i m e b e i ng onc e
,
fix e d must b e n e i ther ,

l e ngth e n e d n or short e n e d I n th e case of i nd iffe r e nt

.

th i ngs ch i ldr e n may b e p e rm i tt e d to e x e rc i se th e i r o w n

,

ch oi c e but th e y must always c o n t i nu e to obs e rv e what

,

th e y hav e onc e mad e a law for the m s e l ve s On e should .

not att e mpt to gi v e ch i ldren the character of a c i ti zen ,

b ut rath e r that of a ch i ld .

Thos e p e rsons who hav e n ot lai d down certai n rul e s

for thems e lv e s a r e untrustworthy ; it fr e q uently happ e ns
that i t i s i mposs ib l e to explai n th e i r c o nduct and on e ,

n e v e r kn ows e xactly wh e re to find th e m I t i s true that .

thos e p e opl e a r e o ft en blam e d who always act accordi ng

t o rul e s ; for e xampl e th e man who r egulat e s h i s e v e ry
,

acti on by t h e clock ; but thi s bl a m e i s o ft e n unj ust and ,

th i s pre c i s e n e ss alth o ugh i t l o oks l i k e pai nful p un ct i l

,

i o us n e s s i s a d i spos i ti on favorabl e to charact e r ?

,

80 . O b e di e nc e above all th i ngs i s an e ssenti al trai t i n

, ,

th e charact e r o f a ch i ld parti cularly that o f a pup i l

,
?
It

1
It sai d that Kant w a s s o re gular i n tak i ng h i s da i ly aft e rn oon
is
walks that pass e rs b y w o uld tak e ou t th e i r t i m e p i e c e s t o regulate
-

th e m by h i s app e aranc e Th i s n ote m i ght b e tak e n as h i s j u s t ifi

cati on of h i s re gular i ty .

2
Th i s c onc epti on i s a lm ost a d i re ct transcri pt i o n o f h i s e th i cs
i nt h i s p e dag ogy ; for m oral i ty acc ord i ng t o Kant m e ans s e lf
o
, ,
 TH E T R EA T ISE 1 89

is twofold : first i t i s an ob e d i e nc e to t h e a bs olu te w i ll

,

o f h i m w h o d i rects ; but it i s s e condly an obed i e nc e

, ,

to a wi ll r ega r d ed a s r a ti on a l a n d good Ob e .

d i e n ce can b e d e ri v e d from constrai nt and ,

th e n it i s a bs olu te or from c o nfid e nc e and, ,

th e n it i s of t h e oth e r ki nd Th i s volun ta r y .

obed i e nc e i s v e ry i mport ant ; but th e form e r i s als o e x

t e rn a ll y n e c e ssary s i nc e i t pr e par e s t h e ch i ld for th e a c
,

co m p l i s h m e n t o f such laws as h e wi ll hav e t o fulfil lat e r

as a ci ti z e n e v e n i f th e y d o n ot pl e as e h i m
, .

81 . Ch i ldr e n
must th e r e fore b e und e r a certai n law
, ,

o f n e c e ss i ty ; but th i s law must b e a un i v e rsal on e

whi ch i s to b e e sp e c i ally obs e rv e d i n schools U i v l L w .

n e rs a a s

1 2 1 1
Th e t e ach e r must sh o w n o pr e d i l e cti on no ,
11 0 10 0 :

pre fe r e nce for o n e ch i ld ; fo r o th e rw i s e t h e law c e as e s

t o b e un i v e rsal A s s o on as t h e ch i ld s e e s that all oth e rs
.

a r e n ot subj e ct e d to t h e sam e law as h e h e b e com e s p r e ,

sumptuous .

82 . It is
always sai d that everyth i ng should b e pre
s e nt e d t o chi ldre n i n such a mann e r that th e y w i ll d o it
from i n cli n a ti on Wi thout doubt th i s i s go o d i n m any
.

d e t e rm i nati on i n th e l i ght of an abs olut ely unchangi ng pri nci pl e ,

— that i s m oral i ty i s ob e d i e nc e t o t h e r eas on b eh i nd c onduct .

,

Kant s d oubl e tre atm e nt of th e p e dagogi cal uni t as b oth chi ld

’ “

and ci ti z e n i nd i cate s that h i s c once pti ons of m oral i ty w e re

”

e l ab orat e d i n t h e l i ght of th e i r us e fuln e ss fo all s oc i al as w e ll as

r

i nd i v i dual e nds — a phas e o f e ducat i o nal th o ught i n wh i ch pr e s e nt

,

day e fforts are e ngag e d ( S e e S e cti ons 1 2 1 7 1 8 0 2 5 2 9 8 8 1 12

.
, , , , , ,

et c .
)
1 90 E DUC AT I O N AL T H E O R Y O F I MMANUE L K AN T

cases ; but there i s also much that must b e prescrib ed

for them as d u ty ? Th i s wi ll be o f very gre at valu e
Dut y m e duri ng the i r whol e l i fe ; for i n publ i c duti es
u, , ,

1 0 11 2 1
11 112
i n t h e labors o f an offi c e , and i n many
01

other i nstanc e s duty alone n ot i ncl i nati on can gui d e

, , ,

1
Kant s vi e w of th e psych ol og i cal affin i ty of t h e c once pt of duty
’

and i t s p e dagog i cal usage app e ars i n t h e foll o w i ng passage s

“
For t h e pure c onc e pt i o n of duty m i x e d w i th n o fore i gn ad d i
,

ti on of e mp i ri cal i n c i t e m e nts and e sp e c i ally t h e c onc e pti on of t h e

,

m oral l aw h as up on t h e human h e art by m e ans o f th e r e as on

, ,

al on e ,
an i nflu e nc e s o much m ore p ow e rful than all oth e r
m oti ve s wh i ch on e may offe r from t h e fi e ld of e xp e r i e nc e that i t , ,

i n t h e c o nsc i ousn e ss o f i t s ow n d i gn i ty d e sp i s e s t h e latt e r and can

,

gradually b e c om e th e i r maste r et c , .

I n a foot-n ote t o th i s passag e Kant gi ve s an i nt e re sti ng obs e rva

t i on on t h e i nad e q uacy of t h e curre nt i nstruct i on i n m orals
“
I hav e a l e tte r fr om t h e late e x ce ll e nt S ul z e r [ 1 7 2 0— 1 7 in
whi ch h e asks m e wh y l e ss ons i n m orals acc ompl i sh s o l i ttl e h ow ,

e v e r c o nv i nc i ng th e y may s e e m t o t h e r e as o n My answ e r was.

d e lay e d by my pre parat i on t o g i v e i t c ompl e te B ut i t i s n o oth e r

.

than that th e t e ach e rs th e ms e lve s ar e n ot cl e ar i n th ei r own i d e as ,

a n d th e y d e str oy th e m wh i l e try i ng t o mak e up for th i s by hunti ng

, ,

up m oti v es for b e i ng m orally goo d i n ord e r t o mak e th e m e d i ci n e

,

p o w e rful .F o r t h e m ost ord i nary o bs e rvat i o n sh ows that wh e n

o n e r e pr e s e nts an acti on o f upri ghtn e ss fr e e fr om any i d e a of an

,

ad vantag e of any s ort i n th i s or an oth e r w orld p e rform e d fai th

, ,

fully am i d t h e gr e ate st t e mptati ons df n ee d or e nti c e m e nt i t l e ave s ,

e v e ry s i m i lar acti o n wh i ch was i n t h e l e ast d e gr ee affe ct e d by a

fore i gn m oti v e far b eh i nd and ov e rshad ows i t i t e l e vat e s t h e s oul

,

and arous e s th e w i sh t o b e abl e als o t o b e hav e thus E v e n ch i l .

dre n of m od e rat e a ge fe e l th i s i mpr e ss i on and dut i e s sh ould n e v e r

,

be e r pr e s e nt e d t o th e m i n any o th e r way - Fu n d a m en t a l P r i n
.
”

cip l es of t h e Met ap hy s i cs of Mor a l s ( 1 7 H art e nst e i n i v pp ,

. .

25 8 , 2 5 9 .
1 92 EDUCA T I O N AL T H E O R Y O F I MMANUE L KAN T

that wh i ch the ch i ld d e s i res or i n t h e i nfl i cti on of chas

t i s e m ent Th e form e r i s clos e ly r e lat e d t o moral pun
.

i s h m e n t and i s n egati v e
,
Th e oth e r forms should b e
.

practi s e d w i th cauti on i n ord e r that th e y m a y n ot r e

,

sult i n i n d ol es s er vi li s ?
I t i s not g o o d to di stri but e
re wards among ch i ldr e n ; i t mak e s them selfish and ,

?
re sults i n i n d oles m er cen a r i a

84 . O b e d i e nc e more ov e r i s ei th e r that of the chi ld or

, ,

o f the a d ol es cen t D i sob e di e nc e e ntai ls pun i shm e nt Th i s

. .

i s e i th e r r e ally n a tur a l brought by m an ,

up on h i ms e lf by h i s ow n c o nduct ; for e x
ampl e th e ch i ld falls i ll i f h e e ats too much
,

and th e s e forms of pun i shm e nt a re t h e b e st , for man ex

p e r i e n ce s them n ot only
,
i n h i s ch i ldhood but through ,

o u t h i s whol e l i fe ; o r i t i s a r tifici a l Th e d e s i re to b e .

e st ee m e d and lov e d i s a s ur e m e ans o f mak i ng chast i s e

m e nts durabl e Phys i cal m e ans should s e rv e m e re ly

‘

t o suppl e m e nt the i nsuffic i e ncy of moral pun i shm e nts .

Wh e n t h e latt e r a r e of n o avai l and re c o urs e i s had to ,

th e form e r t h e fo rmat i on of a go o d charact e r c e as e s

, .

But i n t h e begi nn i ng phys i cal constrai nt suppl i e s the

d e fic i e ncy o f re fl e cti on i n t h e ch i ld .

85 . wh i ch a r e angri ly i nfl i ct e d have per

Pun i shm e nts
v e rt e d e ffe cts Chi ldre n th e n r e gard them as m e re ly th e
.

“
Mod f
e o
cons e q uenc e s but th e ms e lv e s as o bj
, e cts of ,

Pu i h m e t
n s n
an oth e r s e m oti o n Chi ldre n should always
:
’
.

b e corr e ct e d cauti o usly that th e y may s e e that t h e on l y

“

a i m i n v i e w i s th e i r i mprovem e nt I t i s absurd to d e .

1
A s e rv i l e d i sp os i t i o n .
2
A m e rc e nary d i sp os i ti on .
 T HE TR E A T ISE 1 93

mand of ch i ldren when th e y hav e be e n chasti sed that

, ,

th e y shall thank y ou that th e y shall k i ss your hand e t c ;

, ,
.

th i s o nly mak e s th e m servi l e I f phys i cal pun i shm e nts .

a r e ofte n r e p e ated th e y mak e a ch i ld stubb o rn

, and i f
pare nts chast e n th ei r chi ldr e n for w i lfuln e ss th e y only ,

make them mor e w i lful S tubborn p e opl e a r e n ot always

.

th e worst but often y i e ld e as i ly to k i ndly r e monstranc e s

,
.

86 . Th e
ob e di enc e of the a d oles cen t i s d i ffe r e nt from
that of t h e ch i ld I t cons i sts i n s ubm i ss i on t o the rul e s
.

o f duty To d o anyth i ng for th e sak e of C d h f t h

.
eh h e e e

duty m e ans to ob e y re as o n I t i s us e l e ss to .
12 1 2 1 0 2 2 2 2 11

sp e ak of duty t o chi ldre n Th e y come to look upon i t .

as someth i ng t h e transgr e ss i on of wh i ch i s follow e d by

t h e rod Th e c h i ld could b e gu i d e d by h i s i nsti ncts
.

alon e ; but as soon as h e b egi ns to d e v e lop t h e i d e a of ,

duty must b e add e d On e should not hav e r e cours e t o

.

t h e senti m e nt of sham e w i th ch i ldr e n but should r e ,

s e rv e it unti l the p eri o d o f adol e sc e nc e ; for sham e can

be pres e nt only when th e i dea of hon or has taken root .

A second ch i e f t rai t i n th e formati on of the chi ld s

87 .
’

charact e r i s ver a ci ty ? I nd e e d th i s i s t h e p ri ncipal ,

1
Ly i ng i s an anthrop ol og i cal and a m oral ph e n om e n on wh i ch
had gre at i nt e rest for Kant as i s i nd i cat e d i n num e r ous passage s
,

and fragm e n ts ( Se e S e l e cti on I No

. .
,
.

Th e transgre ss i o n o f th e duty o f truthfuln e ss i s call e d a l i e ;

wh e r e for e th e r e may b e e xt e rnal but als o i nte rnal l i e s s o that
, ,

b oth can occur toge th e r or e v e n as c ontrad i cti ng e ach oth e r

, .

But a l i e b e i t i nt e rnal or e xt e rnal i s tw ofold ( 1 ) wh e n one

, ,

ass e rts a s t r u e s om e th i ng wh i ch h e k n ows t o b e untru e ( 2) wh e n

13
1 94 EDUCA T I O NAL T HE O R Y OF I MMANUEL K AN T

fe atur e and t h e essence of a charact e r A man who .

li e s has no charact e r at all and if th e re b e anyth i ng ,

on e ass e rts as cer t a i n s om e thi ng o f wh i ch h e kn ows h i ms e lf t o b e

subj e cti ve ly unce rta i n .

Ly i n g ( from t h e F ath e r of l i e s thr o ugh wh om all e vi l i s

‘
,

c o m e i nt o t h e w orld ) i s t h e re ally c o rrupt sp ot i n human na

’

tur e e t a — A nn ou n cem en t of t he Ea ly Con clu s i on of a Tr a ct a t e

,
”
r

on Ever l as t i n P ea ce i n P h i l os op hy H art e nst e i n vi p

g ,
. .

4 98
Th e gre ate st v i olati on of man s duty t owards h i ms e lf r e ’

gard e d m e re ly as a m oral cr e ature ( t owards human i ty i n h i s ow n

p e rs on) i s t h e r ev e rs e of truthfuln e ss or ly i ng
,
A l i e may , .

b e an e xt e rnal o r an i nt e rnal o n e B y t h e fo rm e r man mak e s

.
,

h i ms e lf an obj e ct of c onte mpt i n t h e e y e s of o th e rs by t h e latt er ,

w h i ch i s st i ll m ore i n h i s ow n e y e s and i njur e s t h e d i gn i ty o f

, ,

human i ty i n h i s ow n p e rs on L y i ng i s r ej e ct i on a n d as i t
.
,

w e re d e structi on of h i s human d i gn i ty
,
Ma n as a m oral .

b e i ng ( hom o n oum en on) cann ot us e h i ms e lf as a phys i cal b e i ng

( h o m o p h oen om en on
) as a m e r e
, m e ans
( sp e ak i ng mach i n e
) n ot ,

b o und t o t h e i nt e rnal purp os e o f th e commun i cati on of thoughts ,

but h e i s b ound t o t h e c ond i t i on of t h e agre e m e nt w i th th e d e c

l ar a t i on of t h e fo rm e r and i s pl e dg e d t o truthfuln e ss t owards h i m
,

s e lf et a — Th e M t ap hys i cs of Mor a ls Pt II
,
”
e H arten , . .

stei n v i i pp 2 34—2 36
, . . .

I n t h e sam e y e ar app e ar e d h i s e ssay On a S upp os ed R i gh t t o Li e

f om H u m a ni t a r i a n Mot i ves i n wh i ch h e r e ach e d th e c onclus i o n that
r ,

th e re can b e found n o e xcus e for any s ort of ly i ng .

“
On e can class w i th th e un i nt e nt i o nal play o f t h e pr oducti v e
i mag i nat i on wh i ch may th e n b e call e d fa n t a s y t h e i ncl i nat i o n
, ,

t o gu i l e l e ss ly i ng wh i ch i s a lw a y s m e t w i th i n ch i ldre n n ow a n d ,

t hen i n adults o th e rw i s e g oo d s om e ti m e s alm ost l i k e an h e r e d i tary

, ,

d i s e as e wh e re i n r e lat i ng s om e th i ng e ve nts and all e g e d a d ve n

, , ,

ture s gr owi n g l i k e an avalanch e e m erg e from th e i mag i nat i o n

, , ,

w i th n o oth e r i nt e nt i o n whats oe v e r than m e r e ly t o b e i nt e r e st

i n g e t c — A n t hr op ol ogy e t c H art e nst e i n vi i pp 494 495
”
. . . .
, , , , ,
196 E DUC AT I O NAL T H E O R Y OF I MMANUE L K AN T

sw e et e st of all the pleasures of l i fe But teachers .

sh o uld not pr e fe r on e pup i l ab ov e anoth er b e cause of

S i bi l i t y
oc a hi s tal e nts but only b e caus e of h i s charact e r ;
,

1 1 1 2 52 1 1
1 1 12 11
for oth e rw i s e th e r e ari s e s j e alousy wh i ch i s
Ch t a r ac e r
,

f m ti i ncompati bl e W l th fri endsh i p

0

or a on .
.

Ch i ldren should also b e cand i d and th e i r fac e s should ,

b e as s e r e n e as th e s un ?
A happy h e art al o n e i s capa
b l e of findi ng pl e asur e i n th e good A r e l igi on wh i ch .

mak e s m e n gl o omy i s fals e ; for th e y sh o uld s e rv e God

w i th a j oyous h e art a n d not from compuls i on Th e .

happy h e art must n ot always b e h eld stri ctly under th e

re strai nt of t h e school for th e n it w i ll soon b e destro y e d .

Wh e n i t has fre edom i t r e cov e rs i ts e lf agai n Thos e

, .

plays wh e r e in t h e h e art bri ght e ns and th e ch i ld e u

d e a vors always to surpass hi s comrades are s e rvi ce ab l e
for th i s e n d Then t h e soul becom e s s e r e ne o nce more
. .

M any p e ople thi nk that th ei r youth was t h e hap

89 .

p i e st and th e m ost agre e abl e ti m e of th e i r whol e l i fe but

Li m i t h e f th i s i
eh e e
s c e rta i n ly n o t s o I t i s th e hard e st .

0 1 11 11 2
1 1 10 0
peri od b e caus e on e i s und e r di sc i pl i ne and
, ,

can s e ldom hav e a tru e fri e nd and l e ss rar e ly fre edom .

H orac e has already sai d Mu lta t u li t feci tqu e p u er s ud a vi t

, , ,

?
ct a ls it

1
Ch i ldre n ,
sp e ci ally gi rls must b e e arl y accustom e d t o frank
e , ,

unforce d sm i l i ng f r th e ch e e rfuln e ss o f t h e fe atur e s i s gradually

o

i mpr i nt e d i nt e rnally and b e g e ts a d i sp os i t i on t o j oy o usn e ss

, ,

fri e ndl i n e ss and s oci ab i l i ty wh i ch th i s approach t o th e vi rtu e o f

,

g ood -w i ll e arly pre pare s — A n t hr op ol ogy e t c H art enste i n vi i

"
.
, .
, , .

pp . 5 85 , 5 8 6 .

2
Th e b oy has e ndure d much and d on e much ,

H e h as sw e ate d and h e has froz e n .

 T HE T R EAT ISE 1 97

90 . Ch i ldre n
should be i nstructed only i n such th i ngs
as are su i tabl e for thei r age M any par e nts are glad .

wh e n th e i r ch i ldre n can talk pre c o c i ously ;

but noth i ng usually comes of such ch i ldre n .

A chi ld should have only th e w i sdom of a

chi ld H e must not b e a bl i nd i m i tator But on e w h o
. .

i s suppl i e d wi th precoc i ous max i m s i s e nti re ly b e y ond

t h e l i mi tati ons o f h i s y e ars an d h e s i mply i m i tat e s
, ,

m i m i cs ? H e should hav e only a ch i ld s und e rstand

’

i ng and not b e i n e v i d e nc e too soon

, S uch a on e .

wi l l n e v e r b e come a m an of i ntell ige nc e and seren e

und e rstandi ng I t i s j ust as i ntol e rabl e to s e e a boy
.

wi s h i ng to fo ll o w all th e fash i ons ; for exampl e to curl ,

h i s hai r to w e ar h a n dfri l l s and e v e n to carry a snuff

, ,

b ox . H e thus ac q u i re s an a ffe ct e d a i r wh i ch d o es not ,

b e s ee m a ch i ld P ol i te soci ety i s a burd e n to hi m and

.
,

manl i n e ss i s finally compl et e ly lacki ng i n h i m F or th i s .

very re as o n should hi s van i ty b e counteracted v e ry

e arly ; or mor e prop e rly sp e aki ng h e must n ot b e
, ,

gi v e n occas i on to b ecom e vai n But thi s happ e ns wh e n .

v e ry young ch i ldren a re told how beauti ful th e y are ,

h ow charm i ngly th i s or that finery b e comes th e m or ,

wh en th i s i s pr o m i s e d and gi ven to th e m as a re ward .

Fi nery i s not sui tabl e for chi ldr e n Th e y sh o uld regard .

the i r n e at and s i m pl e clo th i ng m e rely as i ndi spensabl e

ne e ds But parents thems e l ve s sh o uld attach no value
.

to thes e th i ngs and should avo i d all self-ad m i rati on ;

,

for h e r e as elsewher e e xampl e i s all -powerful and

, , ,

stre ngth e n s or d e s troys goo d teachi ng .

1
C f S ect i on
. 74 .
1 98 EDU CAT I O NA L T HE O R Y O F I MMAN UE L K AN T

91 . educati on i nc l udes
Practi cal

El m e t s o f
n ( a
) S k i ll ,
e

P ti c l
ra c a
( b ) Worldly W i sdom and ,
Ed c t on
u a i
M
( ) oral i ty
.

0 .

I t i s essent i al that sk i ll b e thorough and not trans i tory .

A n app e ara nc e of t h e poss e ss i on of a knowl e dge of th i ngs

wh i ch cannot aft e rwards b e real i z e d must not b e assum ed .

Thoroughn e ss should b e a q ual i ty o f ski lfuln e ss and ,

gradually b e com e a hab i t of th e m i nd I t i s t h e ess e nti al .

p o i nt i n the character of a man S k i ll i s e ss e nti al to talent . .

92 Worldly w i sdom cons i sts i n the art of apply in g our

.

ski ll t o m am— that i s to us e m en for our o w n e nds To

,
.

W ldl y
or ac q u i re th i s many conditi ons a r e n e c e ssary
, .

12 1 2
3 0 111
I t i s r e ally th e last th i ng to b e ac q ui re d ; but
:

accord i n g t o i t s worth i t o ccup i e s th e s e cond plac e

,
.

I f t h e ch i ld i s to b e gi v e n o ver to worldly wi s dom h e ,

must diss e mbl e mak e h i ms e lf i mp e netrabl e and yet b e

, ,

abl e t o p e netrate oth e rs E sp e ci ally must he c o nc e al .

hi s charact e r Th e art of e xt e rnal app e aranc e i s pro

.

p ri e t y and th i,
s art m u st b e poss e ssed I t i s d i fficult to .

pen etrate oth e rs but it i s necessary to und e rstand th i s

,
’
art an d at th e sam e ti m e t o mak e on e s s e lf i mpen e
t rah l e Thi s i nclud e s di ss i mulati on — that i s conc e al i ng
.
, ,

on e s faults and e abov e menti on e d e xt e rnal app e ar

’
t h ,
-

ance D i ss i mulati on i s not always hypocri sy and can

.
,

someti mes be p e rm i tt e d b ut i t bord e rs very clos e ly upon ,

i mmoral i ty S i mulati on i s a desp e rat e m e ans ? Worldly

.

1
xtre m e and alm ost un e th i cal p os i ti o n take n He r e i n th e
Th e e

Lect ur e Not es i s fai rly sav ed by t h e foll owi ng p assa ge i n th e Cr i ti que

-

f
o P ur e R eas on ( 1 7 8 1 )
200 E DUCAT I O N AL T HE O RY O F I MMANUE L KAN T

des ir e to form a good character he must b egi n by ,

ban i shi ng th e pass i ons M an must so trai n h i ms e lf th a t .

h i s i ncl i nat i ons do not grow i n t o pass i ons

M al i t y
or .
,

and h e must learn to do w i thout that whi ch

i s den i ed hi m S us ti n e m e ans : su ffer and accust om
.

yours e lf t o e ndure .

Courag e and i ncl i nati on are necessary i n ord e r to l e arn

to do w i thout somethi ng O ne must becom e accus .

t o m e d to r e fusals opp os i t i on etc , ,

.

S ympathy i s a matt e r of t e mp erament Ch i l d r e n .

m ust b e k e pt from a y e arn i ng langu i sh i ng sympathy ,

.

S ym p t h y a S ympathy i s re ally s e ns ib i l i ty ; i t i s i n k e e p
w d em d
c
i ng only wi th a charact e r wh i ch i s s e ns i ti v e
e
.

I t i s also d i ffe re nt from compass i on ; i t i s an e v i l wh i ch

cons i sts i n m e re ly b e wai l i ng a t h i ng Chi ldre n should .

be gi ven some pocket mon e y w i th whi ch th e y could do

-

good t o the n e e dy ; th e n i t would b e s e e n wh e th e r or

not th e y a re compass i onate When they are ge nerous .

only w i th t h e money o f the i r par e nts th i s q ual i ty ,

p e rish e s ?

1
Kant has hardly gi v e n a prop e r plac e t o sympathy as a m e ans
of gr e at p e dag og i c i mp ortanc e e v e n e mp i r i cally r e gard e d
,
In .

H er b art s sch e m e fo r e xampl e sympathy i s mad e o n e o f t h e car

’
, ,

d i nal fe ature s i n e duca ti onal gro wth Kant h e re appar e ntly e x .

e lud e s sympathy as a c o nst i tu e nt o f charact e r and m o ral i ty b e caus e ,

psych ol og i cally h e re gard e d i t as m e r e ly a d e r i vat i ve form o f th e

fe e l i ng of pl e asur e pa i n and th e r e fore as havi ng n o c onn e ct i on w i th
-
,

w i ll I n h i s late r wri t i ngs h e gav e a hi gh er place t o th i s fo rm of fe e l

.

i n g as may b e s e e n i n t h e foll o w i ng s e l e ct i ons fr o m t h e Met ap hysi cs

,

of Mo a ls Pt II
r H art e nste i n v i i pp 2 6 4— 2 6 6
,
. .
, ,
. .

S y mp a t hy ( y mp a t hi a m or a li s ) i s i nd e e d a s e nsu ous fe e l i n g of
s

pl e asure or di spl easur e ( h e nc e aesth e ti c) wi th r e sp e ct t o t h e e nj oy

 T HE TR E ATISE 20 1

Th e max i m fes ti n a l en te i nd i cat e s a conti nuous a o

1

t i vi t y ; on e must gr e atly hast e n i n ord e r to learn much ,

— that i s fes ti n a
; but th i ngs must als o b e
,
Th o gh rou n es s .

l e arn e d thor o ughly wh i ch re q ui re s ti me , ,

that i s len te I t i s a q u e sti o n wh i ch i s pre fe rabl e : to

,
.

have a gre at rang e of i nformati on o r only a small ran ge ,

but on e wh i ch i s thorough I t i s b e tt e r t o know l ittl e .

,

but to kn o w th i s l i ttl e w e ll than to know much and t o ,

kn ow i t sup e rfic i ally ; for i n t h e latt e r cas e t h e shal

, ,

lown e ss o f o n e s knowledg e w i ll finally b e come pat e nt

’
.

But th e ch i ld cannot t e ll und e r what c i rcumstanc e s h e

may n e e d th i s or that knowl e dge and th e r e fo r e i t i s , , ,

b e st that h e kn ow thoroughly a l i ttl e o f e v e ryth i ng ,

oth e rwi s e h e wi ll i mpo s e upon and dazzl e other s w ith

hi s show of l e arn i ng .

94 . Th e final thi ng i n practi cal educati on i s t h e fo un

?
dati on of character Th i s cons i sts i n t h e firm re solu

m ent or th e pa i n o f oth ers ( fe ll ow fee l i ng sympath eti c s e nsati on )

, ,
-
, ,

s e ns i bi l i ty t o wh i ch has b ee n i mplante d i n man by nature B ut .

t o e mpl oy sympathy as a m e ans fo r t h e advanc e m e nt of act i v e and

rati onal k i ndn e ss i a sp e ci al alth ough o nly a c o nd i ti onal duty
s , ,

und e r t h e nam e of hum a n i ty (hum a ni tas ) ; b e caus e h e re man i s

re gard e d n ot m er e ly as a rati onal b ei n g but als o as an an i mal ,

e nd o w e d w i th r e as o n .

B ut alth ough t o hav e sympathy w i th oth e rs i s n ot i n i ts e lf a

duty y e t acti v e i nte re st i n th e i r fat e i s duty and h e nce t o culti
, ,

vat e t o th i s e n d t h e sympath e ti c natural (aesth e ti c) fee l i ngs i n o ur

,

s e lv e s and t o e mpl oy th e m as s o many m e ans for i nt e re st fr om

, ,

m oral pri nci pl e s and feel i ng ap p ropri at e t o th os e pri n ci pl es i s at ,

l e ast i nd i re ct d uty .
”

1
Mak e haste sl owly . S e e S e l e ct i on X 2
.
20 2 ED UC ATI O N AL TH E O R Y O F I MMAN UE L KAN T

ti on o f t h e w i ll to d o s om e th i ng an d th e n i n t h e actual ,

e x e cut i on o f it Vi r p r op os i ti t en a zc says H orac e and

.
,
l
,

that i s a go o d charact er I f for e xampl e .

