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    On Education by Immanuel Kant - Delphi Classics (Illustrated)
    On Education by Immanuel Kant - Delphi Classics (Illustrated)
    On Education by Immanuel Kant - Delphi Classics (Illustrated)
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    On Education by Immanuel Kant - Delphi Classics (Illustrated)

    By Immanuel Kant

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    This eBook features the unabridged text of ‘On Education by Immanuel Kant - Delphi Classics (Illustrated)’ from the bestselling edition of ‘The Collected Works of Immanuel Kant’.

    Having established their name as the leading publisher of classic literature and art, Delphi Classics produce publications that are individually crafted with superior formatting, while introducing many rare texts for the first time in digital print. The Delphi Classics edition of Kant includes original annotations and illustrations relating to the life and works of the author, as well as individual tables of contents, allowing you to navigate eBooks quickly and easily.

    eBook features:
    * The complete unabridged text of ‘On Education by Immanuel Kant - Delphi Classics (Illustrated)’
    * Beautifully illustrated with images related to Kant’s works
    * Individual contents table, allowing easy navigation around the eBook
    * Excellent formatting of the textPlease visit www.delphiclassics.com to learn more about our wide range of titles
    LanguageEnglish
    PublisherPublishdrive
    Release dateJul 17, 2017
    ISBN9781788777285
    On Education by Immanuel Kant - Delphi Classics (Illustrated)
    Author

    Immanuel Kant

    Immanuel Kant was a German philosopher and is known as one of the foremost thinkers of Enlightenment. He is widely recognized for his contributions to metaphysics, epistemology, ethics, and aesthetics.

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      On Education by Immanuel Kant - Delphi Classics (Illustrated) - Immanuel Kant

      The Collected Works of

      IMMANUEL KANT

      VOLUME 16 OF 19

      On Education

      Parts Edition

      By Delphi Classics, 2016

      Version 1

      COPYRIGHT

      ‘On Education’

      Immanuel Kant: Parts Edition (in 19 parts)

      First published in the United Kingdom in 2017 by Delphi Classics.

      © Delphi Classics, 2017.

      All rights reserved.  No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of the publisher, nor be otherwise circulated in any form other than that in which it is published.

      ISBN: 978 1 78877 728 5

      Delphi Classics

      is an imprint of

      Delphi Publishing Ltd

      Hastings, East Sussex

      United Kingdom

      Contact: sales@delphiclassics.com

      www.delphiclassics.com

      Immanuel Kant: Parts Edition

      This eBook is Part 16 of the Delphi Classics edition of Immanuel Kant in 19 Parts. It features the unabridged text of On Education from the bestselling edition of the author’s Collected Works. Having established their name as the leading publisher of classic literature and art, Delphi Classics produce publications that are individually crafted with superior formatting, while introducing many rare texts for the first time in digital print. Our Parts Editions feature original annotations and illustrations relating to the life and works of Immanuel Kant, as well as individual tables of contents, allowing you to navigate eBooks quickly and easily.

      Visit here to buy the entire Parts Edition of Immanuel Kant or the Collected Works of Immanuel Kant in a single eBook.

      Learn more about our Parts Edition, with free downloads, via this link or browse our most popular Parts here.

      IMMANUEL KANT

      IN 19 VOLUMES

      Parts Edition Contents

      The Books

      1, Universal Natural History and Theory of Heaven

      2, Dreams of a Spirit-Seer

      3, Dissertation on the Form and Principles of the Sensible and the Intelligible World: Inaugural Dissertation 1770

      4, Critique of Pure Reason

      5, Prolegomena to Any Future Metaphysics that Will Be Able to Present Itself as a Science

      6, An Answer to the Question: What Is Enlightenment?

      7, Idea for a Universal History with a Cosmopolitan Purpose

      8, Fundamental Principles of the Metaphysic of Morals

      9, Metaphysical Foundations of Natural Science

      10, Critique of Practical Reason

      11, Critique of Judgement

      12, Religion Within the Bounds of Bare Reason

      13, Perpetual Peace

      14, Metaphysics of Morals: The Philosophy of Law

      15, Of the Injustice of Counterfeiting Books

      16, On Education

      The Criticism

      17, The Criticism

      The Biographies

      18, Memoir of Kant by Thomas Kingsmill Abbott

      19, Immanuel Kant by Robert Adamson

      www.delphiclassics.com

      On Education

      Translated by Annette Churton

      CONTENTS

      INTRODUCTION

      TRANSLATOR’S PREFACE

      CHAPTER I: INTRODUCTION

      CHAPTER II: PHYSICAL EDUCATION

      CHAPTER III: INSTRUCTION (CULTURE)

