Shanina A. REVISITING THE PROBLEM OF THE FUTURE AND THE FUTURE OF PEDAGOGICAL SCIENCE THROUGH THE PRISM OF THE PHILOSOPHY OF IMMANUEL KANT AND HIS FOLLOWERS // Studia Humanitatis Borealis. 2024. Vol. 1. № 4. P. 11‒18.
DOI: 10.15393/j12.art.2024.4163
Issue № 4
PHILOSOPHY
REVISITING THE PROBLEM OF THE FUTURE AND THE FUTURE OF PEDAGOGICAL SCIENCE THROUGH THE PRISM OF THE PHILOSOPHY OF IMMANUEL KANT AND HIS FOLLOWERS
| Shanina Anna | Candidate of Pedagogical Sciences, Senior Lecturer, Department of Foreign Languages, Murmansk State Pedagogical University, Murmansk, Russian Federation, anna_shachina@mail.ru |
| Ключевые слова: transcendental philosophy pedagogy productive approach in education the future humanity personality freedom cosmopolitanism mutual recognition relations kingdom of goals moral sense categorical imperative sensual preparation for morality | Аннотация: The author of the article attempts to comprehend the purpose and prospects of humanity and an individual through the prism of the philosophy of Immanuel Kant and his followers. It is shown that Kant sees two mutually exclusive possibilities for the development of civilization: the realm of goals in the eternal world, or callousness, savagery and, in the end, “eternal peace” in the universal cemetery. In this regard, Kant demands that pedagogy, which he considers the most difficult of arts, become a science. The dialectical method is used to comprehend Kant’s treatise “About the Pedagogy” published by Theodor Rink on the basis of Kant’s recorded lectures, since it is clear from this work that Kant sees a person as a citizen of two worlds: the world of nature and the world of freedom, that is, he endows a person with the qualities characteristic of the intelligible world we conceive. Thus, the author of the article warns against the possible false impression that this work is a project of Kant’s empirical pedagogy. The author of the article provides justification for the fact that Kant’s pedagogical theory and his transcendental philosophy cannot be considered separately, because they are interdependent and interdetermined. In this regard, the author examines some of the difficulties of understanding and mistakes in the interpretation of Kant’s philosophical and pedagogical ideas by scientists and teachers without proper philosophical education. Kant can rightfully be considered the founder of a productive approach in education, which holds the future of pedagogical science. His philosophical and pedagogical views were developed, among others, by Theodor Litt, as well as emigrant philosophers who returned from America after World War II, especially Theodor Adorno, Erich Fromm, and are currently successfully developed by the contemporary leaders of the Frankfurt School. © Petrozavodsk State University |
Is received: 27 december 2024 year Is passed for the press: 27 december 2024 year | |
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