, ,

I hav e prom i s e d anythi ng I must k eep my ,

prom i s e e v e n i f i t do e s m e harm Th e man w h o forms

,
.

a c e rtai n r e soluti on but do e s not carry it o ut can no

, ,

l onge r trust h i ms e lf I f for e xampl e havi ng tak e n t h e

.
, ,

re s ol uti o n always t o ari s e e arly t o study ? or to do thi s

or that o r t o tak e a walk on e th e n e xcus e h i mself i n
, ,

t h e spri ng t i m e b e caus e th e morn i ngs a r e sti ll t o o cold

-

and i t m ight b e i nj uri ous to h i m ; i n summ e r b e caus e i t

i s s o favorab l e for sl e ep i ng and sl e e p i s parti cularly ,

agr e eabl e to h i m and thus from day to day d e fe r t h e

,

e x e cut i on o f hi s r e solut i on h e finally e nds by d e stroy i ng

,

all confid e nc e i n h i ms e lf .

That wh i ch i s c o ntrary to morals should b e e xclud e d

from r e soluti ons of th i s k i nd The charact e r of a wi ck e d.

man i s v e ry bad i t s chi ef q ual i ty b ei ng i t s p e rv e rs i ty ;

,

y e t w e adm i r e s e e i ng h i m e x e cut i ng hi s r e solut i o ns and

b e i n g firm although on e would pre fe r to s ee hi m d i splay
,

an e q ual p e rs i st e ncy i n good conduct .

Th e r e i s n ot much to e st ee m i n hi m who i s c o nstantly

d e fe rri ng th e p e rformance of h i s purpos e s Th e s o .

call e d future c onv e rs i on i s of th i s s o rt Th e man who .

.

has always b ee n v i c i ous and who w i sh e s t o b e conv e rt e d

,

i n an i nstant cannot p oss i bly succ e e d ; for only a m i racl e

,

could mak e hi m i nstantly l i ke on e who has conduct e d

1
A man firm r e s olut i o ns
in his .

2
Th i s i s an oth e r l i ttl e p ers onal allus i on For y e ars h i s s e rvant .

un i formly call e d h i m a fe w m i nut e s b e for e fi ve o cl ock e v e ry m orn ’

i n g and w i th o ut e xc e pt i on t h e st o ry runs Kant ob e y e d th e call

, , , .
20 4 EDU CA T I O NA L T H E O R Y O F I MMAN UE L KAN T

and i ncl i nati ons ; for on th e contrary on e should be

, ,

ve r y te m p e rat e and abstem i ous and mai ntai n a cer ,

H m
h eh
ta i n d ign i ty w i th i n h i ms e lf wh i ch e nnobl e s
D18 “ 2 ? hi m ab ov e all cre atur e s and it i s hi s duty ,

not t o d e ny i n h i s o w n p e rson th i s d igni ty of human ity ?

But w e do d e ny t h e d ign i ty of human i ty wh e n for e x ,

ampl e w e b e c o m e addi ct e d t o dri nk comm i t unnatural

, ,

s i ns practi s e all mann e r o fi mmod e rati on e t c all of whi ch

, , .
,

d egrad e man far b e lo w th e an i mal N0 l e ss i s i t contrary .

to t h e d ign i ty o f human i ty fo r a man to cri ng e b e fo re

oth e rs or t o o v e rl o ad th e m w i th compl i m e nts i n th e
, ,

hop e o f i ngrati ati ng h i ms e lf by such un d igni fi e d conduct .

Th e ch i ld should be made s e ns ib l e of th i s human

d ign i ty i n h i s ow n p e rson ; for e xampl e i n th e cas e o f ,

uncl e ann e ss wh i ch to s a y t h e l e ast i s n ot b e fitti ng

, , ,

humani ty But t h e ch i ld can also re ally d egrade h i ms e lf

.

b e lo w t h e d ign i ty o f human i ty by lyi ng s i nc e h e i s a l ,

ready abl e to thi nk and to commun i cat e h i s thoughts t o

oth e rs Ly i ng m ak e s man an obj ect of un i v e rsal scorn
.
,

and i s a m e ans o f robb i ng h i ms e lf o f t h e e st e e m for and ,

c onfid e nc e i n h i ms e lf wh i ch e v e ry o n e ought to poss e ss

, .

( )
b D ut i e s t o wards oth e rs R e v e.r e nc e and r e sp e ct .

fo r t h e ri ghts of m e n sh o uld b e i nsti ll e d i nto th e ch i ld

at a v e ry e arly a ge and h e should b e mad e to put th e m
,

i nto pract i c e I f fo r e xampl e a ch i ld m e ets an oth e r

.
, ,

ch i ld p o ore r than h i ms e lf and haughti ly p ush e s h i m o ut

,

1
A s may trac e d i n th e i ntroductory L ctu e Not es ( s e e S e ct i on
be e r -

and as cl e arly e lab o rat e d i n h i s e th i cal th e ory t h e d i gn i ty

“
,

o f human i ty i s a h i ghly sp e c i al i z e d a n d i mp ortant phras e It is

”
.

t h e gre at o bj e ct i v e c o nt e nt o f c onduct und e r t h e subj e ct i v e l a w o f

d uty I t i s thus n ot a tri te a n d m e an i ngl ess e xpre ss i on
. .
 TH E T R E AT ISE 20 5

of h is way or gi v e s h i m a bl ow o n e should not say

, ,

to h i m ,D o n ot d o that i t hurts hi m ; but b e co m pas

,

s i on a t e h e i s a p oo r ch i ld
”
, et c but h e i n turn should
, .

b e tr e at e d j ust as haughti ly and forc e fully b e caus e h i s ,

c o nduct i s contrary t o th e ri ghts of human i ty But .

ch i ldre n do n ot hav e any g e n e ros i ty Thi s can e as i ly .

b e s e e n for e xampl e wh e n par e nts com m and th e i r

, ,

ch i ld t o gi v e half of hi s lunch to anoth e r w i th o ut ,

b eing prom i s e d s o much the mor e ; e i th e r th e y d o not

ob e y or v e ry s e ld o m and unw i ll i ngly
, I t i s also us e l e ss .

t o sp e ak much about g e n e ros i ty t o th e chi ld s i nc e h e has ,

as y e t no poss e ss i ons of hi s ow n .

96 M any w ri t e rs hav e e nti re ly om i tt e d or hav e

.
,

1
fals e ly e xpound e d l i k e Cr ugott that s e cti o n o f e thi cs
, ,

’
wh i ch contai n s t h e doctri n e of duti e s towards o n e s s e lf .

D uty t owards on e s s e lf c ons i sts as has b e e n sai d ab ov e

’
, ,
’
i n pr e s e rvi ng th e d i gn i ty of human i ty i n on e s ow n p e r
son A man c e nsur e s h i ms e lf wh e n h e k e eps t h e i d e a
.

o f human i ty i n m i nd I n th i s i d e a h e finds an o rigi nal

.

w i th whi ch h e compare s h i ms e lf A s h e gro ws older .

,

and t h e s e xual i nst i ncts b egi n to d e v e lop th e n i s t h e ,

cri ti cal mom e nt i n wh i ch t h e i d e a of human d igni ty i s

alon e capabl e o f holdi ng th e y o u ng man w i th in bounds .

Th e youth should e arly b e warned as to h ow he must

guard hi ms e lf agai nst th i s or that .

97 Th e re i s som e th i ng that i s almost enti re ly

.

lacki ng i n o ur schools wh i ch how e v e r would gre atly

, , ,

pr o m o t e the formati on o f uprightn e ss i n ch i ldre n ,

1
A Ge rman th e ol og i an ( 1 7 2 5 — 1 7
20 6 EDU CA T I O N AL T HE O R Y O F I MMANUEL K AN T

nam e ly a ca techi s m of r i ght ? I t should contai n i n p op

, ,

ular form cas e s o f conduct wh i ch a r e m et w i th i n o rd i

,

A M l
e he
nary l i fe and wh i ch always ,
naturally call up
C t m m
a ec
t h e q u e sti on wh e ther someth i ng i s o r i s n o t
s

right I f for i nstanc e s om e on e who ought to pay h i s

.
, , ,

cred i t o rs t o day i s touch e d at t h e s ight of a n e e dy p e rs o n

-
,

a n d g i ves h i m th e sum wh i ch h e i s ow i ng and should n o w

pay i s that ri ght ? No " I t i s wrong ; for I must b e

—
,

fre e b e for e I can b e g e n e rous I n gi vi ng mon e y t o t h e .

poor I p e rform a m e ri tori ous d e e d but i n payi ng my ,

d ebt I do only that wh i ch I ought to do F urt her .

,

can nec e ss i ty e ver j usti fy a li e ? No " Th e re i s not a

s i ngle c o nce ivabl e cas e i n whi ch it is e xcusabl e and ,

l e ast of all befor e ch i ldre n who would look upon e v e ry ,

tri fl i ng thi ng as a n e c e ss i ty and would oft e n allo w th e m

selv e s to l i e I f th e re w e r e such a bo ok an hour each
.
,

day c o ul d b e d e vot e d v e ry us e fully i n t e ach i ng ch i ldr e n

to know and to take to h e art t h e right of me n — th i s ,

? ’
appl e of God s e y e on e arth
1
By r i ght Kant m e ans t h e g oo d cons i d e re d from t h e v i e w
“
,

p oi nt of human r e lati ons Kant w a s q u i t e attach e d t o th i s i d e a

.

of a cat e ch i sm as may b e s e e n i n th e translat i on o f t h e m od e l for

,

t h e sam e wh i ch h e pr e par e d i n S e l e ct i on XI .

I t i s i nt e r e st i ng t o n ote that h e h e r e mak e s p e rhaps t h e only , ,

d e fin i te r e c omm e ndati o n w i th re sp e ct t o th e c onte nt of t h e sch ool

curri culum — an oth e r i nstanc e of t h e c ompl e te e th i cal saturat i on
,

of h i s e ducat i onal th e ory What h e has t o s a y i n S e ct i on 7 0 may

.

b e r e gard e d a s a pass i ng c omm e nt up o n t h e sch o o l stud i e s o f h i s

day On e n ee d n ot marve l th e re for e at t h e pr on e n e ss o f our
.
, ,

pre s e nt-d ay subj e ct eval u at ers and curri culum -mak e rs t o m i ss th e

-

p oi nt of Kant s c o ntri buti on t o educat i o n

’
.

2
W e n o l ong e r lack cate ch i sms of r i ghts and duti e s and many ,

o f th e m a r e v e ry us e fu l I n many sch ools atte nti o n i s alr e ady

.
20 8 E DU CAT I O N AL T H E O R Y O F I MMANUEL K AN T

oth e rs H e should o n th e contrary cons i der h i ms e lf

.
, ,

accord i ng to t h e i d eas of h i s own re ason ? H um i l i ty ,

th e r e for e i s noth i ng e ls e than a compari s o n

En y
v an d ,

H m i li t y i n of on e s worth wi th moral p e rfe cti on Th e

u
’
.

Ed uca u on ’

Chri sti an re l i gi on for e xampl e mak e s man , ,

hu m bl e by l e ad i ng hi m to compar e h i m s e lf w i th th e
h igh e st m o d e l of p e rfe cti o n rath e r than by t e ach i ng
hum i l i ty d i r e ctly I t i s absurd to mak e humi l i ty c on
.

“
s i st i n valu i ng on e s s e lf l e ss than o th e rs
’
S e e h ow s u ch
”
and such a ch i ld b ehav e s e t c To sp e ak to ch i ldre n i n ,
.

such a mann e r pr o duc e s only an i gnoble turn of m i nd .

Wh e n a man e sti mat e s h i s valu e accord i ng t o o th e rs h e ,

attempts e i th e r to li ft h i ms e lf ab o v e th e m or to d i m i n i sh
th e i r worth Th e latt e r i s e nvy Wh e n a p erson i s en
. .

v i o us he tri e s to i mput e faults to an oth e r ; for w e r e th e

, ,

latt e r not th e re th e r e could b e n o c o mpari son betw e e n

,

h i m and on e s s e lf A badly appl i e d sp i ri t of e mulati on

’
.

produces only j e alousy The only cas e i n wh i ch e mula .

ti o n could b e o f any us e would b e that of p e rsuadi ng

a n oth e r that a th i ng i s practi cabl e ; as for e xampl e if I , ,

r e q u i r e a c e rta i n task of a ch i ld and sh o w hi m that

oth e rs are abl e t o d o it .

1 “
N oth i ng c o uld
t o d e ri v e i t fro m e xampl e s
m or e unfortunate fo r m oral i ty than t o w i sh
be
For e v e ry e xamp l e o f i t wh i ch i s p re
.

s e nt e d t o m e must i ts elf b e pr ev i ously j ud ge d by pri nci pl e s of m o

r a l i t y wh e th e r i t i s w orthy t o s e rv e as an o r i g i nal e xampl e — i e
,
as , . .

a patte rn but i n n ow i s e can i t furn i sh supre m e ly t h e c onc e pt o f

m oral i ty — Fu n d a m en ta l P i n cip les of t he Metap hy s i c of Mo a ls
. r s r ,

H art e nst e i n i v p 2 5 6
, . . .

S e e S e cti o n 95 and S e l e ct i o n XI E th i cal Di dacti cs S e ct i on .

, ,

for Kant s c once pt i o n o f th e w e akn e ss o f e xampl e as a p e da

’

gogi cal m e ans .

 TH E T R EAT ISE 2 09

I n n ow i se must a chi ld b e perm i tte d to put another

t o sham e On e should end e av o r to avo i d all arrogance
.
,

wh i ch i s bas e d o n mere advantag e s of fo rtun e A t t h e .

sam e ti m e the e ffort must b e mad e t o d e v e lop frankn e ss

i n ch i ldre n F rankness i s a m o dest confid e nc e i n on e s
.
’

s e lf I t plac e s man i n a pos i ti on i n wh i ch h e can di splay

.

all h i s talents i n a proper mann e r I t i s e nti re ly d i ffe r .

e n t from i mpud e nc e wh i ch cons i sts i n i nd i ffe renc e t o

,

wards th e j udgm e nt of others .

10 0 A ll t h e desi res of man a re e ith e r formal ( fr e e dom

.

and pow e r) or mat e ri al ( re lat e d t o an obj e ct ) D i d es r es a n

they a r e des i re s of op i n i on or of pl e asure ; “ 2 22

o r finally
,
th e y re late to the bare conti nuance of these
,

two thi ngs a s e l e m e nts of happ i ness .

Th e des i r e s o f the first k i nd a r e amb i ti on i mp e ri ous ,

n e ss and cov e tousn e ss Th e d e s i re s o f the second k i nd

,
.

a r e thos e of the pleasur e s o f s e x ( voluptuousn e ss ) of ,

th ings (luxuri ous l i vi ng) or of soc i e ty (tast e for amuse,

m e nt) The des i res of t h e thi rd k i nd finally a re th e love

.
, ,

of l i fe o f health o f eas e fr ee dom from care i n the futur e

, ( , ) .

Th e v i c e s are thos e o f mal i c e o f bas e n e ss or o f nar , ,

ro w - m i nd e dn e ss To t h e first k i nd belong envy i n

.
,

gratitud e and mali ci ous j oy at t h e m i sfortun e of oth e rs ;

,

t o the second k i nd b e long i nj ust i c e p e r fi d y ( falsen e ss ) , ,

’
di ssolut e ness as w e ll i n t h e d i ss i pati on of o n e s g o ods
,

as of health (i nt e m peranc e) and of honor Th e vi c e s of .

t h e th i rd k i nd a re uncha ri tablen e ss sti ngi ness i ndo , ,

l e n c e ( e ffe m i nacy )?

1
S ee A n t hr op ol ogy , etc .
,
S e cti ons 7 8—8 4 , H arte nstei n ,
Vi i . pp .

5 86 — 5 97
,
wh e re Kant pr e s e nts rath e r an e xhausti v e acc ount . of

14
2 10 EDU CAT I O N AL T H E O R Y O F I MMANUE L K AN T

10 1 The v i rtues are thos e of me ri t of mere obliga

.
,

ti on or of i nnoc e nce To the first k i nd belong magna

, .

n con q ue ri n g one s self as w e ll i n

’
ni m i t y i
Vi rt u s e .
(
rev e ng e as i n the love of ease and of covet
ous n es s ) b e n e fi ce n c e
, and self control ; t o the s e cond
-
, ,

honesty propri ety and peaceableness ; t o the thi rd ,

, ,

fin ally fai thfuln e ss modesty and t e mperanc e ?

, , ,

10 2 W e n ow com e t o the q uesti on whether man i s

.

by nature morally good or h a d H e i s nei ther ; for h e i s .

M an by N t by nature n ot a moral b e i ng at all ; he b e

a u re

comes a m oral be i ng only when h i s reason

rai s e s i ts e lf t o th e conc e pts of duty and of law ?
I t can
b e sai d however that he has ori gi nally i m pulses for all
, ,

v i ces for h e has i ncl i nati o ns and i nstincts wh i ch i nc i te

,

h i m although hi s re ason i mpels hi m i n the O ppos i te

,

d i re cti on at the sam e t i m e H e can th e re fore become .

, ,

morally good only by means of vi rtu e s — that i s by self , ,

restrai nt although h e can b e i nnocent as lon g as h is

—
,

pass i ons slumber .

human pass i ons B e caus e of th i s t h oroughn e ss H e rd e r call e d h i m

.
,

“
th e gre at o bs e rv er i n t h e path ol ogy of o u r s ouls W i t h s om e ”
.

sl i ght d evi ati o ns t h e di v i si ons i n t h e A nthr op ology are t h e sam e as

,

th os e p re s e nt e d h e re .

1
I t i s s om e th i ng t o caus e r e mark that Kant s ee ms t o b e sati s
,

fi e d i n h i s Not es w i th a m e r e e num e rat i on of t h e v i c e s and th e V i r

tu e s wi th o ut goi ng i nt o t h e p e dagogi cal q u e sti o n of h ow th e form e r
,

can b e e l i m i nate d and t h e latte r p e rp e tuate d i n t h e growth o f t h e

i nd i v i dual .

2
Th e r e i s gre at d i fficulty i f n ot i mp oss i b i l i ty i n re m ov i ng th e
, ,

contrad i ct i on b e tw ee n th i s state m e nt and t h e th eor e ti cal d octri n e

o f transc e nd e ntal fr e e d o m I t a ls o d oe s v i ol e nce t o s om e e arly
.

vi e ws i n t h e s e N ot es ( Cf
. S e l e cti on X
.
) .
212 EDUC AT I O N AL T HE O R Y O F I MMANUE L K AN T

would poss ibl e to te ach a theolo gy t o yo ung people

it b e
w h o far from hav i n g a knowl e dg e of th e world do n ot
, ,

know e ven th e ms e lv e s Would youth wh i ch does not ,

y e t kn ow what duty i s be capable, of compreh e nd i n g an

i mm e d i ate duty to God Th i s much i s certai n that i f i t ,

w e re p oss ible s o to arrang e that ch i ldre n should w i tness

n o act o f adorat i on towards t h e S upr e m e B e i ng and ,

that th e y should n o t ev e n h e ar th e nam e of Go d t h e ,

prop e r order of pro c e e d i ng would b e to l e ad th ei r a t

t e nti on first to final caus e s and t o that wh i ch i s fitti ng
for man to ex e rc i se th e i r j udgment to i nstruct them i n
, ,

t h e or d er a n d b ea u ty of the wor ks of n a tur e th e n to add ,

an e xt e nded knowl e d g e o f t h e structur e o f t h e un i v e rs e ,

and finally to rev e al to th e m the i d e a of a S upre m e

, ,

B ein g a Lawgi v e r B u t s i nce th i s i s not poss ibl e i n th e

,
.
,

pre s e nt stat e o f soci e ty th e r e sult would b e i f on e de

, ,

s i r e d n ot to t e ach th e m anythi ng about Go d unti l lat e r ,

and y e t th e y h e ard H is nam e m e nti oned and saw d e mon

s t ra ti ons o f d e vot i on t o H i m that th i s would produce i n
,

th e m ei th e r i ndi ffe re nc e or p e rv e r te d i d eas as for e x , ,

ampl e fe ar of d i vi n e po w e r Now s i nc e i t i s n e cessary

,
.
,

to pre ve nt thi s i d e a from n e stli ng i n t h e fantasy of ch i l

dre n t h e i nculcati on of rel igi ous conc e pts must b e
,

subtop i c i n m oral e ducati on I n th e rul e s lai d d own und e r th i s

.

t op i c Kant s e e ms t o r e fl e ct m or e or l e ss i nflu e nc e from R ouss e au

,

o n t h e sam e th e m e A t t h e sam e ti m e i t must b e obs e rve d that

.

Kant d oe s n ot adv ocate that a on e -s i d e d m oral e ducati on sh ould

r e place al l re l i g i ous i nstruct i on as t h e e xp e ri m e nts i n F re nch
‘

sch ools have att e mpt e d duri ng t h e last t w o d e cade s Kant s i mply .

argu e s agai nst d ogm a i n favor of d u ty as havi ng pri m e p e dag ogi cal
i mp ortan ce .
 T HE T R EAT ISE 2 13

attempt e d v e ry e arly But thi s should n ot b e an a ffai r

.

of memory i m i tat i on and pur e m i m i cry ; but t h e way

, ,

wh i ch o n e sel e cts must always b e i n harmony w i th

nature Chi l dre n w i ll c o mpr e h e nd e v e n w i th out hav i ng
.
,

t h e abstract conc e pts of duty of obl i gati ons of good or

, ,

evi l c o nduct that th e r e i s a law of duty ; that it i s not

,

t h e agre e abl e the us e ful and the l i k e wh i ch d e t e rm i n e

, ,

i t but s om e th i ng un i v e rsal wh i ch do e s n ot adj ust i ts e lf

,

accord i ng to th e fanc i e s of men But t h e teach e r h i m .

s e lf m ust d e v e l op th i s conc e pt .

A t first ev e ryth i ng sh o uld b e attribut e d to nature and ,

th e n nature i ts e lf attri but e d to God ; how for e xampl e , ,

i n t h e first plac e ev e ryth i ng was arrang e d for th e con

,

s e rvati o n of the speci es and th ei r e q u i l ib ri um but also ,

r e mot e ly for man that h e b e abl e to make h i mself

happy .

Th e b e st m e ans for first maki ng clear th e i d e a o f Go d

i s t o e mpl o y th e analogy of a fath e r und e r whos e car e
w e are plac e d ; from th i s th e trans i t i on to t h e i d e a of
th e un i ty of man as i n a fam i ly can happ i ly b e
, ,

mad e ?

1
Kant d oe s n ot c onfus e t h e p e dag ogy of re l i g i on w i th t h e p e da
o
g gy o f m o rals ,
alth o ugh th e f o rm e r may b e sub o rd i nat e d t o t h e

latt e r I n t h e E th i cal D i dact i cs ( S e l e ct i on XI pp 2 8 0 2 8 5 ) h e

. . .
,

e xpl i c i tly stat e s th at th e m oral cat e ch i sm and th e r e l i g i o us cat e

ch i sm must n ot b e m i x e d .

I t sh ould als o b e n ote d that h i s sugge sti ons h e r e as t o t h e fou n d a

t i on of r e l i g i o us e ducati on as i d e fr om th ei r th e ol ogy have re cei ve d
, ,

full j usti ficat i on i f th e y have n ot e ve n b orn e frui t d i r e ctly i n t h e

, ,

lat e r h i st ory o f p e dag o gy F i chte was t h e first t o carry out Kant s

.
’

i d e a o f t h e d e p e nd e nc e o f r e l i g i o n up o n m oral i ty S chl e i e r .
2 14 ED UCA T I O NA L TH E O R Y O F I MMANUE L K AN T

But then what i s r eligi on ? R e l igi on i s t h e law

10 5 .
, ,

i n us i n s o far a s i t i s i mp ri nt e d upon us by a l e gi slator

,

i t i s moral i ty appl i ed to the

1
R li gi n
e od
and an
a j udg e

M li t y
or a
knowl e dge of God I f re l igi on i s not uni t e d
.
.

w i th moral i ty i t becomes noth i ng mor e than an e nd e avor

,

to gai n d i vi n e favor Th e s i ngi ng of prai s e s prayers

.
, ,

—
and church go i ng should only s e rv e to gi v e man new
str e ngth and n e w c o urage for i mprov e m e nt o r b e the ,

expre ss i on of a h e art i nsp i re d by the i d e a of duty .

Th e s e thi ngs a r e only pr eparati ons for good works but ,

not good works th e ms e lv e s and on e cannot pl e as e t h e

,

S upreme Bei n g otherwi se than by b e com i ng a b e tter

p e rson .

Wi th t h e ch i ld i t i s n e cessary to commenc e w i th t h e
l a w wh i ch h e has i n h i mself M an i s cont e mpt ible i n
.

hi s ow n eyes when he i s v i c i ous Th i s cont e mpt spri ngs

.

from h i s o w n nature and n ot from th e fact that God h as

,

forb i dd e n evi l ; for th e l e gi sl ator i s not n e c e ssari ly the

author of th e law Thus a pri nce can forb i d th i e very
.

w i thout b ei ng regarded on th i s account as t h e author of

the proh ib i ti on of th e ft F r o m thi s man l e arns t o under
.

stand that hi s good conduct alon e mak e s h i m worthy of

mach er s p e dag ogy of r e l i g i on as w e ll as h i s th e ol ogy was bas e d

’

, ,

on th e fe e l i ng of d e p e nd e nc e h e re s o w e ll d e scri b e d b y Kant
,
.

An d on d o w nward thr o ugh t h e H e rbart i an m ov e m e nt i n i t s s u c

c e s s i ve stag e s th i s p oi nt of d e partur e for r e l i g i o us i nstruct i on has

b e e n ste ad i ly mai ntai n e d unt i l i t i s n ow fully accr e d i te d ev e n by

,

th e h i gh e r cri ti ci sm or t h e sc i e nce of r el i g i on
”
.

S ee S e l e cti o n XIII “
R e l i g i on ( subj e ct i v e ly c o ns i d e r e d ) i s t h e
1
.

kn owl e dge of all our duti e s as d i v i n e c ommands .

”
R eli gi on
-

wi t hi n t he Li m i t s of Mer e R ea son ( 1 7 H art e nste i n vi p 2 5 2

, . . .
2 16 EDUCA T I O N AL T HE O R Y O F I MMANUE L K AN T

10 7 . Ch i ldren
cannot compr e hend all r eligi ou s c on
c e ts but a fe w notw i thstand i ng must b i mparted t o
p , , e ,

th e m ; only th e s e should be more n e gat i v e

M t h od m
e

R l i gi us
e o than p os i ti ve To mak e chi ldren repeat .

P e d g gy
a c’
formulas i s of no us e and produces only a
'

fals e conc e pt of p i e ty Tru e rev e re nce cons i sts i n acti n g

.

’
acc o rd i ng to God s wi ll and i t i s th i s that chi ldre n must
,

b e taught Care must b e tak e n w i th ch i ldre n as w i th

.
,

on e s se lf that t h e nam e of Go d b e n ot so o ft e n m i s
’
,

us e d M e r e ly to u s e i t i n congratulati on e ven wi th
.
,

p i ous i nt e nti ons i s a profanat i on Th e th o ught of God

, .

should fill man wi th re v e r e nc e ev e ry ti m e he sp e aks

H i s nam e and h e sh o uld th e r e for e s e ldom u s e it and
, ,

nev e r fri volously Th e ch i ld must l e arn to fe e l r e spe ct

.

for Go d as th e mast e r o f hi s l i fe and of th e whol e world ;

furth e r as t h e prot e ctor of man ; and finally as h i s
, , ,

j udg e I t i s sai d that Ne wton always stopped and

.
1

medi tated a mom e nt whenev e r he spoke the name of

God .

10 8 By a un i fi e d e luc i dati on o f t h e concepts of God

.

and of duty t h e chi ld l e arns all t h e better to r e sp e ct t h e

car e wh i ch God tak e s for H i s cr e ature s and
D ty d G d
u an o .
,

i s thus r e strai n e d from the i ncl i nati on for

d e structi o n and cru e lty wh i ch expre sses i ts e lf s o much
i n t h e torture o f small an i mals A t t h e sam e ti m e .
,

youth should b e taught to di scov e r t h e go od i n e vi l ; for

e xampl e an i mals of pre y and i nsects a re mod e ls of
,

1
Sir I saac N e wt on ( 1 6 42 th e E ngl i sh math e mati c i an and
phys i ci st .
 T HE T R E AT ISE 2 17

cl e anl i n e ss and i ndustry ; wi ck e d m e n make us th i nk of

t h e law ; b i rds wh i ch seek worms a r e protectors of the
garden e t c ,
.

10 9 . O ne should also gi v e ch i ldre n som e concepts o f

the S upr e m e B e i ng s o that wh e n e v e r th e y s e e oth e rs
,

pray etc th e y may know to whom th e y a re

, .
,

prayi ng and why th e y d o i t But thes e con .

c ep t s should b e v e ry fe w i n numb e r and as , ,

already sai d only negati ve On e should how e v e r begi n

, .
, ,

t o i nculcat e th e s e i n th e e arl i e st y e ars but at t h e sam e

,

ti m e guard agai nst chi ldren e sti mati ng m e n accord i ng to

th e i r r e l i gi ous practi c e s ; for i n sp i t e of i t s vari eti e s there
, ,

i s aft e r all everywh e re un i ty of rel igi on

, ,
.
 CON CLU S I ON

1 10 . clos i n g we w i ll add a fe w remarks as t o th e

IN ,

cours e to b e pursu e d wi th y outh j us t en ter i ng a d oles cen ce .