      CHAPTER IV: CULTIVATION OF THE MIND

      CHAPTER V: MORAL CULTURE

      CHAPTER VI: PRACTICAL EDUCATION

      INTRODUCTION

      Nearly a century after its original publication in Germany Immanuel Kant über Pädagogik is now for the first time presented to English readers in the translation made by Miss Annette Churton. The little work, as is well known, was not compiled for publication by the master himself. In the last years of his long life he handed over to his younger friend and former pupil, Theodor Rink, the notes he had written for his professorial courses on Physical Geography and on Pædagogics, and commissioned the latter to select and compile from the loose leaflets as much as he thought might prove serviceable to the reading public. Rink set to work and brought out the notes on education in 1803, the year before Kant’s death. The lectures, it seems, were not intended, nor à fortiori the notes, to give an exhaustive theory of education, nor do they  present any well-formulated body of philosophical doctrine based on either metaphysical or psychological or sociological data. Kant’s chair at Königsberg University was that of logic and metaphysic, but his lecturing work — both as professor and, before that, as Privat-docent — included a number of subsidiary subjects. During the last quarter of the eighteenth century pædagogics was included as a subject of instruction in the university, certain professors taking it in turn to deliver a course of lectures thereon. When the course fell to Kant he conformed, as was his wont, to the not unusual custom of taking a standard text-book on his theme — in this connection it was that of his colleague, Prof. Bock, Ueber die Erziehungskunst (Königsberg, 1780) — as a nominal guide to procedure. But he did not allow the exposition of the book to hamper him in the original and constructive treatment of his subject. There is, indeed, no very apparent trace of Bock in these notes. The text-book, being in his hand and accessible to his hearers, probably required no memoranda for exposition and criticism of it. Whether he expounded and criticised or not, the legacy transmitted through  his pupil to posterity consists simply of a number of independent reflections, of criticisms not relating to Bock, of series of apophthegms, suggestive points, aperçus, with here and there digression and repetition. Above all we feel that, according to his usual method, the master is addressing the average youth among his listeners. The toughest things of the Critiques are not drawn upon, nor is there any terminological paraphernalia to deter the listener. The Kantian ethic is there, right enough, but the teacher is feeling out after a theory of education. He is deeply interested in his theme, but his attitude towards it is inductive and experimental. He realised its importance and the magnitude of its issues, but also the imperfect and provisional nature of existing conclusions on the subject. There was his nine years’ experience as a private tutor to correct any rash theorising — he used to say he had never been able to apply his own precepts in any specific case among his pupils! And his long academic career must have afforded him very  varied insight into the nature of youthful development.

      But it was above all the time and the man that left the thoughtful minds of the last quarter of the eighteenth century no option but to be intensely concerned with the problem of education. The doctrine of the rights of man, the conviction of the worth of the individual as such, was taking flesh to dwell among us. The child too, quâ child, had rights to be let live his child-life and enjoy his youth. Laissez mûrir l’enfance dans les enfants! pleaded the book which was the charter of the rights of the child — I allude, of course, to the Émile — they have their own ways of seeing, thinking, feeling. Be not for ever seeking the man in the child, heedless of what the child is in and for himself. He is not simply ‘undeveloped man, but diverse.’ His plane of being is one of transition, no doubt, yet in a way it is independent, positive, integral, a microcosm. If he die young, look on him not merely as a failure, a bud nipped off, but as one who for a while and in his own way has tasted sweet life. And see to it that life to such has been made sweet! Let the child, echoed Kant, be trained as a  child and not as a Bürger. He had, of course, to be trained up in the duties he owed to a social macrocosm, but this entity was not so much a definitely conceived state — that ideal was of the past and not yet re-born — as a vaguely comprehensive humanity of independent individuals. The child was to graduate as a Weltbürger. Nor was the community of children, nor were their claims on each other, very definitely taken into account. That also was to come. The individualism of the time saw only the Child and the Man, the nature of him overlaid by a crust of privilege, convention, and corrupt tradition. This was to be broken away; and the common nature that lay stifled beneath elicited and developed by a wholesome culture that should be all-powerful to redeem and reform. So would the moral sense innate in him sprout and burgeon, till the dignity of Man in the blossom of the Youth should stand confessed and vindicated.

      Such and much more was in the air when these lecture-notes were written. And its Conjunktur had brought forth the man. Comenius and Locke, over and under a century earlier, had been fashioning him. And now  Voltaire had gone to Locke comme l’enfant prodigue qui retourne chez son père, and had brought that father home to the adopted land

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