Studies in Philosophy and Education 26 (4):335-344 (2007)

Immanuel Kant is often viewed by educational theorists as an individualist, who put education on “an individual track,” paving the way for political liberal conceptions of education such as that of John Rawls. One can easily find evidence for such a view, in “Answer to the Question: ‘What is Enlightenment?’,” as well as in his more metaphysical, moral inquiries. However, the place of reason in Kant’s philosophy––what I call the “autonomy of reason”––spells out a negative rather than positive conception of freedom, from which stems a less individualistic or political liberal education than many presume. I cite both well known and lesser known works in the essay to demonstrate that Kant defended universal freedom only as a means towards developing the “autonomy of reason”, and I consider comparatively the education it entails with that spelled out by Rawls, despite the common conflation of the two.
Keywords Kant  Education  Philosophy  Rawls  Kantianism  Constructivism  Methodology  Epistemology  Public education  State  Liberalism
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DOI 10.1007/s11217-007-9045-3
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References found in this work BETA

Political Liberalism.John Rawls - 1993 - Columbia University Press.
Justice as Fairness: A Restatement.John Rawls (ed.) - 2001 - Harvard University Press.
Critique of Practical Reason.Immanuel Kant - 1788 - Hackett Publishing Company.
Political Liberalism.J. Rawls - 1995 - Tijdschrift Voor Filosofie 57 (3):596-598.

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Academic Freedom of Students.Liz Jackson - 2021 - Educational Philosophy and Theory 53 (11):1108-1115.

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