About thi s ti m e th e boy b egi ns t o mak e c e r

tai n d i sti ncti ons wh i ch h e has not mad e
b e fore Fi rst the di s ti n cti on of s ex Natur e
.
, .

has thrown a v ei l of s e crecy over thi s matt e r as though ,

it wer e someth i ng i nd e cent and m e r e ly an an i mal n e e d .

But nature h a s tri ed t o comb i n e i t w i th e v e ry p ossi bl e

k i nd of moral i ty E ve n savages conduct th e mselves i n
.

th i s matter w i th a sort of modesty and r e s e rv e Ch i l .

dre n som e ti m e s ask the i r e ld e rs i n q u i s i ti v e q uesti ons

about i t ; fo r exampl e as t o where bab i e s com e from
,
.

But they a re eas i ly sati sfi e d e i th e r wh e n gi v e n ans w e rs

,

wh i ch m e an nothi ng or when told that they ar e aski ng .

fool i sh q u e sti ons .

Th e development o f th e se i ncl i nati ons i n th e boy i s

mechani cal and a s i s t h e cas e wi th all i nsti ncts th e y
, , ,

are develop e d wi th no knowledg e o f an obj e ct ? Thus

i t i s i mposs i bl e t o ke e p the adol e sc e nt i n i gnoranc e and
i n th e i nnocenc e whi ch i s i ns e parable from i t S i lenc e .

on t h e subj ect only mak e s matt e rs worse W e can s e e.

1 “ N e xt nsti nct for n ouri shm e nt by m e ans of whi ch

to the i ,

nature pres e rv e s e ach i nd i v i dual t h e i nst i nct of s e x by wh i ch i t

, ,

pr ov i d e s for t h e pr e s e rvati on of e ach sp e ci e s i s t h e m ost i mp o r

,

t ant — The P r ob a b l e B egi n ni ngs of H um a n H i s t ory ( 1 7

.
”
H arte n
st ei n i v p 3 1 8
, . . .

2 18
220 EDU CA T I O NAL T H E O R Y O F I MMANUE L KAN T

grati fi e d at any mom e nt Th e phys i cal e ffect i s e x

.

t re m el y harmful but t h e moral re sults a re wors e st i ll

,
.

H e re on e cross e s t h e boun d s of natur e a n d d e s i re ,

rag e s wi thout c e as i ng b e caus e it finds no r e al s at i s fac

ti on T e ach e rs of grown adol e sc e nts hav e ask e d t h e
.

q u e st i on as to wh , e th e r it i s w e ll to allow boys to m i ngl e

wi th the opp os i t e s e x I f on e or th e oth e r must b e

.

ch os e n th i s cours e i s by all m e ans th e b e tt e r I n one

, .

i nstanc e h e acts c ontrary to natur e but n ot her e ,

.

Nature m e ans hi m to be a man as s o o n as h e attai ns ,

hi s maj ori ty and p e rp e tuat e hi s sp e c i e s but the n e e ds o f

,

ou r cult i vat e d stat e somet i m e s mak e it i mposs i bl e for h i m

t o e ducat e h i s ch i ldr e n ? H e r e i n h e s i ns agai nst the soc i al

ord e r Thus i t i s b e st— y e s i t i s hi s duty— to wai t unti l
.
,

he i s i n a p os i ti on t o b e marri e d I n s o do i ng h e acts .
,

not only l i ke a go o d man but also l i k e a good c i ti z e n

, .

The adol e sc e nt sh o uld l e arn e arly to hav e a proper

r e sp e ct for the oth e r s e x to e arn th e i r e st e e m by hi s
,

uncorrupt acti vi ty and thus t o pre ss forward t o t h e

,

nobl e pri z e of a happy marri age .

112 A s e cond d i sti ncti on wh i ch th e adolescent begi ns

.

t o make about t h e ti m e h e e nters s oci e ty cons i sts i n

S i
oc e t y d an
th e k n ow l edg f
e o c l a s s d i s ti n c t i o n s a n d t h e i n e

q u a li t
y fo m en A s a ch
. i ld h e must n o t b e

allow e d to noti c e th e s e th i ngs H e sh o uld n ot e v e n .

b e p e rm i tt e d to gi v e ord e rs to s e rvants I f h e s e e s that

.

h i s par e nts gi ve th e m orders h e can al w ays b e told , ,

We gi v e th e m bre ad and that i s why th e y ob e y us ;

,

1
C f S e cti on
. 26 .
 C O NCLUSI O N 221

y o u do n ot d o s o and th e re fore th e y a re n ot obl iged t o

,

ob e y y ou .Ch i ldr e n know noth i ng about th i s d i ffer

e nce i f par e nts th e ms e lv e s do not t e ll th e m o f it
,
Th e .

y out h should b e shown that th i s i n e q ual i ty of m e n i s a n

arran g e ment wh i ch has ari s e n b e cause on e p e rson has
att e mpt e d to ge t t h e advanta g e o f anoth e r Th e con .

s ci o us n e s s o f th e e q ual i ty o f man w i th i n c i vi c i ne q ual i ty

can gradually b e awak e n e d .

113 . Th e youth must be accustomed to e sti mat e

h i ms e lf absolute ly and not accord i ng t o oth e rs A
,
.

h igh e sti mati on of oth e rs i n that whi ch do e s V i A m a r ou s

pp
not constitut e the worth o f man i s vani ty ti f th. ca on s o e

M mm “ o a
The youth must also b e taught to hav e con
s c i e n t i o u s n e s s i n all thi ngs and must stri v e not only to
,

app e ar but to b e H ab i tuat e hi m to s e e to it that wh e n

,
.
,

e v e r h e h a s onc e adopt e d a r e s olut i on i t do e s n ot b e

,

com e a vai n on e M uch rath e r should one mak e no

.

re soluti on and leav e t h e th i ng i n d o ubt T e ach h im .

t o b e cont e nt e d wi th e xt e rnal c i rcumstanc e s and pati e nt

i n l ab or (s us ti n e et a b s ti n e) and t e ach h i m mod e rati on
,

i n pl e asure s Wh e n on e do e s n ot d e s i re pl e asure s
.

m e re ly but w i ll also b e pati e nt i n work he b e comes

, ,

a us e ful memb e r of th e commun i ty and pr o te cts hi m ,

s e lf agai nst enn ui .

Th e youth should also be exhorted t o j oyousn e ss and

g ood-humor Li ght-h e artedn e ss naturally results from a
.

consci e nc e wi thout reproach R ecom m e nd an e q ual i ty

.

of mood to h i m By practi ce o n e can always succ e ed

.

i n mak i ng h im self an agre e abl e m e mb e r of soc i ety .

On e must accustom h i mself t o look upon many th i ngs

2 22 E DU CAT I O N AL T HE O R Y O F I MMANUEL K AN T

as duty A n acti on should be of value t o me n ot be

.
,

caus e i t accords wi th my i ncl i nati ons but becaus e I fulfil

,

m y duty i n p e rform i ng it .

Lov e for o thers and afterwards cosmopol i ta n s e nti

,

m e nts sh o uld b e d e v e loped I n our soul th e re i s som e

,
.

th i ng wh i ch caus e s us to b e i ntere st e d ( a ) i n ours e lv e s,

b
( ) i n those w i th whom w e have be e n brought up and ,

( )c i n th e s um m u m b on u m
. Ch i ldren must b e mad e

fam i l i ar w i th th i s i nt e re st that th e y may warm thei r

,

souls w ith i t Th e y should rej o i ce ov e r th e g ood of the

.

world even if i t i s n ot t o the advantage of thei r fath e r

,

land or t o th ei r own profit .

Th e ch i ld must be s o trai ned as t o attach only a

medi ocr e valu e to the e nj oym e nt o f the pl e asures of
l i fe Th e ch i ld i sh fe ar of d e ath wi ll then di sapp e ar
. .

Y oung m e n should b e shown that e nj oyment do e s n ot

gi v e that w hi ch i t prom i s e s.

I t i s n e c e ssary finally to call h i s att e nti on t o the n o

, ,

c es s i t y o f ord e ri ng h i s o w n accounts da i ly s o that at the

,

end o f l i fe h e may b e able t o compute i t s valu e .

 SELEC T IO N S

P EDA G O G I CA L FRA G M EN T S 1

1 . S KI LL first b u t n t t h e ch i e f th i ng t o b e th o ught o f
is the ,
o .

S o i s br ad th e firs t b ut n o t th ch i f “i ng t o b
e ,
e e r e .

c o ns i d e r e d i l l marr i ag Th e fi rs t th ing i s that wh i ch e .

c onta i ns th n c ssary c o nd i t i o n f th e i m but t h e a i m i ts e l f i s

e e e o a ,

o f abs lut e i m p rtanc e

o o .

2 . us t b e d i sc i pl i n e d b e caus e h e i s natura lly w i ld and

Ma n m ,

tau gh t b e caus h i s r w Only i n t h e r d e r f natur i s h e g o d

e e a . o o e o

i n t h e m ral o r d r h e i s h a d H must b e d e v l p e d
o e
D i i pl i
. e e o
sc ne.
i nt o v i rt u c H i s d ucat i o n i s n t m e re ly n e gat i v e
. e o .

H e mus t fe e l r stra i nt b caus e h e w i ll b e subj e ct t c i v i l r e stra i nt

e e o .

B c br ugh t p fr e ? H mus t b e dr i ll e d tra i n e d ( u p r i gh t ga i t)

o li e e ,
.

3 . ch i ld must b e bro ught u p fre e ( that h e all ow th e rs t o b

Th e o e

fre e) H mus t l e arn t e ndur t h re s t ra i n t t wh i ch fr e d o m

. e o e e o e

subj e cts i ts e l f fo r i t s w n pr s e rvat i on ( e xp e r i e nc e o e

T i i g ra n n
sub rd i na ti n t o h i s c om m an d ) Thus h e must
.

no o o .

b e d i sc i pl i n e d Th i s pr e c e d e s i ns t ruct i n Tra i n ing must co n

. o .

t i n u w i th ut i n te rrupt i o n
e o H e must l arn t d w i th o u t th i ngs . e o o

1
I have nu m be r e d th e s e Fragm e nts f c i l i tat i n g r fe r to a id in a e

e nc e t o th e m and t l t e ach Fr gm e n t stand u t i n d e p e n d ntly

o e a o e .

F r agm e nts 1 t o 18 i nclus i v a r V og t s s l ct i n ( p ci t pp e e

’
e e o o . .
, .

1 15 ch i fly fro m E rdmann s Ka n t R fl ct i n s on A n t h o
e
’ ’
s e e o r

o
p ogyl F ragm e n t s 1 9 t o 6 2 have b e e n s el e cte d fro m H arte nste i n
.
,

v i ii pp 6 0 9—6 4 4
. . .
22 6 EDUC AT I O N AL T HE O R Y O F I MMANUEL K AN T

and t o b e ch eerful ab out i t H e must n ot b e obl i ge d t o d i s s i m u

.

lat e h e must ac qu i r e i mm e d i at e h orr o r of l i es must l e arn s o t o

, .

re sp e ct t h e r i ghts of m en that t h ey b ec om e an i nsurm ounta bl e

wall for h i m H i s i nstruc t i on must b e m or e n e ga t i v e
. He .

must n ot l ear n r e l i g i on b e fore h e kn ows m oral ity H e must b e .

r e fin ed but n ot sp oi l e d ( pamp e r ed) H e must l earn t o sp e a k

, .
.

fra nkly and must as sum e n o fals e sham e B e for e ad ol e sc enc e h e

,
.

m ust n ot l e ar n fi n e mann e rs ; t h or oughn e ss i s t h e ch i e f t h i ng .

Thus h e i s crud e l onge r but e arl i e r us e ful and cap a bl e

, .

4 . B oth
s ex es must b e e duca t e d and d i sc i pl i n e d Men n e e d th e .

form e r for s oc i ety m ore th an w om e n d o It i s w orth w h i l e t o e x .

am i n e t h e i mp o rta nt op i n i o n o f R o uss e au that t h e

Th S
e e x es .
culti vati on by e duc a ti on o f t h e ch ar ac t e r of g i rls
w o uld hav e t h e gre at e st i nflu e nc e o n t h e m a l e s e x a n d up on m or a ls

ge n er a lly At pre s e nt g i rls ar e m er e ly t ra i n e d t o g ood mann e rs

. ,

but t h e y ar e n ot e duc a t e d t o g ood m or als and m od es of th ought

r el i gi on h on or wh i ch i s d i r e ct e d t o th at wh i ch oth e rs w hat e v e n
, .

o n e s i n l e p e rs on th i nks
g
.

5 . U nti l
shal l hav e stud i e d fe m i n i n e natur e b ett e r i t i s b e st
we .

t o l e av e th e e duca ti o n o f daught e rs t o t h e i r m oth e rs a n d t o l e t .

th e m o ff fr om b o ok s It i s n ot only n a tural but .

,
Gi l
r s
pro p e r t o b e p ol i t e y i eld i ng a n d m i ld t owar ds
.

, .

b e auty a n d y outh for i t i s h on orab l e t o b e c apab l e of b e i ng i n

,

fl u e n c e d by g e nt l e i mpr e ss i ons a n d t h e r oughn e ss o f gro ss forc e

,

i s hard ly pra i s e w o rth y .

6 .W om e n are much m or e ar t i s t i c fin e r a n d m or e re gul ar wh e n .

,

th ey r e s i gn th e ms elv e s t o th e b e nt of th e i r s e x th a n a r e m n e :

m or eov e r th e y hav e th e i nt e ll i g e nc e t o fo rm t hi s b e nt
,
W m
o an
by r eas on Thus w oman re qu i re s much l e s s trai n
.

. .

i n g a n d e ducati on al o l ess i nstr ucti on th a n man

,
s a nd d e fe cts i n ,

h e r d i sp os i t i o n w ould b e l e ss n ot i c e ab l e i f s h e h a d m or e e duc a
t i on a lth ough a sch e m e for i t wh i ch w o uld a gr e e w i t h t h e d e s ti ny
,

o f h e r s e x h a s n ot y e t be e n i nv e nt e d H e r e duca t i o n i s n ot i n .

struc t i on but gu i dan c e S h e must kn ow m e n ra t h e r t han b ooks

. . .

H on o r i s h e g re at e st v i rtu e d om e sti c i ty h e r m e r i t
r , .
2 28 EDUC AT I O NA L T HE O R Y OF I MMANUE L K A N T
13 . Th e re must b e a s e e d of e ve ry g oo d thi ng i n t h e characte r
o f m e n oth e rw i s e n o o n e can br i ng i t ou t
, Lacki ng that anal o .
,

go us m ot i ve s h on or e t c ar e substi tut e d Par e nts a e i n t h e hab i t

, , .
, . r

of l ook i ng o u t for t h e i ncl i nat i o ns fo r t h e tal e nts and d e xt e r i ty

, ,

p e rhaps for t h e d i sp os i ti o n o f th e i r ch i ldre n and n ot at all for ,

th e i r h e art or characte r .

14 . C haract e r m e ans that p e rs on d e ri v e s h i s rul e s of con

the
duct fro m h i ms e lf and fr om t h e d i gn i ty o f human i ty C haract e r .

i s t h e c o mm o n rul i ng pr i nc i pl e i n man i n th e u s e o f
Ch t
a ra c er
h i s tal e nts and attr i but e s Thus i t i s th e nature o f
.

h i s w i ll and i s g o o d or bad
, A man w h o acts w i th out s e ttl e d
.

pr i nci pl e s w i th n o un i fo rm i ty has n o characte r A man may

, , .

hav e a g ood h e art and y e t n o charact e r b e caus e h e i s d e p e nd e nt

,

up o n i mpuls e s and d oe s n ot act acc ord i ng t o max i ms F i rmn e ss .

and un i ty o f pri nci pl e a r e e ss e nti al t o characte r C haracte r i s .

d e v e l op e d late and supp orts i ts e lf at last g o od nature i s l ost w i th -

a happy h e art and s o c i ab i l i ty e sp e c i ally i n t h e cas e of w om e n

, ,

and th e y hav e but l i ttl e charact e r anyway .

15 Th e m or e on e pr e supp o s e s that h i s ow n p ow e r w i ll su ffic e

.

h i m t o r e al i z e what h e d e s i r e s t h e m or e pract i cal i s that d e s i re .

Wh e n I tre at a man c ont e mptu ously I can i nsp i re h i m w i th n o

,

pract i cal d e s i r e t o appre ci ate my grounds of truth Wh e n I tre at .

a n y o n e as w o rthl e ss ,
I can i nsp i r e h i m w i th n o d e s i re t o d o ri ght .

16 . Wh e n b e ds are w e ll shak e n up th e y q u i ckl y spr e ad th e m

,

s e lve s out agai n by th e i r ow n e lasti ci ty Old p i ll ows re tai n.

i mpr e ss i ons th e y ar e sl ow i n r e sum i ng th e i r fo rm e r

Im p i
r es s o n s .

shap e Th i s i s th e d i ffe r e nc e i n t h e r e c e pti on of

.

str ong i mpr e ss i o ns by y oung and by ol d p e opl e Th e latte r a re .

s e ns i ti ve t o i mpre ss i ons but lack e lasti c i ty Wh e n t h e v i tal forc e

,
.

b e g i ns t o flow ou t agai n th e re i s an agre e abl e langu or pre s e nt .

On e fe e ls t h e pre p o nd e ranc e o f h i s v i tal forc e s but th e ol d p e rs o n

fe e ls th e i r re tardati on and th e r e c ove ry i s sl ow and h e nc e u n
,

n ot i c e abl e Old p e opl e d o n ot n e e d such e m oti ons as h i nd e r i t

. .

1 7 Y o ung p e opl e l ov e that wh i ch i s fu l l o f fe e l i ng b e caus e th e y

ar e fr i v ol o us and th e i r i m pr e ss i o ns ar e s o elast i c as t o d i sa pp e ar
,
 SE LEC T I O NS 2 29

q u i ckly and als o b e caus e th e y

,
do n ot as y et kn ow t h e valu e of
hav i ng c ontrol ove r on e s ’
ow n fe e l i ngs and of n ot e xp os i ng th e m t o
th e p ow e r of oth e rs .

18 . Th i nk i ng p eopl e b e l ong t o a l e arn e d w orld wh i ch has un i n

t e rr up t e d c o nt i nu i ty e v e n th ough s e v e ral i nte rv e n i ng c e ntur i e s
,

may hav e d re am e d ( sl e pt) I n th i s way t h e anc i e nts

.

b e l ong t o t h e m od e rn l e arn e d or t h i nk i ng w orld ,

t h e m o d e r n t o t h e anci e nt — that i f th e y mak e

,

u s e o f th e v i e ws of t h e o l d w o rld w e must h on or t h e ol d
.

l e arn e d w orld and b e thankful t o t he anc i e nts .

19 . Moralre g e n e rat i o n That i s us e ful (m i l d b onum ) wh i ch

.

r e al ly or i n i magi nati on sati sfie s n e e ds Th e d e s i re s wh i ch are .

n e c e ssary t o man through h i s natur e ar e natural

, ,

Th M f
d e s i r e s Th e man w h o has n o oth e r d e s i re s and i n
.
,
e an o

n o gr e at e r d e gr e e than th o s e o f natural n e c e ss i ty i s
,

a man of nature and h i s ab i l i ty t o b e sati sfie d w i th l i ttl e i s m od

,

c rat i o n o f natur e Th e numb e r o f forms o f kn o wl e dg e and ot h e r

.

p e rfe cti ons wh i ch t h e sat i s facti o n of nature d e mands i s t h e s i m

p l i c i t y o f natur e . Th e man i n wh o m t h e s i mpl i c i ty and t h e m o d
c rat i o n o f natur e m e e t i s t h e man o f natur e H e w h o c ould d e s i r e .

m ore than i s naturally n e c e ssary i s luxuri ous .

20 . wh ol e a i m o f t h e sc i e nc e s i s e i th e r e u di ti o (m e m ory)
Th e r

or sp ecu l a t i o ( r e as o n ) B o th must r e sult i n mak i ng man m or e

.

s e ns i bl e ( shr e wd e r w i s e r) i n th e p os i ti on appropri at e
Si
,
c e n ce
t o human natur e and thus m or e e as i ly c o nte nt e d
.

.
,

Taste wh i ch i s m oral mak e s on e d esp i s e t h e sc i e nc e wh i ch d oe s

, ,

n ot i mpr ov e h i m .

21 . Young p eopl e hav e much fe e l i ng but l i ttl e tast e , .

22 W o man has fi n e tast e i n t h e ch oi c e of that wh i ch can a ffe ct

.

man s fe e l i ngs man has a blunt s e ns e o f th i s H e nc e h e pl e as es

’
.
2 30 EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T

m ost wh e n h e i s th e l e ast c onc e rn e d ab out pl e as i ng On th e othe r .

hand w oman h a s s ound taste i n that whi ch c once rns h e r ow n fe e l

,

i ngs .

23 . Man
s h on or c ons i sts i n h i s ow n e sti mati on of h i ms elf ;
’

w oman s h on o r i n t h e j udgm e nt of oth e rs A man marr i e s ao

’
.

c ord i ng t o h i s own j udgm e nt a w oman d oe s n ot marry agai nst h e r

pare nts w i sh e s Woman m e e ts i njust i c e w i th t e ars man w i th
’
.
,

ange r .

24 . N ov e ls mak e n obl e w om e n fantast i c and c o mm on w om e n

s i lly th e y mak e n o bl e m en fantasti c and c omm on m en laz y .

25 . Ro uss e au s b ook s e rv e s
’
to i mprove up on the anci e nts .

26 B e caus e i n c i vi l i z e d c ond i ti o ns th e r e a re s o many unnatural

.

de s i re s th e r e als o o ccas i onally ar i s e s a m oti v e for v i rtu e and b e

,

caus e th e r e i s s o much luxury i n e nj oym e nt and i n kn owl e dge ,

sci e nc e ari s es I n t h e natural state on e can b e g ood w i th out vi rtu e

.

and r e as onabl e w i th out sc i e nc e .

d i fficult t o s e e wh e th e r man w o uld b e b e tte r off i n t he

‘

27 . It i s
s i mpl e natural s tat e than h e i s n ow ( 1) b e caus e h e h as l ost h i s :

susce pti b i l i ty t o s i mpl e pl e asur e ( 2 ) b e caus e h e

usually b e l i e ve s that t h e c orrupti on wh i ch h e s e e s i n
t h e c i v i l i z e d state als o e xi sts i n t h e state o f s i mpl i c i ty .

H app i n e ss w i th out taste i s bas e d up on s i mpl i c i ty and t h e m od e ra

ti on of i ncl i nat i ons h app i n e ss wi th tast e i s bas e d up o n t h e s e ns i
ti v e s oul calm H e nce o n e must b e capabl e of h app i n e ss wh e n
.

al on e for th e n on e i s n ot ann oy e d by n e ce ss i t i e s R e st afte r lab or

,
.

i s m or e agre e abl e and on e sh o uld n ot pursu e pl e asure

,
.

28 .uss e au pr oc e e ds synth e ti cally and b e g i ns w i th t h e natu

Ro ,

ral man ; I pr oc e e d analyti cally and b e gi n w i th th e m oral m an, .

H ow e v e r th e h e art of man may b e c onst i tut e d ou r ,

o nly q u e st i o n h e r e i s wh e th e r th e stat e of natur e or

,

o f t h e c i vi l i z e d w orld d e v e l ops m o r e r e al s i ns and

m ore fac i l i ty t o s i n Th e m oral e vi l c a n b e s o muffl e d that o nly

.

lack of gre ate r puri ty but n e ve r a p os i ti v e vi c e e xh i b i ts i ts elf i n

, ,
23 2 ED UCATI O N AL TH E O R Y O F I MMAN UE L KAN T
th e incl i nati o n wh i ch th e y obs e rv e i n oth e rs Thus th e y can only .

b e pun i sh e d for that wh i ch th e y cann o t d e ny and th e y sh o u l d n ot ,

b e grante d what th e y w i sh m e re ly b e caus e o f t h e r e as ons th e y a d

vanc e .

34 Wh e n on e i s try i ng t o d e v e l op m oral i ty o n e sh o uld und e r

.
,

n o c o n d i t i o n e mpl oy i nduc e m e nts wh i ch d o n ot mak e th e act i o n

m orally goo d pun i shm e n t re ward e t c Thus

, , , .

ly i ng sh ould b e r e pre s e nte d as li t er a lly v i ci ous as i t ,

i nd e e d i s and i t sh ould n o t b e i nclud e d i n any oth e r

,

m o ral cat e g ory ; for e xampl e that of duty t owards oth e rs On e

, .

has n o duti e s t o war d s on e s s e lf but o n e has abs olute dut i e s whi ch

’

a r e such i n th e ms e lv e s — t o act r i ghtly I t i s absurd that i n our

.

m oral i ty w e s eldom d e p e nd up o n ours e lve s .

35 . I n m e d i ci ne
that t h e phys i c i an i s t h e s e rvant of
we s ay

nature t h e sam e i s tru e i n e th i cs ke e p t h e e xt e rnal e v i l at a d i s

tance and natur e w i ll tak e t h e ri ght path of h er ow n acc ord I f
, .

a phys i ci an sai d that nature i s c orrupt h ow c ould h e i mpr ov e h e r ?

,

E ve n s o t h e m oral i st .

36 . Ma n i s n ot i nt e r e st e d i n t h e
happ i n e ss or unhapp i n e ss of
oth e rs unt i l h e h i ms e lf i s sati sfi e d ; h e nce mak e h i m sat i sfi e d
w i th l i ttl e and y ou w i ll mak e k i nd m e n ; oth e rw i s e i t i s i n
,

vai n U ni ve rsal broth e rly l ove has s om e th i ng ve ry n obl e and

.

subl i m e ab o ut i t but i t i s ch i m e r i cal A s l ong as on e i s h i ms elf

, .

s o d e p e nd e nt up on th i ngs h e cann ot sympath i z e w i th th e happ i n e ss

,

o f oth e rs .

37 s i mpl e man has a s e ns e of r i ght v e ry e arly but v e ry

Th e ,

late or n ot at all a c onc e pt o f ri ght Th i s s e ns e must b e much

, ,
.

e arl i e r d e v e l o p e d than t h e c o nc e pt I f h e i s taught

S e ns e ver su s
.

Con c e pt first t o d e v e l op accord i ng t o rul e s b e w i ll n ev e r fe e l , .

T i i g
ra n n '

Wh e n t h e i ncl i nat i ons are onc e d eve l op e d i t i s d i ffi ,

cult t o i mag i n e g oo d or e v i l i n oth e r ci rcumstanc e s B e caus e I .

am n ow d e vour e d by ennui unl e ss I hav e c onti nual pl e asure I ,

i mag i n e t h e sam e th i ng t o b e tru e o f t h e S wi ss c ow h e rd o n t h e -

m ountai n and h e w i ll n ot th i nk of h i ms e lf as a man w h o i s sat i s

,
 SE LEC T I O NS 2 33

fi ed and cann ot de s i re anyth i ng m ore On e can hardly c o nc e i ve

.

that th i s l owl i n e ss i s n ot fill e d w i th pai n On th e oth e r hand .

,

e v e n wh e n oth e r p e opl e ar e i nfe ct e d w i th i mag i nary e v i ls s om e ,

cann ot i magi n e h ow th i s i d e a c ould hav e b e e n e xp e cte d i n th e i r

cas e Th e ari stocrat i magi n e s that t h e evi ls o f t h e d i sre gard of
.

van i sh e d magn i fic e nc e cann ot oppre ss t h e c i ti z e n and d o e s n ot ,

und e rstand h ow h e can accust om h i ms e lf t o c ount c ertai n luxuri e s

am ong h i s n e c e ss i ti e s .

38 C an anyth i ng b e m or e p e rv e rt e d than t o talk ab out th e oth e r

.

w orld t o ch i ldre n w h o hav e hardly b e gun l i fe i n th i s

39 . A s fru i t wh e n
,
r i p e drops from t h e tr e e and falls t o t h e
it is ,

gr ound i n ord e r t o l et i t s ow n s e e ds tak e r oot s o th e man w h o ,

c om e s o f a ge separat e s h i ms e lf from h i s par e nts transp l ants h i m ,

s e lf and b e c o m e s t h e r oot of a n ew rac e Man must b e i nd e

, .

p e nd e nt that w o man may d ep e nd e nt i re ly up o n h i m .

40 . I t must
ask e d h ow far i nne r m oral pri nc i pl e s can br i ng
be
a man Pe rhaps th e y w i ll br i ng h i m t o t h e p oi nt wh e r e h e i s g ood
.
,

i n th e state of fr e e d o m w i th out gr e at t e mptat i on

,
But wh e n t h e .

i njusti c e o f o th e rs or th e fo rc e of an i llus i on d oe s h i m harm ,

th i s m n e r m oral i ty i s n ot su ffici e ntly p ow e rful H e must have .

r e l i gi on and e nc ourage h i ms e lf w i th t h e h op e o f th e r e ward of

a future l i fe H uman n atur e i s i ncapabl e of an i mm e d i at e m oral
.

pur i ty ; but wh e n i t s puri ty i s w ork e d up o n i n a sup e rnatural

mann e r future r e wards hav e n o l ong e r t h e characte r of m ot i v e s
, .

