Immanuel Kant 17241804

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Immanuel Kant (1724-1804)
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Immanuel Kant (1724-1804)
Kritik der reinen Vernunft, 1781 Kritik der
praktischen Vernunft, 1788 Kritik der
Urteilskratf, 1790 Über Pädagogik
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Immanuel Kant Prolegomena

• This Antinomy - that is, this systematic
  conflict between dialectical assertions and their
  contradictories - is not something I thought up
  to amuse myself it is grounded in the nature of
  human reason, which means that it cant be
  avoided or brought to an end
• ()
• 3. Thesis There are in the world causes
  through freedom. Antithesis There is no
  liberty all is nature.
• 4. Thesis In the series of the worlds causes
  there is some necessary being.
• Antithesis There is nothing necessary in the
  world in that series everything is contingent.

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The problem of freedom

• Human is a citizen of two kingdoms
• She is a citizen of the kingdom of freedom and
  she is a citizen of the kingdom of necessity.
• In the sphere of necessity the causality of
  nature prevails determinism
• In the sphere of freedom the causality freedom
  prevails indeterminism

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Human is citizen of two kingdoms

• She is citizen of the kingdom of freedom and
  she is a citizen of the kingdom of necessity.
• In the sphere of necessity the causality of
  nature prevails determinism.
• In the sphere of freedom the causality freedom
  prevails indeterminism.

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Determinism

• Everything in a world happens according to
  causal laws of nature. Causal causes determines
  beforehand everything that happens in the future.
  There is no freedom and contingency. Imagine the
  moment of time T1. If know every facts in the
  moment of T1, you can predict any happening in
  the moment of T2 and T2 is any moment in the
  future - next hour, next millennium etc. And the
  future happening could be your thought or weather
  or speed and location of certain electron etc.

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Indeterminism

• There is real contingency in the nature.
• Human can in suitable circumstances put forward
  some sequel of events just by the power of will.
  That is why mature humans are responsible for
  their actions.
• According to incompatibilist view the moral
  responsibility requires free will and
  indeterminism. Compatibilists maintain that
  determinism is compatible with free will.

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Kants notion of freedom

• In the Critique of Pure Reason Kant
  distinguishes between the transcendental idea of
  freedom, which as a psychological concept is
  "mainly empirical" and refers to "the question
  whether we must admit a power of spontaneously
  beginning a series of successive things or
  states" as a real ground of necessity in regard
  to causality, and the practical concept of
  freedom as the independence of our will from the
  "coercion" or "necessitation through sensuous
  impulses." Kant finds it a source of difficulty
  that the practical concept of freedom is founded
  on the transcendental idea of freedom, but for
  the sake of practical interests uses the
  practical meaning, taking "no account of its
  transcendental meaning", which he feels was
  properly "disposed of" in the Third Antinomy, and
  as an element in the question of the freedom of
  the will is for philosophy "a real
  stumbling-block" that has "embarrassed
  speculative reason.
• Source http//en.wikipedia.org/wiki/KantIdea_of_
  freedom

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Kant What is Enlightenment

• Enlightenment is man's emergence from his
  self-imposed immaturity. Immaturity is the
  inability to use one's understanding without
  guidance from another. This immaturity is
  self-imposed when its cause lies not in the lack
  of understanding, but in the lack of resolve and
  courage to use it without guidance from another.
  Have courage to use your own understanding!

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Pedagogical Paradox A Kantian Problem

• - Freedom and autonomy of a person is the
  purpose of education but in same time freedom are
  presupposed in education. How does freedom grows
  from the power? For Kant it was not a problem.
  Children are not persons and they learn to be
  free trough authoritarian education. It is a
  paradox.
• Michael Uljens The educating act (Aufforderung)
  presupposes autonomy and self-reflection, in
  other words,
• presupposes the very existence of that which
  coming to existence it is trying to facilitate.
  Explicated differently the pedagogical paradox is
  related to the subjectivity of the individual In
  order for education to be possible there must be
  a somebody who's reflection is provoked, but
  simulta-
• neously it is thought that the individual
  becomes a some-body, i.e. develops a personality,
  through education.
• http//www.pesa.org.au/html/documents/2001-papers/
  uljens-michael-subjectivitiy.pdf