41 . di ffe r e nc e b e tw e e n fals e and tru e m oral i ty i s th i s that

Th e
t h e form e r me r e ly s ee ks c orr e cti v e s for e v i ls wh i l e t h e latte r i s
,

c onc e rn e d w i th pr ev e nti ng t h e e x i st e nce of the s e ev i ls .

42 . It
unnatural that a man sh ould sp e nd t h e gre at e st part of
is
h i s l i fe i n t e ach i ng a ch i ld h ow i t shall l i v e h e r e aft e r S uch p r i .

vat e tutors as J e an J ac q u e s are h e nc e arti fici al A .

R u s s ea u
ch i ld has but few s e rv i c e s d on e for i t ordi nari ly as m S h l er s u s
o

c oo s .

s oon as i t gai ns a l i ttl e stre ngth i t of i t s ow n acc ord

,

p e rforms l i ttl e us e ful act i ons of adults — for e xampl e i n t h e cas e of

, ,

c ountry p eopl e and arti s ans -a n d l e arns t h e r e st gradually S ti ll

, .
,
2 34 ED UCATI O N AL T H EO R Y O F I MMAN UEL K ANT
it i s fitti ng that a man sh o uld d ev ot e h i s l i fe t o t e ach i ng many
oth e rs at t h e sam e t i m e t o l i v e th e n t h e sacri fic e of h i s own l i fe
i s n ot t o b e c o unt e d H e nc e sch ools a r e n e c e ssary b ut t o mak e
.
,

th e m p oss i bl e Em i l e must b e e ducate d I t w ould b e w e ll i f R ous

, .

s e au had sh own j ust h ow sch ools c ould ari s e fro m th i s C ountry .

pastors c an b e g i n i t wi th th e i r own ch i ldr e n and th os e of th ei r

n e i ghb ors .

43 . I must r e ad
uss e au unti l I am n o l o nge r d i stracte d by t h e
Ro
b e auty of h i s styl e and th e n I can e sti mate h i m r eas onably That
,
.

gre at p e opl e sh i n e o nly i n t h e d i stance and that a pr i nc e l os e s

,

much i n th e pre s e nc e of h i s val e t i s b e caus e n o man i s gre at

, .

44 . It n e c essary t o und e rstand h ow t h e art and dai nti n e ss of

is
th e ci vi l i z e d c o nst i tuti o n ar i s e and h ow i n s om e r e g i ons of th e
,

w orl d th e y ar e n ev e r m et w i th ( for e xampl e wh e r e

Th S i m pl
,
e

St t f N t
a eo
e
th
a ur e
e r e a r e n o d o m e st i c an i mals
.
) i n ord e r t o l e arn t o
,

d i sti ngu i sh that wh i ch i s stran ge and acci d e ntal t o

natur e fro m that wh i ch i s e ss e nti al t o h e r Wh e n on e c ons i d e rs .

t h e h app i n e ss of t h e savag e s it i s n ot i n o rd e r t o r e turn t o t h e

,

w oods but o nly i n ord e r t o s e e what on e has l ost whi l e o n e has

, ,

gai n e d i n oth e r r e sp e cts that on e may n ot sti ck fast w i th unn at ,

ural a n d unh a ppy i ncl i nati ons i n t h e e nj oym e nt and u s e of s oc i al

,

luxury and may r e mai n a m oral man of nature S uch an e h s e r

,
.

vati on s e rve s as a standard for natur e n ev e r mak e s a man a ci t i z e n

, ,

and h i s i ncl i nati ons a n d e fforts a r e all m e ant m e re ly for t h e s i mpl e

state of l i fe Th e ch i e f obj e ct of m ost of th e oth e r cre ature s s e e ms
.

t o b e th at th e y and th e i r k i nd l i v e ; wh e n I assum e th i s i n t h e
cas e of man I must n ot d e sp i s e t h e c omm on savage
, .

45 I can n e ve r c onv i nc e an oth e r e xc e pt t h r ough h i s ow n

.

th ough ts ; h e nc e I must tak e for grante d that h e has a good and

j ust und e rstand i ng oth e rw i s e i t i s vai n t o h op e that
,

h e can b e w on ov e r by my re as o ns Li k e w i s e I .
,

cann ot m ov e any on e i n a m oral s e ns e i n any oth e r

, ,

way than thr ough h i s ow n fe el i ngs h e nce I must tak e for grante d
that h e has a ce rtai n goodn e ss o f h e art o th e rw i s e my d e scri pt i on of
,
2 36 EDUC AT I O N AL T HE O R Y O F I MMANUE L K AN T

h i ms el f i n Ro m e w i th th e spl e nd or of th e church e s and th e

ant i qu i ti e s .

51 . may subt i l i z e as much as h e l i k e s h e cann ot forc e

Ma n ,

natur e t o lay d own d i ffe r e nt laws H e must e i th e r w ork h i ms elf

.

o r o th e rs must w ork for h i m ; and th i s lab o r w i ll r ob oth e rs o f

th e i r happ i n e ss i n t h e rati o i n wh i ch h e tr i e s t o rai s e h i s ab ove

t h e av e rag e .

52 . vi l e ffe ct of sc i e nc e up on m en i s pri nc i pally th i s that

Th e e ,

by far t h e gr e at e st n u mb e r o f th os e w h o w i sh t o d i splay a kn owl

e dg e of i t acc o mpl i sh n o i mpr ov e m e nt at all o f t h e und e rstand i ng ,

but only a p e rv e rs i ty of i t n ot t o m e nt i on that i t s e rv e s m ost of

,

th e m as a t ool o f van i ty .

53 . Man
s gre at e st conc e rn i s t o kn ow h ow h e shall prop e rly
’

fill h i s plac e i n t h e un i v e rs e and c orr e ctly und e rstan d wh at h e

must b e i n ord e r t o b e a man .

54 . Y outh must be taugh t to h o n or r e as o n on m oral as w e ll as

on l ogi cal gr ounds .

55 . I am an i nve sti gator by i ncl i nat i o n . I fe e l a gre at th i rst

fo r kn owl e dg e and an i mpati e nt e ag e rne ss t o advanc e als o sati s ,

facti on at e ach pr ogre ss i ve ste p Th er e w a s a t i m e .

wh e n I th o ught that all th i s c ould c o nsti tute t h e

h on or of human i ty and I d e sp i s e d t h e m ob wh i ch
, ,

kn ows n oth i ng ab out i t R o uss e au s e t m e strai ght Th i s daz z l i ng

. .

e xc e ll e nc e van i sh e s ; I l e arn t o h on or m e n and w ould c ons i d e r ,

mys elf much l e ss us e ful than c omm o n lab or e rs i f I d i d n ot be l i e ve

that th i s c ons i d e rati o n c o uld g i ve all t h e oth e rs a valu e t o e stabl i sh ,

t h e r i ghts o f human i ty .

56 . l fe of on e wh o
Th e i me r e ly e nj oys w i th out c onte mplati on
,

and w i th out m orals s e e ms ,

to hav e n o valu e .
 S ELECTIONS 2 37

57 In c i v i l i z e d state m a n gr ows w i s e only v e ry lat e and on e

th e ,

m i ght w e ll s a y wi th Th e ophrastus that i t i a p i ty that h e c e as e s

, ,
s

t o l i v e just as h e s e e s l i fe o p e n i ng .

58 . In m e taphys i cal e l e m e nts of aesth e ti cs t h e vari o us n on

th e
m oral fe e l i ngs a r e t o b e mad e us e o f i n t h e e l e m e nts of m oral
m e taphys i cs t h e vari ous m oral fe e l i ngs of m e n acc ord i ng t o t h e ,

di ffe re nc e s i n s e x a ge e d ucati on and g ov e rnm e nt o f rac e s and

, , , ,

cl i mate s a r e t o b e e mpl oy e d
,
.

59 . On e has r e as on n ot t o r efi n e h i s fee l i ngs t oo much first i n

‘

, ,

o rd e r n ot t o e xp o s e th e m t o t oo much pa i n ; s e c o nd i n ord e r t o ,

car e for tru e r and m ore us e ful thi ngs Mode rati o n and s i mpl i c i ty
.

r e q u i r e coars e r fe el i ngs and make on e h appy

, .

6 0 . In natural S tate n o c onc e pt o f God can ari s e and

th e ,
th e
fals e on e wh i ch on e mak e s for h i ms e lf i s harmful H e nc e . the
th e ory o f natural re l i g i on can b e tru e only wh e re th e r e i s no

sci e nce th e r e for e i t cann ot b i nd all m e n t ogeth e r .

6 1 . It b e st for us t o b e gu i de d by t h e m od e l of th e anc i e nts i n

is
all th os e th i ngs wh i ch app ertai n t o fi n e or e l e vat e d fe e l i ng i n :

sculpture arch i t e cture p oetry and e l oq u e nce ol d

Th A
, , ,
i t n c en s .
cust o ms and ol d c onst i tuti ons Th e anc i e nts w e r e
.
e

cl os e r t o natur e ; b e tw e e n us and nature th e r e i s much that i s

fri v ol ous voluptu ous or slavi shly c orrupt Ours i s a c e ntury of
, ,
.

b e aut i ful t ri fle s of bagate ll e s o f n obl e ch i m e ras

, ,
.

6 2 . has h i s ow n i ncl i nati ons and a natural w i ll wh i ch i n

Ma n ,

h i s acti o ns by m e ans of h i s fr e e ch oi c e h e foll o ws and d i r e cts

, ,
.

Th ere can b e n oth i ng m or e dr e adful th an that t h e

acti ons of on e man sh ould b e subj e ct t o t h e wi ll o f F A ti r ee c on .

an oth e r ; h e nc e n o abh orre nc e can b e m ore natural than that

wh i ch a man has for slav e ry A nd i t i s for th i s re as on that a
.

chi ld cri e s and b e c om e s e mb i tte re d wh e n h e must d o what oth e rs

w i sh wh e n n o on e h as tak e n th e tro ubl e t o mak e i t agre eabl e t o
,

him . H e wants t o b e a man s oon s o that h e can d o as h e h i ms e lf

,

l i k es .
 HUM A N P ERF ECT I ON A N D P R O G R ESS

T H AT Kant cam e t o r e gard e ducati on as prop e rly fal l i n g w i th i n

t h e b ounds o f e th i cs rath e r than w i th i n t h e r e alm o f phys i cal o r

P d g gy
e a o
natural
a
sc i e nc e and h e nc e w i th i n th e o r e t i cal ph i l os o
,

Bra n ch f ophy may b e gath e re d fro m th e fol l ow rn g s e l e ct i ons

,

Et h ics '

from th e I ntr oduct i on t o The Met ap hy si ca l E le ment s

of Et hi cs Pt II S e cti ons 5 8
, . .
,
I n d i scuss i ng th os e
, ,

e nds wh i ch a r e als o dut i e s h e r e marks ab out O ur Own Pe rfe c

“
,

t i on wh i ch i s on e of th e m
"
,

Th e w ord P e fect i on i s subj e ct t o many m i sc onc ept i ons

r .

Wh e n i t i s sa i d o f t h e p e rfe ct i on b e l ong i ng t o man i n g e n e ral

( r e ally t o human i ty ) that i t i s i n i ts e lf a duty t o mak e th i s o u r

purp os e i t must b e und e rstood as m e an i ng that

P f ti
e r ec on .
,

wh i ch can b e th e (f et of o n e s a ct i on n ot that e
’

wh i ch i s a m e re g i ft for wh i ch w e must thank natur e for oth e r

w i s e i t w ould n ot b e a duty I t can th e re fo r e b e n oth i ng e ls e than
.

cu lt u e of on e s fa cu lty ( or natural capaci ty) i n w h i ch t h e u n d er

r
’

s t a n d i ng a s t h e faculty o f c o nc e pts
,
i s c ons e q u e ntly th e h i gh e st o f
,

th os e wh i ch re fe r t o dut i e s but als o at t h e sam e t i m e o f h i s wi l l

,

( m o ral m od e o f th i nk i ng) t o sat i sfy e v e ry duty i n g e n e ral

, F i rst .
,

i t i s h i s duty t o e l e vate h i ms e lf gradually ou t of t h e rawn e ss o f h i s

nature ou t o f an i mal i ty m or e a n d m or e i nt o human i ty through
, ,

wh i ch al on e h e i s capabl e of s e tti ng purp os e s b e fore h i ms e lf ; t o

supply h i s i gn orance through i nstruct i on and t o c orre ct h i s e rrors ,

and t h e t e chn i cal pract i cal r e as o n n ot only r ecom m en ds th i s t o h i m

-

as h i s ulti mat e purp os e (of art) but t h e m oral -practi cal r eas on ,

288
2 40 EDU CA T I O N AL T H E O R Y O F I MMANUE L K AN T

As lat e as 1 7 98 t owards t h e cl os e of t h e practi cal or e thi cal

,
“

p e r i od of h i s l i fe as s om e b i o graph ers characte r i z e i t i n d i scuss i ng

, ,

th e c o nd i t i o ns o f human pr o gr e ss Kant e xpr e ss e d t h e fo ll ow i n g ,

v i e w i n The S t ife of t h e Fa cu lti es S e ct i o n 1 0 H art e nst e i n vi i

r , , , .

pp 4 0 6 40 7
.
, .

In w ha t or d er ca n pr ogr es s t owa r d s t he b et t er b e a l on e exp e ct ed 9

.

Th e answ e r i s from t h e pr o gre ss of th i ngs fr om b elow up

,
Not
w a d but f om a b ove d own wa d — To e xp e ct that o n e can succ e e d
r r r

i n e ducat i ng n ot o nly g o o d c i t i e ns but als o fo r t h e z

C di t i
on f
on s o
,

P g
ro re s s .
g oo d capabl e o f pr o gr e ss i ng and supp ort i ng i ts e lf ,

thr ough th e e ducat i on o f y outh i n d om e st i c i n

struct i on and lat e r i n sch o ols fr om t h e l ow e st t o th e h i gh e st i n
sp i r i t ual and m oral cult ur e stre ngt h e n e d by t h e te ach i ngs of r e
,

l i gi on i s a plan wh i ch hardly pr om i s e s th e d e s i r e d r e sult

, For .
,

n ot o nly d o e s t h e publ i c i ns i st that t h e e xp e ns e s o f t h e e ducat i o n

o f i t s y o uth sh o uld n ot fall up o n i t but rath e r up on t h e stat e , ,

whi l e t h e state on t h e oth e r hand has n o m on e y t o pay salari e s

, ,

t o th or o ugh and e nthus i ast i c t e ach e rs ( as B ii s ch i n g c o mpla i ns )

b e caus e i t n ee ds all i t s funds for w a r ; but t h e wh ol e mach i n e ry
o f th i s e ducat i o n has n o c o nt i nu i ty i f i t i s n ot pr oj e ct e d acc or d i ng
,

t o a w e ll c o ns i d e r e d plan o f t h e h i gh e st auth or i ty o f th e state and

-
,

acc ord i ng t o i t s i nt e nti ons put i nt o op e rati on and un i formly mai n

,

t ai n e d for th i s i nd e e d i t m i ght b e n e c e ssary that t h e stat e r e fo rm

, ,

i ts e lf fr o m t i m e t o ti m e and try i ng e v olut i o n i nste ad of r e v oluti on

, , ,

c ont i nually advance t o w ards t h e b e tt e r B ut s i nc e i t i s m en w h o .

a r e t o br i ng ab o ut th i s e ducat i on c ons e q u e ntly s u ch as hav e had

,

t o b e e ducat e d for i t th e ms e lv e s i n v i e w o f th i s w e akn e ss o f ,

human nature und e r t h e unc e rta i nty of t h e c ond i ti ons wh i ch favor

,

such an e ffe ct t h e h op e o f i t s pr o gre ss i s only i n a wi s d om fr om

,

a b ove wh i ch wh n i nv i s bl us call d as a
( e ,t i s i i e t o i s e P r o i d en ce
) ,
v ,

p os i ti v e c ond i ti on but for that wh i ch can h e rei n b e e xp e ct e d and

,

d e mand e d of m e n only n e gati v e w i sd om i s t o b e e xp e ct e d for t h e

,

furth e rance of th i s obj e ct nam e ly that th e y s e e th e ms e lve s obl i ge d ,

t o l et t h e gr e at e st h i ndranc e of t h e m o ral nam e ly war — wh i ch ,

-
, ,

always caus e s t h e m oral t o r e trograde d i sapp e ar i n ord e r t o

,
 SELE CT I O NS 241

ad opt a c on st i tut i o n wh i ch by i ts v e ry nature w i th out w e ak e n i ng

, ,

i ts e lf found e d up o n r e al pr i nc i pl e s of r i ght can advance u n i n t e r

, ,

r u p t e dl y t owards t h e b e tt e r .

In th e A n t hr op ology , etc . H arte nst e i n ,

p 6 5 3 in
vn . .
,

tr e ati ng o f Th e C haract e r of th e Kant pr e s e nts th i s form

o f e ducat i onal fo rc e i n it s natur al ,
n on -p ol i ti cal a sp e ct as foll o ws

Th e ducati on o f t h e human rac e i n t h e t ot a li ty of i t s sp e c i e s

e ,

i e tak e n coll ecti vely (uni v s or um ) n ot i nd i vi dually (s i n gu l or um )

. .
, er , ,

—wh e r e t h e multi tude y i e lds n ot a syst e m but only , ,

a c oll e ct e d aggr e gat e w i th t h e struggl e t owards a

,

ci v i l c onsti tuti o n t o b e found e d up o n t h e pri nc i pl e

o f fr e e d om but at t h e sam e t i m e up on t h e pr i nc i pl e of lawful r e
,

stra i nt i n m i nd man e xp e cts o nly fro m P r ovi d en ce

,
fr om a ,

w i sd om wh i ch i s n ot hi s but y e t wh i ch i s ( through h i s o w n fault)

,

t h e i mp ote nt i d ea o f h i s ow n r e as on th i s e ducati on from ab ov e,

-

d ownward I say i s wh ol e s om e but hars h and s e ve r e and i s a

, , , ,

v e ry unc om fortabl e man i pulati on of natur e whi ch g oe s n e arly t o

t h e l e ngth o f d e str oy i ng t h e wh ol e rac e — nam e ly t h e pr oduct i o n , ,

o f th e
g oo d n o t i nt e nd e d by man b u t a g o o d wh i ch o nc
,
e h e r e , ,

mai ntai ns i ts e lf from t h e evi l wh i ch i s c onti nually i n i nt e rnal d i s

,

agre e m e nt w i th i ts e lf Pr ov i d e nc e m e ans that v e ry w i sd om wh i ch

.

w e n oti c e w i th adm i rati o n i n t h e pr e s e rvati on o f t h e sp e c i e s of

organ i z e d natural cr e atur e s w h i ch a re c o nt i nually lab or i ng at t h e

d e struct i on of th e i r ow n sp e ci e s and y et always prote ct i ng i t w i th ,

out for that r e as on assum i ng a h i gh e r pr i nc i pl e i n t h e pr ovi s i o n

, ,

for th e m than w e do for t h e pr e s e r vat i o n of plants and an i mals .

L ETT ER S ON T H E P H I L AN TH RO P I N U M
A T D ESS A U

TO TH E GENE R AL PUB LI C 1

T H E R E i s n o lack i n t h e c i vi l i z e d c ountri e s of E ur op e of e d uca

, ,

t i on al i nst i tut i ons and o f w e ll -m e ant i nt e nt i ons on t h e part of

,

t e ach e rs t o b e us e ful i n th i s matte r ; and y et i t has

figfggf
‘ d u ca
b e e n cl e arly pr ov e n that th e y w e r e all sp oi l e d a t t h e
'

o uts e t that b e caus e e v e ryth i ng i n th e m i s w orki ng

,

i n opp os i t i on t o natur e th e goo d t o wh i ch nature h a s g i ve n t h e

,

d i sp os i ti on i s far fr om b e i ng drawn out of man and that b e caus e ,

w e an i mal cr e atur e s a r e c onv e rte d i nt o m en o nly by d e v e l opm e nt ,

w e w ould i n a sh ort t i m e s e e e nti r e ly d i ffe r e nt m e n ar o und u s i f

, , ,

o nc e that e ducat i o nal m e th od w e r e i n full sw i ng wh i ch i s d e r i v e d

w i s e ly from natur e i ts e lf and n ot s lavi shly c op i e d aft e r th e ol d

,

custom of rud e and i n e xp e ri e nce d a ge s .

B ut i t i s us e l e ss t o e xp e ct th i s salvat i on of t h e human rac e t o

c om e from a gradual i mprove m e nt o f t h e sch ools Th e y must b e .

A R l ut i
e vo on
mad e o v e r i f anyth i ng g ood i s t o c om e fr o m th e m ,

i S h
n c l
oo s for th e y ar e d e fe ct i v e i n th e i r o r i g i nal o rgan i z ati on ,

N e c e ssary and e ve n t h e teach e rs must ac q u i re a n ew culti va

t i on Th i s can b e br ought ab out n ot b y a sl ow r efor m but by a
.
, ,

q u i ck r e v ol u t i on . A n d fo r th i s n o th i ng m o r e i s n e c e ssary than a

1 Th i s c ommuni cati on t o t h e publ i c i n b e half of The P hi la nt hr o

i n um dat e d M arch 2 7 1 7 7 7 a p p e ar e d o r i g i nally i n t h e Kb n i gs
p , , ,

b e rg n ewspap e r ov e r Kant s i ni ti al K von R aum er i n 1 8 4 3 i n

,
’
. .
, ,

h i s Ges chi cht e d er P ad a gogi lc was t h e first h i stor i an of e ducat i on

,

t o call att e nt i on t o i t by r e pri nt i n g i t i n full .

242
2 44 ED UCAT I O N AL T H E O R Y O F I MMANUE L K AN T

hav e attach e d t o i t at first t o fall aw a y naturally Th e attacks .

agai nst i t wh i ch crop up h e r e and th e r e and t h e occas i onal l i b els

,

ab out i t a r e such ord i nary tr i cks of fault -fi n d i n g and of an

c i e nt usag e d e fe nd i ng i ts e lf on i t s dungh i l l that calm i nd i ffe re nce
on t h e part o f th i s s ort of p e opl e w h o always l ook w i th mal i c i ous
,

e y e s up on e v e ryth i ng wh i ch cla i ms t o b e g oo d and n obl e w ould ,

rath e r gi v e ri s e t o s om e susp i ci on of m e d i ocri ty i n th e g ood th i ng

wh i ch i s advanc i ng .

An opp ortun i ty i s n ow offe r e d t o r e nd e r a i d ( wh i ch i nd i v i dually

can b e only small but b e c om e p ow e rful thr ough numb e rs) t o th i s
,

i nst i tut e wh i ch i s d e v ot e d t o human i ty and h e nc e

l i ci t d
,
Ai d so e
t o th e sympathy o f e v e ry c i t i z e n W e r e on e t o e x
.

e r t h i s i nv e nt i v e p ow e rs i n o rd e r t o th i nk up s om e way i n wh i ch
,

a small c ontr i but i on w ould h e lp forward t h e gre at e st p oss i bl e ,

m ost last i ng and m ost g e n e ral g ood h e w ould s e ttl e on th i s

, ,

o n e s i nc e t h e s e e d o f t h e g oo d i ts e lf can b e t e nd e d a n d culti vat e d

,

i n ord e r that i n t i m e i t may i ncre as e and p e rp e tuat e i ts e lf .

I n acc ordance w i th th es e i d e as and w i th th e g ood op i ni on

wh i ch w e hav e of t h e numb e r of ri ght -th i nk i ng p e rs ons of our
ge n e ral publ i c w e r e fe r t o t h e twe nty -fi rs t i ssu e of th i s n e ws
,

pap e r t og eth e r w i th i t s suppl e m e nt and l ook forward t o a larg e

, ,

subscr i pt i o n fr om all g e ntl e m e n of t h e cl e ri cal and t e ach i ng

class e s e sp e ci ally fro m par e nts t o wh om n oth i ng wh i ch w i ll
,

s erve t o i mpr ov e th e i r ch i ldre n 5 e ducat i on can b e i nd i ffe re nt ;

y e s ev e n fr o m th os e w h o alth ough th e y hav e n o ch i ldre n o f
, ,

th ei r ow n y e t as ch i ldre n had t h e advantag e of an e ducati on and

, ,

for that r e as on w i ll r e c ogn i z e th e i r obl i gat i o n t o c ontr i bute th e i r

shar e i f n ot t o th e i ncr e as e y et at l e ast t o t h e e ducat i on of m en
, , , .

S ubscri pt i ons t o t h e m onthly publ i cati on of th e I nsti tute of

De ssau e nt i tl e d P ed a gogi ca l Conver s a ti ons a r e n ow b e i ng re
, ,

c e i v e d at th e rat e of 2 R e i chsthal er 1 0 Gr osch e n i n our m on e y

. .

B ut s i nc e s om e i ncr e as e may b e d e mand e d at t h e e n d o f t h e y e ar

,

b ecaus e of th e as y e t unc e rtai n numb e r of p a ge s i t w ould pe r ,

h aps b e b e st ( but th i s i s l e ft t o i nd i v i dual d i scr e t i on) t o d ev ot e a

ducat i n t h e w ay of subscri pti on t o t h e furth e rance of th i s work
, , ,

w h ere up on t h e surplus w ould b e re fund e d t o ev e ry on e w h o w ould

 SELE CT I O NS 245

d e mand i t For th e i nsti tut e i n q u e sti o n fl att er s i ts e lf that th e r e

.

a r e many n obl e m i nd e d p e opl e i n all c o untr i e s w h o w o uld b e glad

-

o f such an opp o rtun i ty t o add at th i s sugg e sti o n a small v oluntary

, ,

pr e s e nt t o t h e am ount of th e i r subscri pt i on as a c ontr i but i on t o ,

t h e supp ort o f t h e i nst i tut e wh i ch i s n e arly p e rfe ct but wh i c h ,

i s n ot b e i ng h e lp e d as much as had b e e n e xp ec t e d For s i nc e .

,

as H e rr O C R B usch i ng says ( Wochen t l N a ch i cht en J 1 7 7 6

. . . . r ,
.
,

Nr . t h e g ov e rnm e nts s e e m t o hav e n o m o n e y n owadays for

i mpr ov e m e nts i n t h e sch o ols i t w i ll r e st at last i f th e y a r e t o b e
, ,

mad e w i th pr i vate p e rs ons of m e ans t o prom ote by g e n e r ous c on

, ,

t r i b ut i on such a n i mp o rtant c omm o n c once rn , .

L o cal subscr i pt i o ns for wh i ch r e c e i pts w i ll b e g i v e n may

( , b e ,

hand e d t o Prof Kant fr o m 1 0 A M t o 1 P M or l e ft at any t i m e at

. . . . .
,

Kante r s b ookstore )
’
. K .

K AN T S LE TT E R TO T HE C O U R T CHA PLAIN W ILHE LM

’
,

C R ICH TO N IN K ONI GS B E R G ,

I v e ntur e unh e s i tati ngly prom i s e mys e lf t h e gr e at e st and m ost

to
h elpful i nte re st on t h e part o f y o ur H on or for t h e supp ort and
, ,

furth e ranc e of an i nst i tut i o n found e d for t h e g oo d o f t h e w orld a s ,

s oon as y ou are c onv i nc e d of i t s us e fuln e ss Th e I nsti tute b e gun .

by Bas e d ow and n ow und e r th e e nt i r e d i re cti on of H e rr W olke

, ,

has i n th e hands o f th i s ti r e l e ss man w h o was mad e for t h e

, ,

r e form of t h e e ducat i onal syste m tak e n on a n e w form as i s , ,

p la i nly t o b e s e e n fr om t h e r e c e nt r e p o rts o f t h e Ph i lanthr op i n ,

wh i ch I hav e t h e h on o r t o s e nd y ou Si nc e t h e d e parture of s ev .

e ral o th e rw i s e w e ll i nt e nt i o n e d but rath e r unpracti cal m e n t h e

-
, ,

place s a re all fill e d w i th fi r s t rate sch ool -m e n w h o hav e co mb i ne d

-

n e w and r e fin e d i d e as w i th that wh i ch was us e ful i n th e ol d m e th o d

of t e ach i ng Th e w orld fe e ls k e e nly th e n e ce ss i ty o f i mpr ov e d

.

e ducat i on n o wadays but t h e var i ous att e mpts t o i mpr ov e i t hav e

,

n ot succ e e d e d Th o s e o f F von S al i s and B ah r d t hav e b e e n gi v e n

. .

up Th e De ssau I nsti tute al on e r e mai ns c e rtai nly s i mply b e caus e

.

i t has W olk e at t h e h e ad o f i t W olk e w h o i s n ot t o b e d e t e rr e d

, ,

by any obstacl e s wh o i s m ode st and i nd e scri bably e n e rg e ti c w h o

, , ,
2 46 E DU CAT I O N AL T HE O R Y O F I MMAN UEL KAN T

m oreov e r ,
h as th e unusual d i sp os i ti on t o b e fai thful w i th out oh
s t i n acy t o h i s plans and und e r wh os e ov e rs i ght t h e i nst i tut i o n i s
,

b ound t o b e co m e i n t i m e th e anc e stre ss of all t h e g ood sch ools i n

, ,

th e w orld i f only outs i d e a i d and e nc ourag e m e nt ar e g i v e n i t i n

,

th e b e g i nn i ng .

Fr om th e e ncl osure y our H on or w i ll s ee that s i nc e th e late st

r ep orts of th e p e d ag ogi cal und e rtak i ng hav e b e e n s e nt t o m e for
d i stri but i o n I am e xp e cte d t o e nc ourag e th e publ i c an e w n ot only
,

t o c o nt i nu e i t s subscr i pt i o ns but t o b e fav o rabl e and b e n e v ol e nt i n

,

g e n e ral t o t h e I nst i tut e I am h e arti ly r e ady and w i ll i ng t o d o i t ;

.

but i t s ee ms t o m e that much m or e i n fl u e n c e w ould b e e x e rt e d i f

y our H on or w o uld b e w i ll i ng t o e sp ous e th i s caus e a n d l e nd y o ur
h and and y our p e n t o i t s furth e ranc e I f y o u w i ll all ow m e t o
.

gi v e t h e I nsti tut e th i s h op e t h e r e sul t w i ll b e t h e gre ate st thanks

,

and j oyful acc e ptance of an offe r s o advantageous I w oul d th e n .

hav e t h e h on or t o wart up on y ou at any t i m e c onv e n i e n t t o y our

s e lf and t o g i v e y ou t h e l i st of subscr i b e rs up t o date als o i f th e re
, , ,

s h ould b e any oth e r bus i n e ss n e c e ssary ( wh i ch i s n ot probabl e i n

thi s matt e r) wh i ch oth e r m ore i mp ortant matt e rs w ould h i nd e r y our
H on or fr om att e nd i ng t o I w ould gladly und e rtak e i t
, .

S i nc e I d o n ot d oubt that y our H o n or w i ll b e sat i sfi e d by t h e n e w

and we ll e stabl i sh e d arrang e m e nt of all that form e rly fai l e d t o gai n
-

y our full appr oval i n th e I nst i tute and s i nc e und e r such c ond i
, ,

ti ons I am sur e o f y o ur sympath e t i c z e al for such an e xt e ns i ve ly

,

us e ful i nsti tut i on I am n ot afra i d th at my c onfid e nc e wi ll b e take n

,

i n a wr o ng sp i r i t .

I am w i th t h e gr e ate st r e sp e ct
, ,

Y our H on or s m ost ob e d i e n t S e rvant

’

l K AN T. .

N 0 dat e ]
[
248 EDUCA T I O NAL T HE O R Y OF I MMANUEL K AN T

To i llustrate Kant s furth e r u s e of t h e tr i n i ty of p os i t i v e factors

’

i n e ducat i o nal act i v i ty as th e s e a r e p i ck e d ou t and nam e d i n

,

S e cti on 1 8 b c and d a n d wh i ch s e rv e d h i m r e p e at e dly and i n

, , , ,

d i ffe r e nt c on n e cti ons as d e scr i pti v e of human d ev e l opm e nt as b e

r e gard e d i t t h e foll owi ng s e l e ct i ons may b e tak e n as typ i cal
,

We h i ghly by art and sci e nc e W e a r e ci vi li z ed t o

a r e cu l t i va t ed .

t h e p oi nt of b e i ng t i r e s o m e i n all k i nds o f s o ci al p ol i t e n e ss and

pr opri e ty But w e ar e v e ry far fr om b e i ng abl e t o c ons i d e r ou r
.

s e lv e s m o a li ed For t h e i d e a of m oral i ty b e l ongs t o culture but

r z .

th e u s e of th i s i d e a wh i ch l e ads o nly t o t h e i m i tat i o n o f cust o m i n

,

t h e l ov e o f h o n or and e xt e rnal r e sp e ctab i l i ty c o nst i tut e s m e r e ,

c i v i l i z i n g Id ea of a Uni ver s a l H i s t o y fr om a Cos m op oli ta n P oi n t

-
_
r

of V ew i H art e nst ei n i v p 1 5 2 ,
. . .

In t h e Fu n d a m en t a l P r i n cip les of t he Met ap hy si cs of Mor a ls ( 1 7

wh e n tr e ati ng of t h e sc op e of i mp e rat i v e s and of t h e vari ous “ ”

r e lati ons b e tw e e n v ol i t i on and obl i gat i on Kant r e marks

“ ”
,
”
,

Now i n ord e r t o mak e th e s e appr e c i abl e I b el i e ve that on e

, ,

w ould nam e th e m m ost sui tably i n th ei r ord e r i f on e sai d th e y ,

are e i th e r r u l es of sk i ll or c ou ns ls o f prud e nc e o r ,
e ,

com m a n ds ( l a w o f m oral i ty n e m i ght call

) O s .

th e first i mp e rat i v e s t echn i ca l ( b e l ong i ng t o art) t h e ,

s e c ond p r a gm a ti c (t o w e lfar e) t h e th i rd m o a l (b e l ong i ng t o fre e

1
,
r

b e havi or i n g e n e ral t o m orals ) — H arte nst e i n i v pp 2 6 4

, .
, . .
,

26 5 .

Thus m oral i ty and human i ty i n s o far as i t i s capabl e of

, ,

m oral i ty i s that wh i ch al o n e has d i gn i ty S k i ll and i ndustry i n

, .

lab or hav e a mark e t valu e ; w i t l i ve ly i magi nati on and m oods , ,

1
I t s e e ms that th i s i s t h e m ost e xact m e an i ng o f t h e w ord
to m e
pragmati c For th os e s a ncti ons a r e call e d pragmati c wh i ch are
.

d e r i v e d e ss e nti ally n ot fr om t h e ri ghts of t h e stat e s as n e c es sary

,

laws but fr om fo esi ght for t h e g e n e ral w elfar e A hi s to y i s prag

, r . r

m at i ca ll y c omp i l e d wh e n i t mak e s w is e te ach e s t h e w orld ,

h ow i t can l ook ou t fo r i t s i nt e r e sts b e tt e r or at l e ast as w e ll as ,

ant i q u i ty d i d [ A n ote by Kan t ] .

 SE LEC T I O NS 24 9

fancy valu e truth i n k e e p i ng p r e m i s e s on th e oth e r hand g ood , ,

w i ll fo und e d on pri nc i pl e s ( n ot fr o m i nst i nct) have an i ntr i ns i c

valu e — H arte nstei n i v p 2 8 3
.
, . . .

Am ong t h e i nhab i tants arth man i s d i st i nctly d i ffe re nt

of th e e ,

from all oth e r cre atur e s on acc o unt of h i s p oss e ss i on of t h e thre e

foll ow i ng capaci ti e s t echni ca l ( c onsci ous m echa n i ca l for t h e
: , ,

handl i ng o f th i ngs) p r a gm a ti c ( t o u s e oth e r m en cl e ve rly for h i s

purp o s e s) and m or a l (t o act t owards h i ms elf and o th e rs und e r laws
acc ord i ng t o t h e pr i nc i pl e of fr e e d om ) — A n thr op ology e t c H ar
.
, .
,

t e ns t ei n v i i p 6 4 7
, . . .

Th e s um of ragmati c A nthr op ol ogy wi th r e fe re nc e t o t h e d es

P
t i ny of man and t h e charact e ri st i cs o f h i s e ducat i o n i s as foll ows
Man i s d e st i n e d by h i s r e as o n t o b e i n s o ci e ty w i th C lti t i u va on ,

m e n and t o cu l ti va te t o ci vi l i e and t o m or a li z e h i m
,
z ,
Ci i li t i v z a on ,

s e lf i n i t thr ough art and sci e nc e s ; h owev e r gr e at M l i ti or a z a on .

h i s an i mal pr op e ns i ty may b e t o y i e ld pass i v e ly t o t h e attracti ons

o f i nd ol e nt e as e and of t h e w e ll b e i ng wh i ch h e calls happ i n e ss
-
,

h e must b e act i v e i n t h e c onfl i ct w i th t h e h i ndranc e s wh i ch b e s e t

,

h i m ow i ng t o th e raw ne ss o f h i s natur e i n mak i ng h i ms e lf w orthy,

o f human i ty .

H e nc e man must b e ed u ca ted for t h e g ood ; but h e w h o i s t o

e ducat e h i m i s aga i n a man w h o i s h i ms e lf st i ll r a w and y e t i s t o

e ffe ct th e v e ry th i ng wh i ch h e h i ms e lf n e e ds H e nc e t h e c onti nual

.

d e vi ati o n ( of man) fr om h i s d esti ny w i th r e p e ate d r e turns t o i t .

Ib i d p 6 4 9
.
, . .
SE CT I O N 53 . C O MPAR IS O N OF T HE E S T HE T I C VALUES
OF T HE FINE A R T S
N E"T t o p oe try wh en w e ha ve t o d o wi th cha r m a n d em oti on of t h e
,

m i n d I w o uld plac e that art wh i ch appr o ach e s i t m ost n e arly and

,

m ost naturally c onn e cte d w i th i t — nam e ly m usi c

is , , .

For alth o ugh i t d oe s i nd e e d sp e ak thr ough pur e s en

s a t i o n s w i th o ut c o nc e pts and c o ns e q u e ntly d oe s n ot
, ,

l i k e p oe try l e ave s om e th i ng for late r r e fl e cti on y et i t m ov e s t h e

, ,

m i nd i n m or e w ays and m ore i nti mat e ly a lth ough only te mp o ,

ra r i l y ; but i t i s rath e r e nj oym e nt than cultur e t h e th o ught -play

(
wh i ch i s e xci t e d at th e sam e ti m e i s o nly t h e e ffe ct of a m e chan i cal
ass o c i ati on as i t w e re) ; and j udge d by t h e r e as on i t has l e ss
, , ,

valu e than any of t h e oth e r fi n e arts H e nc e l i k e e v e ry pl e asur e

.
, ,

i t r e q u i r e s fr e q u e nt vari at i o n and cann ot e ndur e much r e p e ti ti on

,

w i th out e ng e nd e r i ng sati e ty I ts charm wh i ch can b e s o ge n

.
,

e r all y c o mmun i cat e d s e e ms t o ar i s e fr om t h e fact that e v e ry e x

,

pre ss i on i n t h e languag e has a t on e appr opri at e t o i t s m ean i ng ;

that thi s ton e i s m ore or l e ss i nd i cati v e of an e m ot i on of t h e
sp e ak e r and als o bri ngs th i s forth i n t h e h e ar e r w h o th e n i n h i s
, ,

turn e xc i t e s t h e i d e a wh i ch i s e xpr e ss e d i n t h e language w i th such

and such a t on e and that as m odulat i on i s as i t w e re a un i ve rsal
, , ,

languag e of th e s e nsati ons i nte ll i g i bl e t o ev e ry on e mus i c us e s i t

, ,

for i ts e lf al on e i n all i t s e mphas i s as t h e languag e of t h e

,

e m ot i o ns — and thus acc o rd i ng t o t h e laws o f ass o ci at i on

, ,
om m u ,
c

n i c a t e s t h e aesth e t i cal i d e as wh i ch a r e naturally c onn e ct e d w i th i t

but that b e caus e th os e aesth e ti c i d e as ar e n o c onc e pts and d e fin i t e

,

th oughts only t h e form o f t h e c o mb i nati on o f th e s e s e nsat i ons

,

( harm ony and m e l ody) i nste ad of t h e fo rm of a language s e rv e s by ,

2 50
 M EM ORY

MEMO R Y di st i n gu i sh e d fr o m m e r e ly r e producti v e i magi nati on

is
i n that i t i s capabl e of volu n t a i ly r e pr oduci ng t h e form e r i d e a ;
r

h e nc e t h e m i nd i s n ot a m e re play O f t h e i magi na
Mm y
e or
t i on
ver s u s
Fantasy . cr e at i v e i ma gi nat i o n — must n ot
I m gi
a tina on
i ntrud e h e r e fo r t h e m e m ory w o uld th e r eby b e c o m e
.

u n tr u e Th e formal p e rfe ct i ons of m e m ory a r e

. t o fi x s o m e th i ng

q u i ckly i n t h e m e m o ry t o r eca l l i t e as i ly and t o r et a i n i t a l o ng

, ,

ti m e B u t t h e s e charact e ri sti cs ar e s e ld o m found t og e th e r Wh e n

. .

o n e b e l i e v e s h e h a s s om e th i ng i n h i s m e m ory but cann ot br i n g i t ,

t o c onsc i ousn e ss h e says that h e cann ot r em em b e i t ( n ot r e m e m

,
r

b e r hi m s elf ; for that w ould b e th e sam e a s mak i ng h i ms e lf s e ns e

l ess) Th i s e nd e av or wh e n c onti nu e d i s v e ry ti ri ng for th e h e ad
.
, , ,

and i t i s b e st t o t urn th e att e nt i on for a wh i l e t o oth er th oughts

th e n t h e m i nd usually catch e s on e O f t h e ass oc i at e d i d e as w h i ch ,

r e calls t h e on e s ought .

To fi x s om e th i ng i n t h e m e m ory m t hodi ca lly (m em or i es m a n e

i s call e d m em o i z i n g (n ot s t u dy i ng a s t h e Ord i nary man says O f t h e

r ,

pr e ach e r w h o m ere ly l e arns by h e art t h e s e rm o n h e

e xp e cts t o d e l i v e r late r Th i s m e m or i z i ng can b e
) .

m echa n i ca l or i ngen i ous or als o j u di ci ous

, , Th e first .

of th e s e i s bas e d up o n m e r e fr e q u e nt l i t e ral r e p e ti t i on ; a s for

, ,

e xampl e i n t h e l e arn i ng O f t h e mult i pl i cati on tabl e wh e r e t h e

, ,

l e arn e r must go throu gh t h e wh ol e s e r i e s O f w o rds foll ow i ng on e

up on t h e oth e r i n th e usual ord e r i n ord e r t o r e ach what h e i s ,

s e e k i ng ; for e xampl e i f t h e pup i l i s ask e d H ow m uch i s 3 "7 ?

, ,

h e b e g i nn i ng w i th 3 "3 w i ll pr o bably a rr i v e at 2 1 but i f h e i s

'

, ,

ask e d H ow much i s 7 "3 ? h e w i ll n ot b e abl e t o re m e mb e r s o

,

2 52
 S ELE CT I O NS 253

s oon but w i ll hav e t o i nvert t h e numb e rs i n ord e r t o plac e th e m

,

i n th e i r accust o m e d o rd e r Wh e n that wh i ch i s l e arn e d i s a

.

s ol e mn formula i n wh i ch n o e xpr e ss i o n can b e chang e d but

, ,

wh i ch as w e say must b e r e ci t e d p e opl e O f t h e b e st m e m ory

, , ,

fe ar t o trust t o i t e nti r e ly ( as th ough th i s v e ry fe ar c ould c onfus e

th e m) and h e nc e c ons i d e r i t n e c e ssary t o r ea d i t of ; t h e m ost
,

e xp e rt pr e ach e rs d o th i s b e caus e th e sl i ght e st chang e O f t h e w ords

,

w ould b e ri d i cul ous .

Ingeni ous m e m ori z i ng i s a m eth o d of stamp i ng up o n th e m e m ory

c e rtai n i de as by ass oci ati o n w i th alli e d i d e as wh i ch i n th e ms e lve s
r t h e und e rstand i ng hav e n o r e lat i o n whats oe v e r t o on e an oth e r
( f o )
for e xampl e t h e s ounds o f a languag e w i th e nt i r e ly d i ss i m i lar p i c
,

tur e s wh i ch ar e supp os e d t o c orre sp ond t o th e m wh e re on e i n : ,

ord e r t o fix s o m e th i ng i n m e m o ry burd e ns th e latt e r w i th sti ll

,

m or e ass oci at i ons h e nce i nc ons i st e nt as r e gular proce dur e O f t h e

i mag i nat i o n i n t h e pa i r i ng O ff O f that wh i ch cann ot b e l ong und e r
on e and t h e sam e c o nce pt and at t h e sam e t i m e c ontrad i cti o n b e
,

twe e n m e ans and i nte nti on s i nce on e i s try i ng t o l i ghte n t h e lab or

,

O f m e m ory b u t a s a matt e r O f fact on e mak e s i t m or e d i fficult

, , ,

sti ll b y th e ass oc i ati on unn e c e ssari ly p i l e d up on i t O f v e ry d i s

, ,

s i m i lar i d e as That punst e rs s e ld om have a tru e m e m ory (l n

.

g e n i os i s n on a d m od um fi d a es t m em or i a
) i s an O bs e rvat i o n wh i ch

i llustrat e s th i s ph e n o m e n o n .

Ju di ci ous m e m orl z rn g 1s n o oth e r than that O f a tabl e O f t h e

d i vi s i on of a syst e m ( for e xa m pl d O f L i nn é ) i nt o th o ughts
, wh e re ,

i f on e sh ould hav e forg ott e n s om e th i ng o n e can r e m e mb e r i t by ,

c ounti ng t h e m e mb e rs r e tai n e d o r o f t h e d i vi si ons O f a v i sual i z e d

wh ol e ( for e xampl e O f t h e pr ov i nce s o f a c ountry on a map wh i ch
, ,

l i e t owards t h e n orth w e st ,
b e caus e th i s d e mands und e r
,

s ta n d i n g and und e rstand i ng i n i t s turn

,
c om e s t o t h e h e lp O f
, ,

i mag i nat i on . Th e t op i c 1s a fram e w ork for g e n e ral c onc e pts call e d ,

c omm onp l a ces wh i ch by d i v i s i on i nt o class e s as wh e n i n a l i brary

, ,

o n e d i v i d e s t h e b ooks i nt o cas e s w i th d i ffe r e nt lab e ls rel i e v e s t h e ,

me m ory t h e m ost .

Th e re i s n o a r t of m em or y ( a r s m nem oni ca ) as a un i ve rsal th eory .

Am ong t h e c ontr i vanc e s wh i ch parti cularly b e l ong t o i t ar e m ott oe s

25 4 E DU CAT I O N AL T HE O R Y O F I MMANUE L K AN T
in v e rs e s (ver s us m em ori a les) ; b e caus e rhythm c ontai ns a r egular
acc e nt wh i ch i s gr e atly t o t h e advantag e O f t h e m e cha ni sm
,

o f m e m o ry W e must n ot sp e ak c ont e mptu o usly

M m ic
.

ne on s
O f t h e w ond e rful m en of m e m ory O f Pi cus O f
.

Mi rand ola S cal i g e r Ang e lus Pol i t i an Ma gl i a b e cch i e t c t h e

, , , ,

p olyh i stors w h o carr i e d around i n th ei r h e ads as mate ri al for th e

,

s c i e nc e s su ffic i e nt b ooks t o l e a d on e h u n d r e d c a m e l s b e caus e th e y

'

p e rhaps d i d n ot p oss e ss t h e n e c e ssary j udgm e nt t o b e abl e t o s e l e ct

from all th i s kn owl e dg e that wh i ch c ould b e m ost su i tably e m
pl oy e d ; for i t i s i n i ts e lf m e ri t e n ough t o hav e gath e r e d togeth e r
i n abundanc e th e raw mat e r i al alth ough o th e r h e ads must c om e
,

late r t o han d l e i t w i th judgm e nt ( ta n t um s oi m us qua n tum m em ori a ,

t en em us ) O n e O f t h e anc i e nts sa i d
.
“
Th e art O f wr i t i ng has,

d e stroy e d m e m ory ( mad e i t partly d i sp e nsabl e) Th e r e i s s om e ”

truth i n th i s fo r t h e ord i nary man has t h e mani fold th i ngs wh i ch

ar e br ought t o h i m usuall y b e tte r arrang e d t o p e rfo rm th e m i n ,

th e i r ord e r and t o re c oll e ct th e m ; j ust b e caus e m e m ory i s h e re

,

m e chani cal and n o r eas on i ng i s add e d t o i t ; wh i l e on t h e oth e r

, ,

hand t h e l e arn e d man thro ugh wh os e h e ad many strang e all i e d

, ,

i d e as go forg e ts many O f h i s e rrands or O f h i s d o m e sti c a ffai rs by

,

d i stracti on b e caus e h e has n ot grasp e d th e m w i th su ffici e nt att e n

,

t i on B ut i t i s a gre at c o nve ni e nc e w i th a wr i ti ng tabl e t i n on e s

.
,
’

p ocke t t o b e sure O f find i ng e xactly a n d w i th n o troubl e what

, , , ,

e v e r on e has st ow e d away i n th e h e ad and t h e art O f wri t i ng ,

r e mai ns a gl o r i ous art b e caus e e v e n th ough i t w e r e n ot e mpl oy e d

, ,

i n t h e c o mm u n i cat i o n t o an oth e r O f on e s kn o wl e dg e i t w o ul d st i ll
’

tak e t h e place O f t h e broad e st and tru e st m e m ory wh os e lack i t ,

can mak e g ood .

For getfu l n ess ( obli vi osi tas ) on t h e ot h e r han d w h e r e t h e h e ad

, , ,

n o matt e r h ow O ft e n i t may b e fill e d i s always e mpty l i k e a cask , ,

w i th h ol e s b or e d i n i t i s a st i ll gr e at e r e vi l S om e
, .

Th E i l f
e

F g tf l
or e
v o
t
u n ess
i m e s th i s i s und e s e rv e d as i n t h e cas e of ol d p e opl e
, ,

w h o can i t i s tru e r e m e mb e r t h e e v e nts O f th ei r

.

, ,

y oung e r y e ars but w h o always forg e t that wh i ch has just tak e n

,

plac e But sti ll i t i s s om e ti m e s t h e re sult O f hab i tual d i stract i on

. ,

wh i ch pri nc i pally attacks n ove l -read e rs For s i nc e i n th i s ki nd of .

,
 P H Y S I CA L G EO G RA P H Y

A s at t h e b e gi nn i ng O f my aca d e m i c i nstructi on I r e cogni z e d t h e

, ,

fact that a gr e at car e l e ssn e ss o n th e part O f th e stud e nt b o dy c on

Ed c t i
u a on a l sts
si pr i nc i pally i n th ei r l e arn i ng e arly t o ea s on sp r e

Vl f
a ue o c i ous ly W i th o ut p os s e s s rn g suffic i e nt h i st or i cal kn owl
,

e dg e wh i ch c o uld tak e th e plac e O f exp e i en ce I d e c i d e d

G gm p b y
eo '
r ,

t o r e duce th e h i st o ry O f t h e pr e s e nt c o nd i ti o n of th e e arth or ge ogr a ,

phy i n i t s br oad e st m e an i ng t o an agree abl e and e asy summary O f

,

that wh i ch c ould prepare th e m for practi cal r e as on i ng and s e rv e t o ,

aro us e a d e s i r e t o e xte nd t h e kn owl e dg e thus b e gun I call e d a .

d i sci pl i n e O f th i s s ort fr o m that part O f i t t o wh i ch my att e nt i on

,

was parti cularly d i r e cte d phys i cal g e ography S i nc e th e n I have

,
.

gradually e nlarg e d th i s outl i n e and n ow I th i nk t o gai n ti m e by cur

,

tai l i ng that d i vi s i on wh i ch has t o d o w i th t h e phys i cal cur i o s i ti e s

o f t h e e arth i n ord e r t o e lab orat e my e xp os i t i o n O f i t s oth e r parts
, ,

wh i ch a r e of m ore g e n e ral uti li ty S O th i s d i sc i pl i n e w i ll b e a

.

p y h s i c a-l mra
o l and p oli t i ca l g e ography wh e r e i n fi s t t h e cur i o s i t i e s
,
r

o f n a t u e thr o ugh o ut h er thr e e k i ngd o ms w i ll b e i nd i cat e d but

r ,

w i th a s e l e ct i o n O f th o s e am o ng i nnum e rabl e o th e rs wh i ch app e al

, ,

parti cularly t o t h e un i v e rsal d e s i re for kn owl e dge by re as on O f t h e

,

charm O f th e i r rar i ty or O f th e i nflu e nce wh i ch th e y hav e up o n th e

,

state s thro ugh c omm e rce and trad e Th i s part wh i ch als o con
.
,

tai ns t h e natural re lati on O f all c o untri e s and s e as and th e r e as on ,

o f th e i r c o nn e ct i on ,
i s t h e r e al foundat i o n o f all h i st ory w i th o ut ,

wh i ch i t w ould hardly b e d i ffe re nt fro m fai ry -stori e s Th e s econd .

d i v i s i on r e gards m a n acc ord i ng t o t h e m ulti pl i c i ty O f h i s natu ral

characteri sti cs and accord i ng t o th e d i ffe r e nce i n that wh i ch h e con
s i d ers m oral thr ou gh out t h e wh ol e e arth ; a v e ry i mp ortant and
,

e q ually attract i v e study w i th o ut wh i ch i t i s d i fficult t o form ge n

,

256
 SE LE CT I O NS 25 7

e ral j u d gm e nts of man and i n wh i ch th e c ompari s o n b e tw ee n

,

th e ms e lve s and wi th t h e m oral c ond i ti on of form e r t i m e s lays a

huge map O f t h e human race b e for e ou r e y e s Fi na l ly that wh i ch .
,

can b e c ons i d e r e d a s a r e sult of th e i nte racti o n O f b oth t h e ab ove

m e nti o n e d forc e s — nam e ly th e c o nd i ti on O f th e s ta t es and nati ons
,

o n t h e e arth— w i ll b e c o ns i d e r e d n ot s o much as i t r e sts up on th e

,

chanc e caus e s O f t h e und e rtak i ng and t h e fate O f i n d i vi dual m en ,

as for e xampl e t h e succ e ss i on O f ki ngs c on q u e sts o r stat e l n

, , , ,

t r i gu e s but rath e r i n i t s r e lat i o n t o that wh i ch i s m or e p e rman e nt

, ,

and wh i ch i nclud e s th e d i stant foundati ons O f all th e s e — nam e ly , ,

th e s i tuat i on O f th e i r c ountr i e s th e i r pr o ducts cust o ms i ndus

, , ,

tri e s c o mm e rc e and p opulati o n E v e n t h e rejuve nati on i f I may

, , .
,

call i t such of a sc i e nce O f such e xte ns i v e v i e ws on a small e r scal e

, , ,

i s O f gr e at valu e for i n that w a y al on e i s un i ty O f kn owl e dg e

, ,

w i thout wh i ch all l e arni ng i s fragm e ntary ac q u i r e d A nd i n a ,

.

s oc i al ce ntury l i ke t h e pre s e nt on e may I n ot re ck on th e supply

,

w h i ch a gre at d i ve rs i ty O f agr e e abl e and i nstructi v e kn owl e dg e of

e asy c ompr e h e ns i b il i ty O ffe rs for t h e supp o rt O f s o ci al i nt e rc o urs e

am ong t h e advantage s wh i ch i t i s n o d e gradati o n for sc i e nc e t o

hav e i n m i nd A t l e ast i t cann ot b e pl e asant for a l e arn e d man t o
h e o fte n i n t h e e mbarrass i ng p os i ti on i n wh i ch t h e o rat o r I s o crat e s
found h i ms e lf w h o wh e n onc e h e w a s urg e d t o say s om e th i ng at
, ,

a s o c i al gath e ri ng was obl i ge d t o answ e r What I kn ow i s n ot

,
“
,

su i tabl e and what i s su i tabl e I d o n ot kn ow — A nnoun cem en t of

,
.

t he A r r a ngem en t of hi s Lect u s for t he Wi n t er S em es t er 17 6 5 —1 7 6 6

re , ,

H arte nste i n i i pp 32 0 32 1
, . .
, .
KNOW L EDGE A N D L O G I CA L M ETHOD S
K ANT S psych ol ogi cal c onc e p ti on O f kn owl e d g e i n s o far as i t can
’
,

b e a matt e r of c o nc e rn for p e dag o gy i s d e r i vabl e n ot s o r e adi ly

, ,

from h i s syste mat i c tre at i s e s c ompri s i ng t h e Cri t i cal Ph i l os ophy as ,

fro m s om e of h i s m i n or wri ti n gs O f wh i ch th e foll owi ng s e l e cti on

, ,

b e i ng t h e cl os i ng paragraph O f S e ct i on 8 of th e I ntroducti on t o
h i s Logi c wh i ch tre ats o f
, Th e L og i cal Pe rfe ct i on O f Kn owl e dg e
acc ord i ng t o " ual i ty i s a fai rly cl e ar sp e ci m e n — H arte nste i n v ii i
,
”
, .

p 65
. .

As re gards t h e obj e cti v e c ont e nt of our kn owl e dg e i n g e n e ral w e ,

may th i nk of i t i n t e rms O f t h e foll ow i ng gradat i o ns

Th e fi s t d e gre e O f kn owl e dg e i s
r m e re ly t o hav e
:

an i d e a .

Th e s econ d : t o hav e an i d e a c onsc i ously or t o ,

p e rc ei ve (p er cip cr e) .

Th e t hi r d : t o kn ow ( n os cer e) s om e th i ng or t o hav e an i d e a O f
,

s om e th i ng i n c ompari s o n w i th oth e r th i ngs acco rd i ng t o i d en ti ty as

,

w e ll as t o d ifier enc e '

Th e fou r t h t o kn ow s o m e th i ng cons ci ou s ly — i e app r eh end ( cog , . .

n as c e e) An i mals k now O bj e cts but t h e y d o n ot app r eh n d th e m

'

r .
,
e .

Th e fift h : t o u n d er s t a n d ( i n t el li ge e) s o m e th i ng
r t o a p p re
,

h e nd or con cei ve t h ough t he u n d e s ta n d i ng by m ea n s of concep ts

r r .

Th i s i s ve ry d i ffe re nt from comp ehen di ng On e can c onc e i v e a

r .

gre at d e al alth ough on e cann ot c ompr e h e nd i t for e xampl e a p er

, ,

p et uu m m ob i l wh o s
e,e i mp o ss i b i l i ty i s sh o wn i n m e chan i cs .

Th e s i xt h t o appr e h e nd s o m e th i ng thro ugh t h e r e as o n or ,

unde rstand ( p er sp i cer e) W e acc ompl i sh th i s i n fe w th i ngs a n d

.
,

25 8
26 0 EDU CAT I O N AL T HE O R Y OF I MMANUE L K AN T

S EC T IO N 96

Met hod ol ogy . It s Obj ect a n d P u rp os e

As l m e nts O f l o gi c c ontai n t h e e l e m e nts and c ond i ti ons of

th e e e

t h e c ompl e te n e ss O f kn owl e dg e S O on t h e c o ntrary t h e g e n e ral

, , ,

m e th o d ol ogy as t h e oth e r part O f l og i c h as t o tre at O f t h e form O f

, ,

a sc i e nc e i n g e n e ral or of t h e mann e r O f br i ng i ng t og e th e r t h e
,

man i fold O f kn owl e dg e t o mak e a sci e nc e .

S EC T IO N 1 14

D iz fer en t D i vi s i ons f Met hod

o

As t othat wh i ch parti cularly co nc e rns m ethod i n t h e e lab orati on

and tre atm e nt of sc i e nt i fic kn owl e dg e th e r e ar e vari ous ch i e f s orts
, ,

wh i ch w e can i nd i cat e h e r e acc ord i ng t o t h e foll ow i ng d i v i s i on .

S ECT ION 115

1 . S ci en tifi c or P op u la r Met hod

Th e s ci en t ific m e th od d i ffe rs fr o m t h e p op ular i n
or s ch olas t i c

that t h e form e r or i gi nate s i n fundam e ntal or e l e m e ntary prop os i

t i ons wh i l e t h e latt e r i s d e ri ve d fro m t h e u s ua l and t h e i nte re sti ng
, .

Th e sc i e nti fic m e th od a i ms at th o r oughn e ss and h e nc e puts as i d e ,

a l l that i s h e t e r o g e n e o us t h e p o pular m e th o d has n t t a i n m en t i n e er

vi e w .

NO TE — Th e s e t w o m e th ods thus d i ffe r i n ki n d and n ot i n m e re ,

e xp os i t i on ; p opular i ty i n m e th o d i s c o ns e q u e ntly s o m e th i ng d i f

fe r ont from p opulari ty i n e xp os i ti on .

S EC T IO N 1 16

2 . S y s t em a ti c or Fr a gm en t a r y Met hod

Th e syste mati c m eth od i s O pp os e d t o t h e f a gm en t a y or r hap r r

s od i ca l .Wh e n on e has th ought acc ord i n g t o a m e th od and h a s ,

th e n e xpre ss e d th i s m e th o d i n h i s e xp os i ti on and t h e trans i ti on ,

fr om on e prop os i t i o n t o an oth e r i s plai nly i nd i cat e d h e has handl e d ,

kn owl e d ge syste mati cally On t h e oth e r hand i f on e has i nde e d

.
,
 SE LE CT I O NS 26 1

th ought acc ordi ng t o a m eth od but has n ot arrang e d h i s e xp o ,

s i t i o n m e th od i cally such a m e th o d must b e call e d r h ap s od i ca l

, .

NO TE — Th e s y s tem a ti c e xp os i ti on i s O pp os e d t o t h e f a gm ent a r y r ,

as t h e m et hodi ca l i s t o t h e t um u ltu ous Th e m e th od i cal th i nks .

,

that i s t o s ay can gi v e a syst e mati c or a fragm e ntary e xp os i t i on

, , .

Th e e xt e rnally fragm e nta ry e xp o s i t i o n wh i ch i s i n i ts e lf m e th o d ,

i cal i s ap hor i s t i c
, .

S EC T IO N 1 1 7
3 . A n a ly t i c or S y n t heti c Met hod
Th e m e th od 1 s opp os e d t o t h e s y n theti c Th e form e r
a n a ly ti c .

b e g i ns w i th t h e c ond i ti on e d and t h e e stabl i sh e d and proc e e ds t o ,

t h e pr i nci pl e s ( a p i n cip i a t i s a d p i n cip i ) wh i l e t h e latte r p r o

r r a ,

c e e d s fr om th e pr i nc i pl e s t o th e i r c o ns e q u e nc e s or fr o m t h e s i mpl e ,

t o t h e c ompl e x Th e fo rm e r m i ght b e call e d r eg es s i ve t h e latt e r

. r ,

p r ogr ess i ve .

NO TE — analyti c m e th o d i s als o call e d t h e m e th od O f di s

Th e
cove y r For th e purp os e O f p o pular i ty t h e analyt i c m e th o d i s t h e
.

b e tte r adapte d wh i l e t h e synth e t i c m e th od i s b ette r su i t e d for t h e

,

purp os e O f t h e sc i e nti fic and syste mat i c tre atm e nt O f kn owl edge .

S EC TI O N 1 1 8
4 S l
y g l o i s t i c -T b u l
. M t h d . a ar e o

Th e y l l ogi s ti m th o d i that o n e acc o rd i ng t o wh i ch a sc i e nc e

s c e s ,

i e xp ou nd e d i n a cha i n O f syll o g i sms

s .

That m e th od i call e d t b ul s acc ord i ng t wh i ch a c ompl ete

a ar , o

structure i s pr e s e nte d i n i t e nti r c onn e cti n s e o .

S EC TION 1 19

5 . A cr oa m a ti c or Er ot em a ti c Met hod
Th e m eth od i s a cr oa m a ti c s o far as on e te ach e s al on e er otem a ti c
, ,

s o far as h e als o asks q u e st i ons Th e latte r m e th o d may b e aga i n

.

d i vi d e d i nt o d i logi s ti c o r S oc a ti c and ca t echeti ca l acc ord i ng as

a ,
r , ,

t h e q u e sti ons are d i r e ct e d t o th e un d er s t a n d i ng or m e r e ly t o t h e

m em or y .
26 2 EDU CAT I O N AL T HE O R Y O F I MMANUEL K AN T

NO TE — On e can t e ach e rot e m at i cal l y only by m e ans O f th e S o

cr a ti c d i a logu e i n wh i ch b oth parti e s must q u e sti on and answ e r ;
,

s o that i t s e e ms as th ou h th e pup i l w e r e als o t e ach e r That i s to

g .

s ay t h e S o crat i c d i al o gu e t e ach e s thr o ugh q u e st i ons by t e ach i ng t h e

, ,

pup i l t o kn ow h i s ow n rati o nal pri nci pl e s and sharp e n i ng h i s atte n

ti on t o th e m W i th th e ord i nary ca t echis m on e cann ot t e ach but
.
,

o nly ask q u e st i o ns ab o ut that wh i ch o n e has taught acr o a m at i c a l l y .

H e nc e t h e cat e ch e ti cal m e th o d i s g ood only for e mp i ri cal and

h i st ori cal kn owl e dg e wh i l e t h e d i al ogi sti c i s adapte d t o rati onal
,

kn owl e dge .

S EC TIO N 1 20
Med i ta t i on
By m e d i tati on w e und e rstand r e fl e cti on or m eth o d i al th i nki ng
c .

Me d i tati on must acc ompany all r e ad i ng and l e arn i ng and for th i s

i t i s n e c e ssary that o n e fi s t of a l l i nsti tut e pr e l i m i nary i nv e st i ga
r

t i ons and t hen arrange h i s th oughts i n orde r or combi n e th e m

, ,

acc ord i ng t o a m e th od .
26 4 EDUCA T I O N AL T HE O R Y O F I MMANUE L KAN T

I f th i s m e th od r ev e rs e d t h e pup i l snaps up a k i nd O f r e as on
is ,

b e fore h i s und e rstand i ng i s d e ve l op e d and h e w e ars b orr owe d ,

sc i e nc e wh i ch i s only as i t w e re stuck on t o h i m and n ot grown

, , , ,

on ,
wh e r e by h i s m e ntal abi l i ty r e mai ns a s u n fru i tful as e v e r and ,

at th e sam e t i m e has b e c om e much m ore corrupt by th e i llus i on

'

O f w i sd om Th i s i s t h e r e as on why on e O fte n m e e ts l e arn e d m e n

.

( r e al stud e nts w h o g i v e e v i d e nc e of l i ttl e und e rstand i ng and i t i s

) ,

t h e r e as on w h y t h e un i v e rs i t i e s s e nd m ore i ns i p i d m e n o u t i nto t h e
w orld than any oth e r class O f t h e g e n e ral publ i c .

H e nc e th e rul e fo r t h e c onduct O f i nstruct i on i s as foll ows t o :

first matur e t h e und e rstandi ng and acc e l e rat e i t s gr owth by e xe r

M th d f
e o o
c i s i ng t h e pup i l i n judgm e nts O f e xp e ri e nc e a n d
hi g m ak l n g h l m att e nt i v e t o that w h l c h t h e c ompar e d
0

teac n

Ph i l Ph Y
os o
i mpr e ss i ons O f h i s s e ns e s can t e ach h i m
'
H e sh ould .

n ot mak e a b old l e ap fr o m th e s e j udgm e nts or c o nc e pts t o t h e

h i gh e r and m ore d i stant on e s but rath e r r e ach th e m by th e natural ,

and b e ate n foot path O f th e l owe r c o nc e pts wh i ch l e ad h i m furth e r

-
,

by d e gree s but all acc ord i ng t o that i nte ll e ctual ab i l i ty wh i ch t h e

pre vi o us e x e rc i s e has n e c e ssar i ly pr oduc e d i n h i m and n ot acc ord ,

i n g t o that wh i ch th e t e ach e r O bs e rve s i n h i ms e lf or th i nks h e ,

O bs e rv e s and wh i ch h e als o fals e ly pr e supp os e s i n t h e cas e O f h i s

,

h e ar e r I n sh ort h e i s t o l e arn n ot t houghts but t hi n ki ng ; h e i s

.
, , ,

t o b e gu i d ed n ot ca r i ed i f h e i s t o b e a bl e t o w a lla al o n e i n th e
,
r ,

futur e .

S uch a m e th od d e mands t h e v e ry natur e O f ph i l os ophy i ts elf .

B u t s i nc e th i s i s r e ally an o ccupati o n for matur i ty al on e i t i s n o

, ,

w ond e r that d i fficulti e s ari s e wh e n on e tr i e s t o acc omm odat e i t

t o unski ll e d y o uthful ab i l i ty Th e y outh r e l e as e d fr om sch oo l .

i nstruct i o n was accust om e d t o l ea n Now h e th i nks h e w i ll l ea r n r .

p h i l os op hy ; but that i s i mp oss i bl e for h e must n o w l ea r n t o ,

p h i l os op h i z e I w i ll e xpla
. i n my m e an i ng m or e cl e arly Al l t h e .

sc i e nc e s wh i ch on e can l ea n i n th e r e al s e ns e O f t h e t e rm can b er , ,

d i vi d e d i nt o t w o k i nds t h e hi s t o i ca l and t h e m a t hem a ti ca l TO

: r .

th e first b e l o ng as i d e fr o m h i sto ry str i ctly sp e aki ng natural

, , ,

h i story ph i l ol ogy p os i ti v e l aw e t c B u t n ow s i nce i n e v e ryth i ng

, , , .
,

h i st ori cal p e rs onal e xp e ri e nc e or ex t e rnal t e sti m ony but i n e v e ry

, ,
 SELE CT I O NS 26 5

th i ng math e mati cal t h e O bvi ousn e ss O f c onc e pts and t h e i nfall i bi l i ty

,

O f d e m onstrat i on go t o mak e up that wh i ch i s i nd e e d gi ve n and

, ,

h e nc e on hand and as i t w e re o nly t o b e p i cke d up i t foll ows

, , , ,

that i t i s p oss i bl e t o l earn i n b oth t o i mpr e ss e i th e r up o n t h e

m e m ory or up o n t h e und e rstand i ng that wh i ch can b e lai d b e fore
us as an alre ady c o mpl e t e d i sc i pl i n e H e nc e i n ord e r t o l ea r n .
,

ph i l os ophy t oo th e r e must n e c e ssari ly b e on e at hand On e w ould

,
.

have t o b e abl e t o pr oduc e a b ook and t o s ay S e e h ere i s w i s , , ,

d om and r e l i abl e i ns i ght ; l e arn t o und e rstand and grasp i t ; bu i l d

up on i t i n t h e future th e n y ou a re ph i l os oph e rs ,
N ow unti l s om e .
”
,

on e sh o ws m e such a b oo k O f ph i l os ophy t o wh i ch I can r e fe r — a s , , ,

for e xampl e t o Po lyb i us t o e xpla i n a c i rcumstanc e O f h i story or

, , ,

t o E ucl i d t o e xpla i n a pr op os i ti o n i n g e om e try —Ib e g t o b e all ow e d

, ,

t o say that t h e c onfid e nc e O f t h e g e n e ral publ i c i s abus e d wh e n ,

i nst e ad O f e xte nd i ng t h e i nte ll e ctual ab i l i ty O f t h e y o uth c onfid e d

t o o n e s car e and d e ve l op i ng th e m t o a futur e m o r e matur e p e
’

,
r

s on a l i ns i ght o n e c i rcu m v e nts i t w i th an all e g e d alre ady c ompl e te

,

ph i l os ophy con tr i v e d for t h e b e n e fit of oth e rs ; wh e re from re sults

,

a fal s e sh o w O f sc i e nc e wh i ch o nly i n a c e rtai n plac e and am ong

, ,

c e rtai n p e opl e pass es for r e al c oi n but wh i ch e ve rywh er e e ls e i s

, ,

i n bad r e put e Th e p e cul i ar m e th od O f i nstruct i o n i n ph i l os ophy

.

i s z et eti c a s s om e anc i e nts call e d i t ( fr om

,
s eeki n g ,

and b e c om e s o nly i n m or e pract i s e d re as on i n vari ous c onn e ct i ons , ,

d ogm a t i c ,
d eci d ed Th e ph i l os oph i cal auth o r wh o m on e
.

s e l e cts as t h e bas i s O f a cours e O f i nstructi on sh ould b e re garde d ,

n ot as t h e m od e l O f j udgm e nt but o nly as an o ccas i o n t o j udg e O f ,

h i m y e s e v e n aga i nst h i m
, ,
and th e m e th od O f r e fl e ct i ng for hi m
s e f and c o m i ng t o c onclus i o ns i s t h e th i ng fac i l i ty i n wh i ch t h e
l, , ,

pup i l i s r e ally s ee ki ng and wh i ch al on e can b e us e ful t o h i m a n d

,

t h e d i ffe r e nt fo rms of kn owl e dg e wh i ch h e may th e r e by ga i n a r e

t o b e r e gard e d as acc i d e ntal r e sults for wh o s e r i ch abundanc e h e ,

has o nly t o plant th e fru i tful r oots i n h i ms e lf .

I f w e c ompar e w i th th i s t h e usual proc e dure w h i ch d i ffe rs fro m ,

i t s o gr e atly much can b e und e rst oo d wh i ch s e e ms strang e

,
As .
,

for e xampl e why th e r e i s n o k i nd O f l e arn i ng i n han d i craft

, ,

whe r e i n s o many m as t er s are fo und as i n ph i l os ophy and s i nce , ,

26 6 E DU CATI O NAL T H E O R Y O F I MMAN UEL K AN T

many O f th os e w h o hav e l e arn ed h i st ory j uri spru d e nce math e , ,

mati es e t c s ay th e ms e lv e s that th e y hav e n ot h ow e ve r y e t

, .
, , ,

l e arn e d e n ough t o t e ach th e s e subj e cts why on t h e , ,

f o th e r hand th e r e i s s e ld om o n e w h o d oe s n o t s e r i
P fl l hy oso ’

d fi r
‘

f m
ers ro
,

o th S bj t
er u
o u s l
ec s y I mag i n e that b e s rd e s h l S oth e r o ccupat i o n
.
,
I t ,

w o uld b e qu i t e p oss i bl e for h i m t o g i v e l e ctur e s o n

l og i c e th i cs e t c i f h e car e d t o tr oubl e h i ms e lf w i th such t ri fl es
, ,
.
,
.

Th e r e as o n i s that i n t h e fo rm e r sc i e nc e s th e r e i s a c o mm o n stand
ard but i n t h e latt e r e ach p e rs on has h i s ow n N on e t h e l e ss on e
, .
,

can plai nly s ee that i t i s v e ry unnatural for ph i l os ophy t o b e a

bre ad -e arni ng art s i nc e i t i s c ontrary t o i t s v e ry natur e t o hav e t o
,

c o nform t o th e i llus i o n O f d e mand and t o t h e l a w o f fash i on and ,

that n e ce ssi ty i n wh os e p ow e r ph i l os ophy i s st i ll can forc e i t t o

, ,

pr e ss i ts e lf i nt o t h e fo rm O f c omm on approval .

Logi c th i s sc i e nce th e r e a r e r e ally t w o k i nds Th e first

— Of .

k i nd i s a cri t i ci sm and gu i danc e of t h e h e althy und e rstand i ng a s , ,

o n t h e o n e hand i t appr o ach e s c oars e c onc e pts and

,

i gn oranc e and on t h e oth e r sc i e nc e and l e arn i n g

, , ,
.

I t i s t h e l og i c O f th i s k i n d wh i ch sh ould b e p r e
supp os e d i n th e b e g i nn i ng o f all acad e m i c i n s t r u c
t i on i n p h i l os ophy th e q uaranti n e as i t w e re ( prov i d e d I am p e r ,

m i tt e d t o e xpr e ss mys e lf thus ) wh i ch must b e pass e d by t h e stud e nt

,

w h o w i sh e s t o go fr o m t h e land o f pr ej ud i c e and e rr o r i nt o t h e
re alm O f cl e ar r e as on and sci e nce Th e s e c ond k i nd O f l ogi c i s .

t h e cr i t i c i sm and gu i danc e O f sp ecifi c s chol a s hip and can n e v e r b e r ,

tr e at e d oth e r th an acc ord i ng t o th e sci e nc e s wh os e o rgan on i t

sh ould b e i n ord e r that t h e proc e e d i ng whi ch has b e e n us e d i n
,

t h e appl i cati o n may b e c om e m or e un i form and that t h e natur e ,

O f t h e d i sci pl i n e t og e th e r w i th t h e m e ans O f i t s i mprove m e nt

, ,

may b e und e rst ood I n such a mann e r I shall add at t h e e n d O f

.

m e taphys i cs a c ons i d e rati on O f i t s ow n p e cul i ar m e th od as an ,

o rgan o n O f th i s sc i e nc e wh i ch w ould n ot b e i n i t s r i ght plac e at

,

th e b e gi nn i ng b e caus e i t i s i mp o ss i bl e t o mak e t h e rul e s cl e ar i n

,

th e abs e nc e O f e xampl e s by m e ans o f wh i ch th e y can b e sh o w n

i n con cr et o Th e t e ach e r must t o b e sur e b e mast e r o f t h e o rgan on
.
, ,
 TH E A C "
U I S I T I ON O F C H ARA CT ER

TH E man w h o i s c onsci ous of hav i ng a characte r acc o rd i ng t o

,

h i s mann e r O f th ought d oe s n ot hav e i t fr o m natur e s han d but

’

, ,

must always hav e a cqui ed i t W e can als o assum e

r .

C h ? ” d that i t s foundati on l i ke a k i nd of r e ge n e rat i on a

a ra an
, ,
I di d
n vr u a l
Exp i e r e n ce .
c e rta i n s ol e mn i ty O f t h e v ow wh i ch h e mak e s t o

h i ms e lf mak e s i t and th e t i m e wh e n th i s change i n

,

h i m t ook plac e e v e r m e m o rabl e l i k e a n e w e p o ch

,
Tra i n i ng
.
,

e xampl e s and i nstruct i on cann o t p o ss i bly acc ompl i sh th i s firmn e ss

,

and p e rs e v e ranc e i n pri nc i pl e s gr a du a l ly but only as i t w e r e by

, , ,

an e xpl osi on foll ow i ng all at once up on t h e sati e ty O f t h e wav e r i ng

c ond i t i on O f i nsti nct Pe rhaps th e r e w i ll b e but fe w w h o hav e
.

att e mpt e d th i s re vo luti o n b e for e th ei r th i rti e th y e ar and st i ll ,

fe w e r wh o a r e firml y gr ound e d b e for e th e i r forti e th TO t r y t o .

b e c om e a b e tte r man by p i e c e m e al i s a vai n att e m pt for on e i m

pre ss i on fad e s away wh i l e on e i s w orki ng on an oth e r ; but t h e
foundati o n O f a charact e r i s abs olut e un i ty O f t h e i nn er pr i nc i pl e
O f t h e c onduct of l i fe I t i s als o sa i d that p oet s hav e n o characte r
.

for e xa m pl e th e y O ffe nd th e i r b e st fri e nds rath e r than g i ve up a

,

w i tty j e st ; or that charact e r i s n ot t o b e foun d am ong court i e rs ,

w h o hav e t o acc o mm o date th e ms e lv e s t o all s o rts O f forms ; and

that firmn e ss O f charact e r i s an unce rtai n th i ng am ong t h e cl e rgy ,

w h o pay c o urt t o t h e L o rd O f H e av e n but at t h e sam e t i m e and i n

, ,

t h e sam e fram e O f m i nd t o t h e l ords O f t h e e arth ; that thus t o

,

hav e an i nn e r ( m o ral ) characte r i s and w i ll always b e only a

, ,

p i ous w i sh But p e rhaps t h e p hi los op he s are t o blam e for th i s i n

. r ,

that th ey hav e n e ve r y e t s et th i s conc e pt by i ts e lf i n a suffici e ntly

cl e ar l i ght and h av e tri e d t o re pre s e nt v i rtu e only i n fra gm ents
, ,

26 8
 SE LE CT I O NS 26 9

but n ev e r i n i ts wh ol e b e aut i ful form and to mak e it i nte r e st i ng

for al l m en .

I n a w ord hav e mad e truthfuln e ss i n th e i nm ost r e ce ss e s O f

,
to
o n e s ackn ow l e dgm e nt t o o n e s s e lf and at t h e sam e t i m e i n o n e s
’ ’ ’

b e havi or t owards oth ers on e s h i gh e st max i m i s a man s s ol e

,
’

,
’

proof O f t h e c onsc i ou sn e ss o f hav i ng a characte r ; and s i nc e th i s

i s th e m i n i mum wh i ch can b e d e mand e d o f a rat i onal man but at ,

t h e sam e t i m e t h e max i mum O f i nn e r w o rth ( O f human d i gn i ty) ,

h e must i n o rd e r t o b e a man O f pr i nc i pl e s ( t o hav e a d e fin i t e

,

charact e r) b e capabl e O f th e m ost c o mm o n h uman re as o n and

, ,

h e nce sup e ri or t o th e gre at e st tal e nt i n p oi nt O f d i gn i ty — A n t hr o

,

p o l ogy e t
,
c H art e.nst,
e i n v i i pp 6 1
, 6 6 1
. 7 .
, .
 M ETH OD I N M ORA L I NS T R UCT I ON

T H AT p e dagogy and e th i cs w e re alm ost syn o nym ous t e rms for

Kant at l e a st i n th e i r m ore e mp i ri cal asp e cts app e ars strongly i n
, ,

t h e fo ll o w i ng gr o up O f s e l e ct i o ns I rr e sp e ct i v e o f t h e
Et h ics a n d
.

P d g gy
e a o ulti mate fo undat i ons O f e th i cs t h e e stabl i shm e nt O f
,

a n y m oral laws st oo d b e for e h i m i nc ompl e t e w i th o ut

sy n on ym m o

a tre atm e nt O f th e probl e m O f h ow th e s e laws can b e s et i nto t h e

e xp e r i e nc e o f th e i nd i v i dual . Th i s atti tud e O f m i nd c om e s o ut
cl e arly i n h i s cri t i cal and te chn i cal wri t i ngs wh e re on e w ould b e
,

l e ast apt t o l ook for i t ; wh e re as th e Lect u e-Not es scarc e r e fl e ct

r

th i s p e dag og i c m oral i sm wh i ch ag i tate d Kant i n h i s ph i l os o p h i cal

m oods I nd e e d t h e pr ob l e m of m oral e ducat i o n can b e l ook e d
.
,

up o n a s th e l i nk c onn e ct i ng t h e C ri ti cal Ph i l os ophy w i th t h e p e da

gogi cal i nt e r e sts wh i ch s e e m e d t o ant e date th e d e v e l o pm e nt O f that
p h i l os ophy .

Th e foll owi ng s e l e ct i ons pract i cally c ompr i s e t h e s e c ond part O f

t h e C i t i qu e of P r a ct i ca l R ea s on
r b e i ng th e Me th od ol ogy
“

o f pur e pract i c a l r e as o n and find th e i r plac e h e r e i n v i e w of t h e

”

O bs e rvat i on made ab o ve and e sp e ci ally i n v i e w O f t h e c e ntral p o

,

s i t i ou wh i ch th ey o ccupy i n th e d e v e l opm e nt O f t h e C ri ti cal syste m

th i s m e th od ol ogy i s und e rstood t h e mann e r i n wh i ch
By
on e can pr ocur e for t h e laws O f pur e pract i cal r e as o n

a cc es s i nt o t h e human m i nd and i nfl u en ce up o n i t s

max i m s — that i s mak e t h e obj e cti ve ly practi cal

, ,

re as o n als o s ubj ecti vely p racti cal .

2 70
27 2 EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T

m oral i nte re st and cons e q u e ntly t h e m ov i ng p ow e r O f a pure i d ea

,

O f v i rtu e wh e n i t i s prop e rly br ought h om e t o t h e human h e art

, ,

as t h e m ost p ow e rful and wh e n i t c o m e s t o durat i on and pun e

, ,

t ua l i t y i n foll ow i ng m o ral max i ms as th e o nly m ot i v e for t h e g oo d

,
.

At t h e sam e t i m e i t must b e r e m e mb e r e d that i f th e s e O bs e r va ,

t i ons only prov e t h e re al i ty O f such a fe e l i ng but n ot a r e sult i n g ,

m o ral i mprove m e nt th i s d oe s n o harm t o t h e only m e th od of

,

mak i ng t h e obj e cti v e ly practi cal laws of pur e r e as on subj e ct i v el y

practi cal by t h e m e re pur e fo rc e of t h e i d e a O f duty as th ough i t ,

w e re an e mpty fantasy For s i nc e th i s m e th o d has n ev e r b e e n

.
,

put i nt o O p e rat i on e xp e r i e nc e cann ot sh ow anyth i ng O f i t s re sults

,

on e can only d e mand pr oo fs o f t h e susc e pt i b i l i ty t o such m ot i v e s ,

wh i ch I w i ll n ow bri e fly i nd i cate and aft e rwards sk e tch i n a few

,

w o rds t h e m e th od o f t h e fo undati o n and culti vati on o f ge nu i ne

m o ral characte rs .

Wh e n on e O bs e rv e s t h e c ours e O f c onv e rsat i on i n m i x e d com

pan i c s c ons i sti ng n ot only O f sch olars and subtl e r e as on e rs but
, ,

als o O f bus i n e ss m e n and of w om e n on e n ot i c e s

A D ic f m
, ,
ev e ro
that b e s i d e s t e ll i ng st o r i e s and j ok i ng an o th e r fo rm
D i l y Li f
a e .
, ,

o f e nt e rta i nm e nt finds a plac e — nam e ly argum e nt , ,

for th e first i f i t i s t o b e n e w and i nt e re st i ng i s s oo n e xhauste d

, , ,

wh i l e t h e s e c o nd e as i ly b e c om e s i ns i p i d Now i n all argum e nt .

,

th e r e i s n oth i ng wh i ch m ore ar ous e s th e part i c i pat i on O f p e opl e w h o

a r e usually e as i ly b o r e d by all subtl e d i scuss i o n and wh i ch br i ngs ,

ab out m ore l i ve l i n e ss i n t h e c ompany than that ab out t h e m or a l ,

va lu e O f th i s or that act i on by wh i ch th e characte r O f any p e rs on

,

i s t o b e mad e o ut Th os e t o wh om e v e ryth i ng subtl e and s p e cu

.

lat i ve i n th e or e t i cal qu e st i ons i s usually dry and ti re s om e s oo n

j oi n i n wh e n i t i s a q u e sti on O f d e ci d i ng t h e m o ral c onte nt o f
a r e late d go o d or bad act i on and th e y a r e as e xact as sp e cula
, ,

t i v e as subtl e i n th i nk i ng ou t e v e ryth i ng wh i ch c ould re duc e or

, ,

e v e n thr o w susp i c i o n up o n t h e pur i ty O f i nt e nt i o n and c on s e

q u e ntly t h e d e gr ee of v i rtu e i n i t as n o on e w ould e xp e ct from ,

the m i n t h e cas e of any oth e r obj e ct O f sp e culati o n .

I d o n ot kn ow why t h e e ducat ors O f y outh have n ot l ong s i nc e

mad e u s e O f th i s i ncl i nat i on O f r e as on t o e nt e r w i th pl e asur e up on
 SE LE CT I O NS 27 3

e ve n th e m ost subtl e e xam i nati on O f sugge ste d practi cal q u e sti ons ,

and why afte r havi ng lai d a purely m oral cate ch i sm at th e foun

,

dati on th e y hav e n ot s e arch e d t h e b i o graph i e s O f

,
B i g ph y o ra

anci e nt and m od e rn ti m e s w i th t h e i nt e nt i o n o f get d Et h i l

an ca

T mi g
t i ng i llustrati o ns O f th e dut i e s lai d d own on wh i ch , ,
ea n ;

pr i nc i pally by th e c ompari s on O f s i m i lar acti ons unde r d i ffe r e nt c i r

c u m s t an ce s th e y m i ght e x e rc i s e th e j udgm e nt of th e i r pup i ls i n
,

n oti ng the i r gr e at e r or l e ss m oral s i gn i ficanc e I n th i s w ay th e y .

w ould find that e v e n e arly y o uth oth e rw i s e as y e t i mmature for all

,

sp e culati on s oo n b e c om e s ve ry sharp s i ght e d and n ot a li ttl e i h

,
-
,
.

t e r es t e d as i t fe e ls t h e pr o gr e ss o f i t s j udgm e nt but t h e pr i nc i pal

th i ng i s that i t can b e h ope d w i th c onfid e nc e that t h e fre q u e nt ox e r
c i s e i n kn ow i ng g oo d c o nduct and i n applaud i ng i t and i n n oti c i ng ,

e v e n t h e s l i ght e s t d e v i at i o n fr o m i t w i th r e gr e t or c o nt e mpt e v e n i f,

d on e up t o th i s p oi nt only as a play O f j udgm e nt i n wh i ch ch i ldre n

can vi e w i th e ach oth e r w i ll y et l e av e b e h i nd a last i ng i mpr e ss i o n
,

O f e ste e m o n t h e on e hand and abh orr e nc e on t h e oth e r wh i ch

, , , , ,

thr ou gh t h e m e re hab i t O f fr e q u e ntly r e gard i ng such acti ons as

w orthy O f pra i s e or blam e w o uld mak e a g ood fo undat i on for
,

upr i ghtn e ss i n th e future c ours e O f l i fe Only I w ould spare .

,

th e m e xample s of s o -call e d n ob le ( e xtra -m e ri t or i ous) acti ons w i th ,

wh i ch o u r s e nti m e ntal wr i ti ngs a re s o lav i sh and w o uld r e fe r ,

e v e ryth i ng t o duty and t o t h e valu e wh i ch a man can and must

g i ve hi ms e lf i n h i s o wn e y e s through t h e c o nsci o usn e ss O f n ot

havi ng transgre ss e d i t b e caus e that wh i ch runs o u t i nt o e mpty
,

w i sh e s and l ong i ngs for unattai nabl e p e rfe ct i on produce s m e re

nov e l h e r oe s w h o wh i l e th e y pr i d e th e ms e lv e s up o n th e i r fe e l i ng
,

for t h e transc e nd e ntally gr e at fre e th e ms e lv e s th e r e by from t h e

,

O bs e rvanc e of th e i r c omm on and ord i nary r e sp o ns i b i l i ty wh i ch ,

th e n s ee ms t o th e m un i mp ortant .

W e w i ll first p oi nt out t h e cr i te ri on O f pur e v i rtu e by

m e ans O f an e xampl e and supp os i ng that i t b e subm i tt e d t o a t e n
, ,

y e ar -O ld b oy for hi s j udgm e nt w e w i ll s e e wh e th e r h e w ould

,

n e c essar i ly b e o bl i g e d t o j udg e as h e d oe s w i th out b ei ng l ed t o i t

by th e te ach e r Let s om e on e r elat e t h e st ory o f an h on e st man
.

wh om on e i s tryi ng t o p e rsuad e t o j oi n th e sland e r e rs O f an i nn o

18
27 4 EDU CA T I O NA L T HE O R Y O F I MMANUEL K AN T

ce nt and h e lpl e ss p e rs on ( as for e xampl e A nn e B ol e yn up on th e , ,

accusat i on O f H e nry VIII O f E ngland) H e i s O ffe re d r e w ards

. .
,

I ll t t
u s ra i on o f
that i s valuabl e pr e s e nts or h i gh rank ; h e r e fus e s
,

M th d i
e o th e m Th i s w i ll call fo rth m e r e prai s e and appr oval
n .

d v l pi g t h i n th e m i nd of t h e h e ar e r b e caus e i t i s gai n N ow
e e o n e

Of D t y
.
,
Id ea u
h e i s thr e at e n e d w i th l o ss A m ong th e s e sland e r e rs
'

a r e h i s b e st fri e nds w h o n ow w i thdraw th e i r fr i e ndsh i p n e ar r e la

, ,

t i ve s w h o thr e at e n t o d i s own h i m ( h e i s p o or) p o w e rful p e rs ons w h o ,

can p e rs e cute and w o und h i m i n e v e ry plac e and ci rcumstance a ,

r e i gn i ng pri nce w h o thr e ate ns h i m w i th l oss O f fr e e d om y e s O f l i fe , ,

i ts e lf Now that h i s cup O f su ffe ri ng may b e full i n o rd e r t o mak e

.
, ,

h i m fe e l d e e ply on e may r e pr e s e nt h i s fa m i ly thr e at e n e d w i th t h e

, ,

m o st e xtre m e d i stre ss and p ove rty a s b eggi ng hi m t o y i el d and h i m , , ,

alth o u gh h o n e st y e t w i th fe e l i ngs n ot firm and unr esp ons i v e e i th e r

,

t o p i ty or t o h i s ow n n e e d at a m om e nt i n wh i ch h e w i sh e s n e v e r
,

t o hav e s e e n th i s day wh i ch e xp o s e s h i m t o such unsp e akabl e pai n ,

y e t r e ma i n i ng tru e t o h i s pr i nc i pl e O f upr i ghtn e ss w i th out wav e r i ng ,

and w i th out d oubt i ng my y outhful h e ar e r i s l e d by st e ps from

:

m e re appr oval t o adm i rat i on from th e re t o amaz e m e nt finally t o , ,

t h e gr e ate st r e v e r e nc e and a l i v e ly w i sh t o b e suc h a man h i ms e lf

( alth o ugh n ot t o b e sur e i n h i s c o nd i t i o n

, ) , Thus m o ral i ty
must hav e t h e m ore p ow e r ov e r th e human h e art t h e m or e pure ly
i t i s pr e s e nte d From th i s i t foll ows that i f t h e l a w O f m orals a n d
.

t h e i mag e O f h ol i n e ss and v i rtu e s a r e t o e x e rc i s e a n y i nflu e nc e at

all up on ou r m i nds th e y can e x e rc i s e i t only i n s o far as th e y are
,

lai d t o h e art pure unm i x e d w i th any i d e as O f w e ll -b e i ng as a

, ,

m ot i ve b e caus e th e y sh o w th e ms e lv e s m ost spl e nd i dly i n s uffe ri ng

, .

To call atte nt i o n t o th i s m e th o d i s m o r e n e c e ssary than e v e r i n

o u r a ge wh e n i t i s h op e d t o hav e m or e e ffe ct up on t h e m i nd w i th
,

Th P d g g y
e e a
s oft m e lt i ng fe e l i ngs
o ,
or l o fty sw e ll i ng pr e t e ns i ons
, ,

o f h i Ags ewh i ch w e ak e n rath e r than stre ngth e n t h e h e art , , ,

M m my w l“ than by m e ans O f t h e pla i n and s e r i ous i d e a O f duty

o ea

m ore su i tabl e t o human i mp e rfe ct i on and t o progre ss i n t h e g ood .

I t i s c ompl e te ly c ontrary t o t h e e n d i n m i n d t o s e t h on orabl e mag ,

n a n i m ou s and d e s e rv i ng acti ons b e fore ch i ldre n for th e i r m od e l

, ,

w i th t h e i nt e nt i o n O f attracti ng th e m t o such act i ons by i nsp i ri ng

27 6 ED UCAT I O NA L T HE O R Y O F I MMANUE L K AN T

m oral i ty I t m ere ly sh ows that man l i k e s t o amus e h i m s e lf wi th

.

such a cri ti c i sm and i t gi v e s t o v i rtu e or t h e m od e o f th i nk

, ,

i n g acc o rd i ng t o m o ral laws a form O f b e auty wh i ch

Th Tr e A i m
e u ,

i M
n o ral i s adm i r e d but i s n ot on that acc ount s ought afte r
T hi g
,

eac n '

( l a u d a tu y )
et a l et ; r as e veryth i ng a c ons i d e rat i on
o f w h i ch pr oduc e s subj e ct i v e ly a c onsc i ousn e ss o f t h e ha rm ony

of ou r p ow e rs o f r e pr e s e ntat i on and wh e re by w e fe el our e nti re

,

c o gn i t i v e p ow e rs ( und e rstand i ng and i mag i nat i o n ) stre ngth e n e d ,

produc e s a sati sfact i on wh i ch may b e c o mmun i cat e d t o oth e rs ,

wh i le th e e x i st e nc e o f t h e obj e ct r e mai ns i nd i ffe re nt t o us b e

caus e i t i s r e gard e d only as t h e occas i on O f b e c om i ng c onsci ous
o f th e e nd o wm e nt O f t h e tal e nts i n us wh i ch a r e e l e vat e d ab ov e

an i mal nature Now h o w ev e r t h e s econ d e x e rc i s e b e g i ns i ts

.
, ,

w ork —nam e ly t o mak e obs e rvabl e th e puri ty O f w i ll i n a l i vi ng

, ,

e xp o s i t i o n O f t h e m oral d i sp o s i t i o n by e xampl e s first only a s i t s ,

n e gat i ve p e rfe cti on i n s o far as i n an acti on d o n e from duty n o

,

m ot i v e s of i ncl i nat i on have any d e t e rm i n i ng i nflu e nc e ; wh e re by

th e pup i l i s k e pt atte nt i v e t o th e c o nsc i o usn e ss o f h i s f e d om ; r e

and al th ough th i s re nunci at i o n caus e s pai n i n t h e b e gi nn i ng y et , ,

by r e l e as i ng that pup i l from th e c onstrai nt o f e v e n re al n ee ds a ,

fre e d o m from t h e man i fold d i sco nte nt i n wh i ch all th e s e n ee ds

i nv olv e h i m i s ann o unc e d and t h e m i nd i s pr e par e d for t h e r e c e p
,

t i on O f c ont e ntm e nt from oth e r s o urc e s Thus t h e h e art i s free d

.

and l i ght e n e d o f a burde n wh i ch i s al ways s e cr e tly O ppr e ss i ng i t ,

wh e n by pure m o ral d e c i s i o ns e xampl e s O f wh i ch a r e c i t e d an

, ,

i nn e r p o w e r oth e rw i s e n ot kn o wn t o h i m i s d i scl o s e d t o man t he

, , ,

i n n er f eed om t o r e l e as e h i ms e lf fro m t h e v i o l e nt i mp o rtun i ty O f

r

t h e i ncl i nati ons t o such a d e gr e e that n o n e n o t e v e n t h e d e ar e st , ,

shal l have any i n fl u e nc e at all up on a d e c i s i on for wh i ch w e a r e

n ow t o u s e o ur r e as o n U p o n th i s [ r e sp e ct for o urs e lve s]
.
,

wh e n i t i s w e ll ground e d wh e n man fe ars n oth i ng s o much as t o

,

find h i ms e l f up on s e lf-e xam i nat i on c ont e mpt i bl e and w orthl e ss i n

, ,

h i s ow n e y e s can e v e ry g oo d m oral d i sp o s i ti o n b e graft e d

,
b e caus e
th i s i s t h e b e st y es t h e o nly guard t o ke e p at a d i stanc e fr om t h e
, ,

m i nd t h e pr e ssure of i gn obl e and d e structi v e i mpuls e s .

I hav e w i sh e d only t o p oi nt ou t t h e m ost g e n e ral max i ms of t h e

 SELEC T I O NS 27 7

m e th od ol ogy of m oral culti vati on an d e x e rc i s e S i nc e t h e di v e rs i ty .

o f dut i e s r e q u i re s sp e c i al d e t e rm i nat i o n for e ach var i e ty and h e nc e ,

w ould b e such a pr ol i x affai r I shall b e e xcus e d i f i n a w o rk l i k e

, ,

th i s wh i ch i s only pre paratory I c onte nt mys e lf wi th th e s e out

, ,

l i n e s — H art e nst ei n v pp 1 5 7 —1 6 7, . . .

I n d i scuss i ng Th e I ndw e ll i ng
Bad Pr i nci pl es al ong w i th
of th e
t h e G o o d ; or Th e R ad i cal E vi l
i n H uman N atur e i n t h e first
” ‘

, ,

part of t h e ph i l os oph i cal th e o ry o f r e l i gi on Kant obs e rv e s

m oral culture o f man must b egi n n ot w i th t h e i m
Th e ,

pr ov e m e nt of h i s m orals but w i th t h e transformat i o n o f h i s m od e

,

o f th o ught and w i th t h e fo und i ng of a charact e r ;

M l C lt ora u ur e
alth ough usually on e pro ce e ds d i ffe re ntly and fights D p d t , e en en on

s i ngly agai nst V i c e s but l e av e s th e i r c omm on r oo t M t l en a

Pr
,
oce s s es
undi sturb e d Now e ve n t h e m ost narro w m i nd e d
.
,
-
’

man i s capabl e of t h e i mpr e ss i on o f a l l t h e gr e at e r r e sp e ct for a

duti ful acti on t h e m or e h e w i thdraws fr om i t i n h i s th oughts
o th e r m ot i v e s wh i ch c o uld thr o ugh s e lf l ov e i nflu e nc e t h e max i m
,
-
,

o f t h e act i on and e ve n ch i ldre n are capabl e of d e t e cti ng e v e n t h e

sl i ght e s t trac e of a m i xtur e o f i mpur e m ot i v e s fo r th e n t h e act i on
l os e s at onc e i n th e i r e y e s all m oral valu e Th i s capac i ty for
, , .

g oo d i s cu l t i va t ed i nc omparably and gradually g o e s ov e r i nt o t h e

°

m od e of th ought by c i ti ng t h e exa mp l e e v e n o f g oo d m en and

, ,

l e tt i ng on e s m oral pup i ls j udg e th e i mpur i ty of many max i ms

’

fr om t h e r e al m oti v e s of th ei r act i ons s o that d u ty for duty s ow n ,

’

sak e b e gi ns t o gai n n ot i c eabl e w e i ght i n th ei r h e arts But t o t e ach

,
.

ch i ldr e n t o a dm i e vi rtu ous act i ons h ow e v e r much sacri fic e th ey

r ,

may have c ost i s n ot t h e ri ght d i sp os i t i on for t h e m i nd o f t h e pup i l

,

t o g t t owards t h e m o rally g o o d
e For h o w e v e r v i rtu ous on e m ay b e
.
,

ye t all t h e g oo d wh i ch h e can e v e r d o i s o nly duty but t o d o o n e s ’

duty i s n oth i ng m or e than t o d o that wh i ch i s i n t h e usual m oral

ord e r c ons e qu e ntly d o e s n ot d e s e rv e to b e adm i r e d Th i s a d
,
.
27 8 EDUCA T I O NA L T H E O R Y O F I MMANUEL K AN T

rath e r a l o we r i ng of o ur fe el i ng for duty j ust as th ough

m i r a t i on i s ,

i t w e r e s om e th i ng e xtra ord i nary and m e r i t or i ous t o o b y

e i t — H art .

e ns t ei n v i pp 1 42 143
, . .
,
.

S EC TI ON 97
Kant s i nt e r est i n t h pr obl e m of m ral i nstructi on c ont i nu e d
’
e o

w i th i ncr as i ng v i g r and cl e arn e ss as may b e s e n i t h foll ow

e o ,
e n e

i n g s e l ct i o n fr m h i last gr e at w rk on e th i cal ph i l os phy b e i ng

e o s o o ,

t h e maj or p ort i n o f t h first s ct i o n o f t h e s c ond part

o e E th i cal e e ,

Me th o d l ogy o o f t h e M t p hy i ca l E lem en t
,
”
f Et hi c ( 1 7
e a H art s s o s

t
e ns e i n v i i,
pp 2 8 9.
— 2 97 .

Ethi ca l D i d a cti cs

S EC T ION 4 9
That v i rtu e must b e ac q u i r e d ( i n ot i nnat e) l i s i n t h e v e ry s e

natur e f i t s c nce pt w i th out th e r e b e i ng any n ce ss i ty t o r e f r t o

o o ,
e e

anthr op ol ogi cal kn wl e dge d r i v e d from e xp r i e nc e o e e

Vi t i t F t h e m ral faculty of m n W uld n ot b v i rtu e
.

r ue s no
or o e o e
Inna et
w e re i t n t pr duc e d by t h t ngt h f t h r es lu
.

o o e s re o e o

t i on i n t h e c onfl i ct w i th such p ow rful opp s i ng i ncl i nat i ns I t e o o .

i t h pr oduct f pur e practi cal r e as o n i n o far as t h e latte r i n

s e o ,
s ,

t h e c nsc i o usn e ss o f i t s sup e r i or i ty

o gai ns thr ough fre e d o m t h e ,

upp r hand ov e r th os i ncl i nat i ons

e e .

That v i rtu e can and must b e t ugh t foll ows naturally from t h e fact a

that i t i s n ot i nnat thus th e th ry of v i rtu e i s a d t i

e But eo oc r n e .

Vi t r ue a
b e caus p w er t carry ut t h rule s i n o t ac q u i r e d
o o o e e s

P d t f
ro uc oby m ans of t h s 1m p l e th e ry as t h w n shall
e e o o o o e

T mi g
ea n
c nduct h i ms l f i n or d r t c nform t t h i d e a f
o e e o o o e o

vi rtu t h e S t oi cs th ught that v i rtu e c ould n ot b e t ught by m re

e, o a e

r e pre s e ntati on o f duty by adm on i t i ons but that i t must b culti

, , e
2 80 E DU CAT I O N AL T HE O R Y O F I MMANUE L KAN T

S EC T ION 5 1
Th e first and m ost n e c e ssary d oct i n a l i nstrum e nt o f t h e th eo ry r

o f v i rtu e for t h e r a w pup i l i s a m o ral ca t echi s m Th i s must p r e .

A M l C t
or a
c e d e t h e r e l i g i o us cat e ch i sm
a e
and cann ot b e w ov e n ,

c hi m M t
s os i nt o th e t e ach i ngs o f r e l i g i o n as a m e r e i nt e rp olat i on ,

Im p t or a nt but must b e taught by i ts e lf and as an i nd e p e nd e nt ,

wh ol e for t h e trans i t i on fro m t h e th e ory of v i rtu t o re l i gi on can e

b e mad e o nly thr o ugh pur e ly m o ral pri nc i pl e s b e caus e oth e rwi s e ,

re l i gi o us cr e e ds w ould b e i mpure H e nce pre c i s e ly t h e gre at e st .

and m st w orthy th e ol ogi ans have h e s i tat e d t o draw up a cat e

o

ch i sm for that th e ory o f r e l i g i n re q u i r d by stat e laws and t o o e ,

v ouch fo i t y e t on e w ould b e l i e v e that th i s w e re t h e l e ast wh i ch

r

o n e w r e j ust i fi e d i n
e xp e cti ng from t h e gre at tre asure -h ous e o f
e

th e i r l earn i ng .

On t h e th e r hand a m o a l cate ch i sm as a foundati on of t h e

o ,
r ,

duti e s f v i rtu e m ee ts w i th n o such scrupl e s or d i fficulti e s b e

o , ,

caus e i t can b e d ev e l op e d fro m c omm n human u n o

d e t n d i n g ( o far as i t c ont e nt i s c onc e rn e d) and

rs a s s

m ust b e adapt e d t o th d i dacti c rul e s o f pr i mary i n e

structi n ( o far as t h e form i s c once rn e d) B u t t h e S cr ti c-di a l

o s . o a

ogi s t i c m e th o d d o s n t v o uchsafe t h e fo rmal pr i nc i pl e o f suc h i h

e o

struct i on f th i s purp os e b e caus t h e pup i l d oe s n ot kn ow h ow

or e

t o q u e st i on th e t e ach r i s t h e o nly q u e st i o n e r
e B u t t h e answ e r .

wh i ch h e m e th od i cally nti c e s from t h e pup i l s re as on must b e

e
’

c ouch d and pr e s e rv e d h e nc e c onfid e d t o h i s m e m o ry i n d e c i d d

e , , e ,

n ot e as i ly alt e r e d e xpr ss i ons ,

i n wh i ch parti cular t h e
e t h t i ca l ca ec e

m e th od d i ffe rs as w ll fr om t h e acr amati c ( wh r e i n th e t e ach e r

e o e

sp e aks al on e) as from t h e d i al og i sti c ( wh e re i n b oth parti e s q u e s

ti on and answ e r) .

S EC T IO N 5 2 .

Th e xp i m en t a l ( te chn i cal ) m e ans for t h e formati o n o f v i rtu e i s

e er

t h go d xa mp l e i n t h e t e ac h e r h i ms e lf ( t o b e o f e x e mplary gu i d
e o e
1

1
xampl
B ei sp i el
( e
) a G e rman w o rd
e wh i ch , , is usually e m
pl oy e d syn onym ously w i th Exemp el ( e x ampl e) i s , n ot re ally of th e
 SE LE CT I O NS 281

anc e) and t h e wa r ni nge xampl e i n oth ers for i m i tati on i s i n th e ,

y e t uncult i vat e d man t h e first e ffort o f w i ll t owards t h e ad opt i o n

,

of max i ms wh i ch b e subs e q u e ntly mak e s for h i m

Et h i l V l ca a ue
s e lf Th e c on t ract m g of habi ts I s t h e fou n d a t Ion o f
.
f th o e

a p e rs i ste nt i ncl i nat i o n w i th out any max i ms at all T h ea c

’
er s

by t h e fre q u e nt sati sfact i on of t h e i ncl i nati on and E x m pl

,
a e .

i t i s a m e chan i sm o f th e d i sp os i ti o n rath e r than a pr i nc i pl e of

t h e m od e o f th i nk i ng wh e re by for gett i ng b e c o m e s subs e q u e ntly
,

m or e d i fficult than lea n i ng But as t o t h e forc e of th e exa mp le

r .

e i t for g oo d or e v i l wh i ch may b e o ffe r e d t o o u r natural b e nt

( b )
for i m i tat i on o r for warn i ng that wh i ch oth e rs g i v e us cann o t
,

found max i m s of vi rtu e For th e s e max i ms c ons i st pr e ci s e ly i n

.

t h e subj e ct i v e aut on o my o f t h e pract i cal r e as on o f e ach i nd i v i dual

th e r e for e t h e l a w and n ot t h e b e havi or of oth e r m en must b e our
, ,

gu i di ng pri nc i pl e H e nc e t h e e ducat or w i ll n ot say t o h i s d em oral

.

i z e d pup i l
,
S e e t h e e xampl e that g oo d ( ord e rly i ndustr i ous ) b oy
,

gi ve s y ou for that w ould only caus e h i m t o hat e t h e g oo d b oy ,

b e caus e h e plac e s hi m i n a d i sadvantage ous l i ght Th e g o od e x .

ampl e (t h e e x e mplary c onduct) i s n ot t o s e rve as a patt e rn but ,

o nly as a pr oo f of t h e pract i cabl e n e ss o f that wh i ch duty d e mands

thus i t i s n ot t h e c ompari s o n w i th s om e oth e r man ( as h e i s ) but ,

w i th th e i d e a ( of h uman i ty) o f what h e sh ould b e h e nce wi th t h e ,

l a w wh i ch must supply t h e t e ach e r t h e n e v e r -fai l i ng standar d of

,

h i s i nstruct i on
.

sam e s i gn i ficanc e To tak e an Exemp el from s om e th i ng and t o

.
,

ci te a B ei sp i el i n e xplanat i o n of an e xpr e ss i on a r e t w o t otally

,

d i ffe r e nt c once pts A n Exemp el i s a parti cular cas e o f a p r a ct i ca l

.

rul e i n s o far as t h e latt e r re pre s e nts t h e pract i cab i l i ty or i m p ra c

,

t i c ab i l i t y o f an act i o n.A B ei sp i el o n t h e oth e r hand i s o nly t h e

, ,

parti c ular (con cr etum ) re pr e s e nt e d as c ontai n e d i n t h e g e n e ral a c

,

c ord i ng t o c onc e pts (a bs t a ctum ) and i s h e nc e only t h e th e oret i cal

r ,

r e pr e s e ntat i on of a c onc e pt [A n ot e by Kant]

. .
282 E DU CAT I O N AL TH E O R Y O F I MMANUE L KAN T

NO TE
Fr a gm en t of a Mor a l Ca t echi s m
Th e t e ach e r puts q u e st i ons t o h i s pup i l s r e as on ab out that wh i ch ’

h e w i sh e s t o t e ach h i m and wh e n t h e pup i l d oe s n ot kn o w h ow t o

,
]

answ e r t h e q u e st i on t h e t e ach e r sugg e sts t h e answe r t o h i m

,

( gu i d i ng h i s r e as o n
) .

Tea ch er — What i s y our gr e ate st y e s y o ur wh o l e d e s i r e i n l i fe ?

.
, ,

P up i l— ( i s s i l e nt) .

Th a ch e — That y ou may always hav e e v e ryth i ng y ou w i sh for

r . .

W hat i s such a c ond i ti on call e d ?

P up i l— ( i s s i l e nt) .

Tea ch er — It i s call e d happ i n e ss ( p e rp e tual pr o sp e r i ty j oy o us

.
,

l i fe c o mpl e t e c o nte ntm e nt w i th o n e s c ondi ti on ) Now i f y o u

,
’
.
,

h e ld i n y our hand all t h e happ i n e ss ( wh i ch i s p oss i bl e i n t h e

w orld) w ould y ou k ee p i t all for y ours e lf or w ould y ou d i vi d e i t
, ,

w i th y our fell ow m e n -

P up i l . I w o uld d i v i d e i t ; mak e o th e rs happy and c o nt e nt e d t oo

- .

Tea cher — That sh ows that y ou hav e a pr e tty g ood h ea t ; but l e t

. r

us s e e w h e th e r y ou hav e a g oo d u n d e s t a n di ng t oo W ould y ou r .

pr ov i d e a laz y man w i th s o ft p i ll ows s o that h e m i ght sp e nd h i s ,

l i fe i n sw e e t i dl e ne ss or k e e p a drunkard suppl i e d w i th w i n e a n d
,

what e ve r e ls e i s n e c e ssary for i nt ox i cat i on or g i ve a ch e at an ,

agre e abl e form a n d mann e rs w i th wh i ch t o outw i t oth e rs or t h e ,

v i ol e nt man b oldn e ss and a s tron g fist that h e b e abl e t o ove rp ow e r

‘

o th e rs ? Th e s e are m e ans wh i ch e v e ry on e d e s i re s i n ord e r t o b e

happy i n h i s o w n way .

P up i l — No n ot that , .

Tea che — S o y ou s e e that i f y ou had all t h e happ i n e ss i n y our

r .

hand and had th e b e st i nt e nt i ons i n th e w orld y ou w o uld n ot

, ,

hand i t ov e r t o ev e ry o n e w h o w i sh e d t o s e i z e i t w i th out c ons i d e r

’

ati o n but y ou w o uld first try t o find o ut h ow w orthy o f happ i n e ss

,

e ach on e was B ut y o u w o uld n ot h e s i tate first t o supply y o urs e lf

.

w i th e v e ryth i ng y ou th ought e ss e nti al t o y o ur o wn happ i n e ss

P up i l .
— Y es .
[ No

Tea cher — B u t . w ou ld i t n ot occur t o y ou t o ask y ours e lf wh e th e r

y ou d e s e rv e to b e happy o r n ot ?
2 84 EDU CAT I O N AL T HE O R Y O F I MMANUE L K AN T

c o ntr ols all nature and rul e s ,

the w orld w i th th e hi gh e st w i sd om ,

i n b e l i ev i ng i n Go d
P up i l .
— Y es w orks of nature wh i ch w e can
for w e s ee i n th e ,

j udge such d i ffus e d and d e e p w i sd o m as w e can e xp l ai n t o

,

o urs e lv e s i n n o oth e r way than as t h e unsp e akably gr e at art of a

W orl d C re at or fr om wh om th e n i n that wh i ch c once rns t h e m oral

-
, , ,

o rd e r i n wh i ch t h e gr e at e st o rnam e nt of t h e w or l d c ons i sts w e

, ,

ar e j ust i fi e d i n e xp e ct i ng an e ually w i s e rul e — na m e ly that wh e n

q , ,

w e d o n ot mak e o urs e lv e s u n w o t hy of happ i n es s wh i c h w e d o by

r ,

n t fulfill i ng ou r duty w e may h op e t o c om e i n for our shar e of i t

o
,
.

I n th i s cate ch i sm wh i ch must ,
carri e d ou t through all t h e be
art i cl e s of v i rtu e and of vi c e t h e gr e ate st att e nti on must b e d i re cte d
,

t o fo und i ng t h e l a w of duty n ot up o n t h e advantag e s ,

Th A i m f t h
or d i sadvantag e s wh i ch man w i ll r e ap fr o m i t s oh
e o e

C t hi m
a ec s
s e rvance but pure ly up on m oral p ri nc i pl e and that
.

th e s e advantage s or d i sadvantag e s b e m e nt i o n e d only i nci d e ntally ,

as i n th e ms elve s d i sp e nsabl e add i ti ons but wh i ch s e rve t h e palate ,

of t h e naturally w e ak as m e r e v e h i cl e s Th e s ha m efu l n es s n ot t h e
.
,

ha r mfu ln ess o f v i c e ( fo r t h e d oe r h i ms e lf ) must b e e ve r pr om i n e ntly

r epre s e nte d For wh e n t h e d i gn i ty o f v i rtu e i n acti ons i s n ot
.

e l e vat e d ab ov e all e ls e t h e i d e a o f duty i ts e lf d i sapp e ars and di s

,

s olv e s i nt o m e r e pragmati c pr e c e pts ; for th e n man s n ob i l i ty di s ’

app e ars from h i s ow n c onsci ousn e ss and h e i s c orrupt i bl e and for ,

sal e at t h e pri c e wh i ch s e ducti ve i ncl i nati ons o ffe r h i m Now .

,

wh e n thi s i s d ev e l op e d w i s e ly and at th e pr op e r t i m e fro m man s ,

’

ow n r e as o n acc o rd i ng t o t h e d i ffe r e nc e s i n a ge i n s e x and i n , ,

s oc i al status st i ll th e re i s s om eth i ng wh i ch must form t h e c onclu

,

s i on wh i ch st i rs t h e s oul d e e ply and s e ts man i n a p l ace wh e re h e

, ,

cann ot but r e gard h i ms e lf w i th t h e gr e at e st adm i rati on for h i s own

i nnat e d i sp os i t i ons t h e i mpr e ss i o n o f wh i ch n e v e r d i sapp e ars
,
.

Thus wh e n at t h e cl os e of h i s i nstructi on h i s dut i e s ar e o nc e

, ,

m or e summari z e d ( recap i tulate d ) i n th ei r o rd e r wh e n i n t h e cas e , ,

o f e ach o f th e m h e i s r e m i nd e d that all t h e e v i ls hardsh i ps and

, , ,

su ffe r i ngs of l i fe e v e n t h e thr e at of d e ath wh i ch may c om e t o h i m

,
 SE LEC T I O NS 285

just b e caus e of h i s ob e d i e nce t o duty cann ot r ob h i m of th e c on

,

s c i ou s n e s s that h e i s sup e r i or t o and mast e r of th e m all th e q u e s

,

t i on ari s e s at once : What i s i t w i th i n y ou wh i ch b e l i ev e s i ts e lf

abl e t o c ombat all t h e p o w e rs o f nature i n and ar o und y ou and t o ,

c on q u e r th e m wh e n th ey opp os e y our m oral pri nc i pl e s ? Wh e n

th i s q u esti on wh os e s oluti on e nti re ly transc e nds t h e p ow e r of
,

sp e culati v e re as on and wh i ch y et ar i s e s o f i ts e lf i s lai d t o h e art

, , ,

t h e i nc ompr eh e ns i b i l i ty i n th i s s e lf-kn owl e dg e must g i v e t h e s oul

an e xaltati o n wh i ch e xc i te s i t t h e m ore strongly t o th e obs e rvanc e
o f i t s d ut i e s t h e m o r e i t i s attack e d .

I n th i s cate ch e ti cal m oral i nstruct i on i t w ould b e o f gre at valu e

t o m oral e ducati o n t o ra i s e s om e casu i sti c q u e st i ons at e ach analys i s
o f duty and t o l e t t h e ass e mbl e d ch i ldr e n t es t th e i r
,

und e rstand i ng h ow e ach on e w oul d thi nk t o s olv e

,

th e e nsnar i ng pr o bl e m gi ve n h i m . Not o nly b e caus e

th i s i s a culture of th e r eas on b e st su i t e d t o th e ab i l i ty of a n un i n
form e d p e rs on ( b e caus e r e as on can d e c i d e much e as i e r i n q u e s
t i ons as t o what duty i s than i n re gard t o sp e culati ve q u e sti ons) ,

a n d h e nc e t h e m o st fe as i bl e w a y of sharp e n i ng t h e und e rstand i ng

o f y outh g e n e rally but e sp e c i ally b e caus e i t i s man s natur e t o

’
,

l ove that i n t h e study of wh i ch h e has ac q ui r e d syst e mat i c kn owl

e dg e ( i n wh i ch h e i s n ow w e ll p o st e d ) and thus t h e pup i l i s by
, ,

such e x e rci s e s as th e s e drawn unconsc i ously i nt o th e i nt e re st of

,

m oral i ty .

B ut i t i s of t h e gr e at e st i mp ortance i n e ducat i on n ot t o m i x th e
m oral cat e ch i sm w i th t h e r e l i gi ous cate ch i sm (t o amalgamate th e m) ,

much l e ss t o l et th e form e r foll ow t h e latt e r but rath e r always t o

mak e th e form e r v e ry cl e ar w i th t h e gr e ate st i ndustry and m i nut e
,

n e ss of d e tai l For w i th out th i s re l i gi o n w i ll r e sult i n n oth i ng

.
, ,

but hyp ocr i sy maki ng on e ackn owl e dg e on e s duti e s fr o m fe ar and

,
’

pre te nd t o sympath i z e w i th that wh i ch i s n ot i n on e s h e art ’

.
 M ORA L I NS T R U CT I ON A N D MET A
P H Y S I CS

I N add i ti on to th e s el e ct i o ns
pr e c e d i n g group t h e foll ow
in th e ,

i n g fr o m The Met ap hy s i cs of Mor a l s ( 1 7 97 ) cl e arly sh o w Kant s

’

c onc e pti on of th e i nd e p e nd e nc e of e th i cal pri nc i pl e s of all anthr o

p ol ogi ca l c o ns i d e rat i o ns and i n turn th e d e p e nd e nce of a tru e
, , ,

p e dag o gy of m orals up on th e c onstruct i ons of a gu i d i ng m e ta

phys i cs .

Th e c ounte rpart of a m e taphys i cs o f m orals as t h e oth e r p orti on ,

of th e d i v i s i o n o f pract i cal ph i l o s ophy i n g e n e ral w o uld b e m o ral ,

anthrop ol ogy wh i ch w ould c ontai n o nly t h e s u b

,

M l
or a
e ct i v e c o nd i t i o ns t h e fav o rabl e as w e ll as t h e u n
A t h p l gy
n ro o o
j ,

fav orabl e of t h e ea li a ti on of th e laws of t h e first

.

,
r z

part i n human nature t h e cre ati o n e xte ns i on and stre ngth e n i ng

, , , ,

o f m o ral pr i nc i pl e s ( i n t h e e ducat i o n o f th e sch oo l and publ i c i n

structi on ) and oth e r s i m i lar te ach i ngs and rul e s wh i ch a r e bas e d

,

o n e xp e r i e nc e and wh i ch ar e i nd i sp e nsabl e but wh i ch abs olut e ly

, ,

must n ot b e pre m i s e d b e for e m etaphys i cs or b e m i x e d w i th i t for ,

o th e rw i s e o n e runs t h e dang e r o f pr o duc i ng fals e or at l e ast i h ,

d u l ge n t m oral laws wh i ch r e pr e s e nt as unattai nabl e that wh i ch i s

,

n ot attai n e d s i mply b e caus e t h e l a w i s n ot i ntu i t e d and s e t fo rth

i n i t s puri ty ( i n wh i ch als o i t s stre ngth c ons i sts ) or e nt i r e ly c o un ,

t e r fe i t or i mpur e m o t i v e s ar e e mpl oy e d for that wh i ch i n i ts e lf i s

conformabl e t o duty and g ood and wh i ch l e av e s r e mai n i ng n o ,

s e cure m oral pri nci pl e s n e i th e r as a gu i d e for cri ti ci sm n or as a

di sc i pl i n e o f t h e m i nd i n th e pursu i t of d uty wh os e rul e must ,

abs olute ly b e gi v e n a p r i o i only thr ough pur e re as on —In t rod u c

r .

t i on H arte nste i n vi i p 1 4
, , . . .

2 86
 C ONS CI EN CE

CO N S CI E N CE was t o Kant a psych ol og i cal t ok e n of t h e val i d i ty of

h i s d i st i ncti o n b e twee n ph e n o m e n o n and n o um e n on b e tw e e n ,

m e chan i sm and fre e dom b e tw e e n natur e and re as on H i s furth e r

, .

characte ri z at i o n of th i s faculty wh i ch w i ll thr ow l i ght up on i ts

,

tre atm e nt i n t h e Lectur e-Not es i s found i n th e fo ll ow i ng s e l e cti ons

,

W i th th i s agr e e p e rfe ctly th e j u d i ci al e xpr e ss i ons of that w on

d er ful p ow e r i n us wh i ch w e call c o nsc i e nc e T h ere are i n
c o nsci e nc e stanc
an
e s wh e r e m e n fr o m th e i r e arly ch i l dh oo d e v e n
, ,

I t
n e rn a l w i th a bri ng i ng up wh i ch was profitabl e t o oth e rs
-
,

Pw
o er .

sh ow wi ck e d n e ss s o e arly and c ont i nu e t o d ev e l op

,

thus t o maturi ty that th e y a re c o ns i d e re d b orn rascals and s o

, ,

far as th ei r m o d e of th o ught i s c onc e rn e d q u i t e i nc orri g i bl e ; ,

but at th e sam e t i m e th e y a r e j udge d for that wh i ch th e y d o or

l e av e und on e th e i r o ffe nc e s a r e c e nsure d as gui lt y e s th e y (t h e
, , ,

ch i ldr e n) th e ms e lv e s re gard th e s e r e pr oo fs as w e ll found e d as ,

th ough th e y i n sp i t e o f t h e h op e l e ss natural characte r i sti cs of

,

m i nd attri but e d t o th e m w e r e j ust as r e sp ons i bl e as any oth e r

,

p e rs on Th i s c o uld n ot o ccur i f w e d i d n ot pr e supp os e that e very

.

th i ng whi ch ari s e s fro m th e i r ch oi c e ( as w i th out d oubt e ve ry , ,

i nte nti onally e x e cut e d acti on d oe s ) i s bas e d up on a free causal i ty ,

wh i ch fr o m e arly y o uth e xpre ss e s i t s charact e r i n i t s man i fe stat i ons

e act i o ns ) o P a ct i ca l R eas on H ar n
( t h . C r i t i qu e f ( 1 7 r te

ste i n v pp 1 0 2 1 0 4
, . .
,
.

C onsci e nc e an ac q u i s i ti on and th e r e i s n o obl i gati on t o

is n ot ,

acq ui re i t but ev e ry man as an e th i cal b e i ng has i t ori gi nally i n

, ,

h i m s e lf . To b e b ound i n duty t o c o nsc i e nc e i s as much as say i ng ,

2 88
 SE LEC T I O NS 2 89

to h ave t h e duty t o r e c ogn i z e duti e s C onsci enc e . i s an un

fai l i ng fact n ot an obl i gati on and duty
,
A lack of con s ci en
.

t i ous n e s s i s n ot lack of c onsc i e nc e but an i ncl i n at i o n n ot t o r e sp e ct

,

i t s judgm e nts — The Met ap hy si ca l El em en t s of Et hi cs I ntr oduct i on ,

H art e nst e i n vii p 2 04

, . . .

Th e c onsc i ousn e ss of an i nner tr i buna l i n man ( b e fore “

wh i ch h i s th oughts accus e or j ust i fy on e a n oth e r ) i s cons ci en ce

”
.

Th i s ori gi nal i nt e ll e ctual and (s i nc e i t i s t h e i d e a of duty) m oral

capac i ty call e d cons ci en ce has th i s p e cul i ari ty that alth o ugh i t s
, , ,

bus i n e ss i s a bus i n e ss of a man w i th h i ms e lf h e i s obl i g e d by h i s

,

r eas on t o l ook up on i t as carri e d on at t h e c ommand of a n ot he r

p er s on. F o r t h e transact i o n i s h e r e th e c onduct o f a l a w -ca s e

b e for e a j ud ge
( ca u sa
) .

S o must c onsc i enc e b e t h o ugh t o f as t h e subj e cti v e pr i nci

p l e o f a r e sp o ns i b i l i ty for o n e s d
’
e e ds b e fo r e G o d w h
,
i c h h as t o be

fulfi l l e d — Ib i d vi i pp 2 45 2 4 6
.
, . .
, .
 M ETH OD I N [ ES TH ET I C IN S TR U C
T I ON

ME T H O D O LO GY O F T AST E
TH E d i vi s i on o f a cr i ti qu e i nto e l e m e nts and m e th od ol ogy wh i ch ,

p r e c e d e s sc i e nc e cann
, o t b e appl i e d t o th e cr i t i q u e o f ta s t e b e , .

A Tm e
caus e th e r e i s n ot ,and cann ot b e a sc
, i e nc e of t h e
p d g gy f
e a o o b e aut i ful and th e j udgm e nt o f tast e i s n ot d ete r
,

E th t
s e
j cs m i nabl e by p r i n c1pl e s F
.o r w hat p e rta i ns t o t h e
Im p o ss I bl e .

sc i e nt i fic i n e v ery art wh i ch ai ms at t u t h i n th e r

e xp os i t i on O f i t s O bj e ct i s i nd ee d t h e i nd i sp e nsabl e c ond i t i on
, , ,

con d i t i o s i n e qu a n on o f fi n e art but art ts lf Th r

( ) ,
n ot i e . e e is ,

th e re for e for fi n e art only a m a nn er (m od us ) n ot a m et hod of i ns t r u o

, ,

t i on (m et h od us ) .Th e mast e r must sh o w t h e pup i l what h e sh ould

mak e and h ow h e sh o uld mak e i t ; and t h e un i v e rsal rul e s t o ,

wh i ch h e finally r e duc e s h i s m e th od can s e rv e t o r e call up on occa

,

s i on i t s ch i e f m om e nts rath e r than d i ctate th e m t o th e pup i l But .

th e n h e r e w i th r e fe re nc e must b e mad e t o a c e rtai n i d e al wh i ch ,

art must hav e i n m i nd alth ough i t may n ev e r c o mpl e t e ly attai n

,

i t i n pract i c e . Only by awak e n i ng t h e i magi nat i on o f t h e pup i l

t o c on form i ty w i th a g i v e n c o nc e pt thr ough th e obs e rv e d i n s u ffi
,

c i e n c y o f t h e e xpr e ss i o n for t h e i d e a wh i ch t h e c once pt i ts e lf d oe s

,

n ot atta i n b e caus e t h e i d e a i s aesth e t i c and by sharp cri ti c i sm

, , ,

can i t b e prev e nte d that th e e xampl e s wh i ch a r e plac e d b e fore

h i m b e r e gard e d by h i m fo rthw i th as arch e typ e s and e v e n a s m o d e ls
for i m i tat i on subj e ct e d t o n o y e t h i gh e r n o rm a n d t o h i s o w n
cri ti c i sm and s o that g e n i us b e ch ok e d and als o w i th i t t h e fre e
,

d om o f t h e i mag i nati on i ts e lf i n i t s c onform i ty t o l a w w i th out ,

2 90
2 96 IN DEX

B i bl i g raphy on Kant
o

B i og raphy a n d e th i cal i nstruct i on

B i r d s i ng i ng
-

B ck
o

B o dy car e of
,

B ohm r e

B tany
o

B ii s ch i ng
Burge r

l Ol f, 10 6 , 13 7 , 14 0
96
C asu i stry valu e of
, 2 85
C at ech i sm of r i gh t 206
m o d e l of 2 80 fr
C haract e r 1 8 7 i f, 1 99, 2 0 3, 2 2 8 , 2 6 8 ff
C h i ld duty fo t h e
, r 191
d i ffe rs fr om t h ad ol e scent
e 192 1
C h i ldhood l i m i tat i ons of
, 1 96 f
C hurt on
C i t i enshi p
z

C i vi l i at i n and e ducat i on
z o 1 1 4 12 2 , 2 4 8 f
and mo rals 2 10
C lass i cs 88
C oeducat i n o 220
C om n i use 44
C onc pt tra i n i ng
e 2 32
C nsc i ence
o 2 15 , 2 8 8 f
C onstra i nt l 30 f 1 6 7 f
C o rr ct i ve i nstrum ents
e 145
C radl c ond emn ed
e 142
C r i cht on 2 45
Cr i t i q u e of J u d g m en t 48 6 1 8 7 i
Cr i t i qu e of P r a c t i ca l R e a s on 3o i , 4 8
Cr i t i qu e of P u r e R ea s on 30 f 4 8
Cr ugot t 2 05
C r y i ng 1 0 2 1 4 2 f, 149
C ult i vat i on 1 2 1 f, 2 4 7 f
C ultur e 1 6 3 f, 2 47
 INDEX 2 97

D ange rs in arly ducat i n

e e o

of fals e i mpr e ss i ons

IDes i r e s
De st i ny
D v l pm nt 6 0
e e o e , ( S e als o Evo l u t i o
. e n. )
D i gn i ty of human i t y 2 04
D i sc i pl i ne 1 0 1 ff , 12 1 12 7 1 4 9 f 1 7 9 18 5 2 2 5
v er s u s m o ral i t y 18 5
Di ss i mulat i n o 1 98
Di stract i on 17 4, 1 8 1
Di v i s i on of ducat i onal act i v i t i s
e e 7 3 ff, 1 0 1 1 0 6 12 1 1 2 7 1 7 8
D i v i s i ns of pract i cal e d ucat i on
o l 35 f
D raw i ng
Du p r oi x
Duty , ap ostr phe t o o

d ctr i n of i n p edagogy
o e ,

ve u
rs i ncl i nat i n
s o

v ers u s i nst i nct

t ach i ng t h e i d ea of
e

t owards God

E ducat i on
acc rd i ng t o a ge
o 10 1 , 197
sth e t i c
ae

an art 7 2 1 12 1 15
and c i vi l i at i on z 1 14
and th i cs e 6 2, 188 f
and pr og r e ss 2 38 ff
a n d psych l ogy o c2 , l e9 f
by gove rnm nts e

by par nts and pr i nc e s

e l l7 f
d p ends on t h e race
e 1 1 1 if
en d of 111
fo rms of
i d e al valu e of 6 8
i mp e r fe c t 1 10
i nt ell ectual 8 7 , 1 5 7 ff, 1 6 9, 18 0
 IN DE "
Educat i on l i m i ts f , o

man s gr eat e s t pr bl m
’
o e

n c ssary e e

n gat i v e e

f f l i ng
o ee

f w man
o o

r i g i n f all g d
o o oo

p r f cts m e e an

phys i cal d pract i cal an

p ss i bl o e

pr i vat n d publ i c e a

r cap i tulat i n th or y f h i nt d
e o e o , e

sh uld f ll w natur e
o o o

th ry f eo o

t wards fr d m
o ee o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Educat i nal act i v i t i s

o e

e xp r i m ents e

i nst i tut e

p stulat s o e 38 f
pr i nc i pl s e 70
6 6
E l qu n c
o e e 17 6
10 5 , 1 5 8
Em t i on
o 250 f
Envy 208
Erdmann 225
Eth i cal i d al i sm e 57
Eth i cs and p d a gog y e 2 7 0 ff
Ev lut i on th ry f and ducat i on
o , eo o , e 56 6 2 f lll i
Kan t s c ontr i but i n t ’
o o 57
Exa m pl e . 2 0 8 2 80 f
Exc e ss i v r e as n i ng
e o 1 84
study 16 8
12 5
E xp e rts ine ducat i on 12 0

Fe ar
Fe e l i n g as m ntal facult y e

e ducat i on f o
30 0 IN DEX
A
P GE

H app i ne ss 2 30 2 3 2
H ast i e
44 94 1 2 5 1 4 8 16 9 2 0 0
24
47
Hi st ory 17 3 18 1
97
Ho race 1 96
H or s t i g 15 0
H uman p r fect i on e and pr ogr e ss 2 38 fr
H uman i t y
d i gni ty of
ge rms i n
i d e a of
s e l f-d e p end ent
H umi l i ty

I dea ofuman i t y
h 1 16
Id al valu e o f e ducat i on
e

I magi nat i on 1 6 1 1 80
I m i tat i n o 111
Imp rat i v e s typ s o f
e ,
e 24 8
I mpr ss i nse o 228
I ncl i nat i on 189 f
I nd i v i dual a n d t h e race 77
ov e r mphas i e d
-e z 82
I nfl u enc e s on Kant s theory ’
22
I nst i nct 102
o f fr e d ome 104
s xuale 12 9
I nstruct i on 1 0 1, 10 6 , 1 2 7 , 16 4 ff
I nt e ll c te

I nt ell e ct ual e ducat i on 8 7 , 1 5 7 ff , 16 9

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
 IN DEX 30 1

P AGE
Kant a harmon i z e r 79
and R ouss au e 2 5 if
n ot a fo rmal i st 78
Kan t s ducat i nal th ory
’
e o e

ae sth t i c valu e s i n
e 90
r a t and c onduct i n 93
bas e d n fr ee d om
o 1 34
o n w i ll 5 4, 6 5
i n fl u nc d by h i psych l ogy
e e s o 52 f
l i mi tat i ns of
o

n ot syst mat i c
e

pr i nc i pl s of summar i d
e ,
z e

s ourc s of
e

synth s i s of volut i on a n d i d al i sm
e e e 57
t echn i cal t e rms i n 6 6 If 8 2 2 4 7 fi
‘

thr eefold foundat i on of 56

Kant s e ducat i nal p ostulat e s
’
o 38
e xp e r i e nc e as a t e ach e r

i d e a of woman . 85 f
i nt r e st i n e ducat i on
e l 9 f, 3 5
l i fe and i mp rtant wr i t i ng s
o 11 fi
‘

, 95 If
pass i on for analys i s 74
p e dagogy and ph i l s ophy o 33
phi l os ophy and e volut i on 6 1f
and m ental facult i es 48
i n outl i ne 3 0 if
psychol ogy 44 fi
‘

sch eme of facul t i e s 51 f

th eory of e volut i on 5 7 ff
Ki pp i ng 97
Kn wl e d ge and p ow er
o 17 6
d egr ee s o f 25 8 i
K rn e r
o 96
Kr oeger

Langua ge m et hods 17 2
L ead i ng-str i ngs 143
Le arni ng 10 6 f, 1 7 0 f, 1 8 5 , 2 2 7 , 2 29
30 2 INDEX

L e arn i ng and pract i ce

m thod i n
e

t o th i nk
Le c t u r e -N o t es on P e d a g og y
h i st ry f o o 1 5 ff 1 3 4 1 4 8 l 8 5 f
r e lat i n f t o Kant s ph i l s ophy
o o ,
’
o 33 f
translat i on f o 1 0 1—2 2 2
valu f R i nk s d i t i n e o
’
e o 73
L i cht nb r g
e e 16 5
L i f and d ucat i n
e e o 12 7
d m m ry
an e o 17 3
and ph i l s ophy o 42
L i ght
Li m i tat i ns f ch i ldh d
o o oo

f Kant s th ry
’
o eo

L i t rar y class i cs
e

L ogi c
L gi cal m th o d s
o e

Ly i ng

an i mals
v er s u s

d p nd n t n ducat i n
e e e o e o 10 7
m ral natur o f
o e 1 18
n n m ral by natur
o - o e 2 10
f natur
o e 229
t b m ralo e o 1 13
Mann rs e 22 7
18 1
M athe mat i cs l 7 5 1f
M ax i m . 1 7 9 f, 1 8 5 f
Mc In t y r e 97
M e chan i cal m e th o ds 17 3
M e chan i sm .

Me i e r
Me mo ry 5 3, 1 5 7 1 7 0 , 1 7 2 f, 18 0 2 5 2 ff
tra i n i ng
Me nd l ss oh n
e

Me ntal cultur e 14 8 ff, 1 5 7 ff , 1 6 4, 1 6 9 ff 1 7 8 , 2 7 7

30 4 IN DEX

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

N
N a t u r a l ph i l os ophy
puni s h m nt e

N a t ur e 39 6 0 1 0 2 1 1 5
.
, , , , 1 2 9 f, 14 1, 1 4 6 , 16 3 f, 2 1 0 , 2 1 3, 2 2 9 f, 2 34
N c ss i ty f ducat i n
e e o e o 6 6
of g d pr i nc i pl e s
oo 2 11
Neg at i v e ducat i one 14 1 , 1 4 8 , 1 5 5 ff
pun i shm nt e 1 95
No rmal sch ools 12 5
N ov l -r e ad i ng
e 17 4, 2 5 4
Nov e ls 2 30
N urs i ng 137
Newt on 2 16

1 30 , 18 8 if, 1 92
207
17 3
17 6

a
P in
P amp e r i ng 15 1
P ar e nts 1 0 2 , 1 1 1, 1 1 6 f, 1 2 7 , 14 8 , 197
P at i nc e
e 15 4
P auls e n 24
P da gog y
e 132 18 8 f
n d e th i cs
a 2 7 0 ff
P e r f ct i on of man
e 1 0 7 f, 2 3 8 ff
P e stal oz z i 12 0 , 1 7 3
Ph i l a n t h r Op i n i s t s 22
P h i l a n t h r op i n u m 1 1 9, 1 2 6 , 15 9
l t t e rs
e on 2 4 2 ff
P h i ll i ps on . 97
 IN DEX 305

P ih los oph i cal bas i s of Kan t s theory ’

Ph i l s phy and l i fe
o o

a n d p e da g g o 36 f
y
p dag g y f
e o o 2 6 3 if
P hys i cal e ducat i n o 1 34
n egat i v e 1 4 8 ff
o f t h e s oul 16 4
p os i t i v e 1 5 8 ff
ut i l i ty f o 1 37

g e ograp h y 17 5 2 5 6 f
h ard e n i ng 147
pun i shment 1 91
Pi ctur s e 18 1
P i t i sm
e 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 3 f, 2 1 5
1 83
16 1 1 6 4 16 6 f
in e ducat i nal m th od o e 16 5
P l e asur e 15 3
P o s i t i v e pun i shm nt e 1 95
P o ss i b i l i ty of e ducat i n o 6 7
P o stulat s o f e ducat i on
e 38
P ow r and k n wl dg
e o e e 17 6
P ract i cal ducat i on e 134 1 6 4 1 98 f
P ract i c e and l arn i ng e 183
P ra gm at i c cultur e 13 5
P r c o c i ty
e 197
P r i m i t i ve man 10 3
P r i nc s e 1 1 7 1 19
P r i nc i pl e s n e c e ssar y 2 11
f ducat i n
'

o e o 70 fi
v er s u s f e l i ngs e 275
P r i vat e ducat i o n
e 12 7 f
P r og r ss
‘

e 2 38 fi
P r o sch
P rov i d e nc e

P sych ol ogy and e d u ca t 0

Ion

n t a sc i enc
o e

P ubl i c e ducat i o n

p r e fe rab l 1 2 9, 1 32
30 6 INDEX

P un i shm nt e

n egat i v and p os i t i ve e

phys i c al a nd moral

R ace 6 0 f, 7 7 , 10 3
p edag gy o 8 3 l l l f, 2 4 1
B aum e r v n ,
o 2 42
R awn ss e 10 3 1 0 5 1 0 8
12 2
38 1I 1 0 2 1 7 0 1 8 2 1 8 4
Re cap i tulat i on i d e a , of 1 14
R e fl ct i on
e 130
R eb o r n 97
l
R e i gi o n and moral i t y 2 14
and th l gy eo o 211
R l i g i ous ducat i o n
‘

e e 2 11 fi
i nstruct i n o

R v olut i n i n sch o ls n e c e ssary

e o o 2 42
R h e t or i c 17 6
R i cht e r 98
R i gh t cat e ch i sm f
,
o 205
R i nk 1 7 7 3 1 34 1 4 8
R o s nk rane z 13 7
R o uss eau 6 , 5 9, 1 0 5 , 1 1 8 , 1 2 9, 13 7 f,

S al i s v on ,

S ch i ll e r
S chl e i e rmach e r
S c h Ol z er

S ch olast i c cultur e
S chool i ng e p ochs i n ,

S ch ools
S c i enc e
nstruct i n
i o

f ducat i o n
o e 7 0 , 1 34
S g ne r
e
30 8 INDEX
P AGE
Th eory of e ducat i n o 109
Th i nk i ng
Th or oughne ss
T i me l i mi t of e ducat i n o

Tra i n i ng 1 0 4 10 6 123 2 2 5
t h e s e ns e s 16 0
Translat i ons of Kant s wr i t i ngs
’
95 f
Tut o r
Ty p es of act i v i t i es 7 5 , 1 0 1, 10 6 ,
12 1

Und e rstand i ng 5 3 , 1 7 0 f, 1 7 7 , 1 8 2
Un i ty of l e arni ng 229
Un i ve rs i t i e s 12 0 , 2 6 4
Unt ruth ful n ess 186

V a lu e of e duca t i on 6 8
l 93 f
209
V i rtu e m e thod
, of t e ach i ng 278 i
V i rtu e s 2 10
V i s i on 1 49
98
V ogt 96 135 148 2 2 5
V oluntary movem ent 15 9
Vo luptu ousness 2 19 f

W ats on
Whi ms
Wi ldn ess ( S ee
. R a wn es s .
)
Wi ll 5 4, 6 5 , 1 0 3 f
br ak i ng
e 1 4 9, 1 5 4
firmn ss of e 20 1 f
tra i n i ng . 105 f
Wi llmann . 97
 IN DEX 30 9
P A GE

Wi sd om
l 7 o f, 18 0
W o l ff , C . 45
Wol ff , F C . . 58
Wo l k e 2 45
Woman d ucat i n
,
e o of 84 i
natur e of 226 , 229 f
Wo r k 1 6 4 , 16 6 f, 2 3 6
Wr i t i n g

Z i eg ler

TH E END