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Journal: JOURNAL OF EDUCATION (JOURNAL OF EDUCATION & PSYCHOLOGY) | Year:1388 | Volume:5 | Issue:3 | Start Page:27 | End Page:50

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Title

AN ANALYSIS AND CRITIQUE OF KANT'S EDUCATIONAL PHILOSOPHY, WITH EMPHASIS ON HIS MORAL

Writers

BEHESHTI S. | NIKOOEI R.

Pages

 Start Page 27 | End Page 50

Abstract

 Although epistemology, philosophy of ethics, philosophy of law, and philosophy of religion, is the original domains of Kant's philosophical reflections, but he, such as other philosophers, doesn' t neglect education, and has theorized on this subject. Kant, after explanation his last viewpoints in his books such as a cririque of pure reason, discussed education in his book: Education. He devided it in the four grades: "physical education", "correction", "instruction" and "moral education", and discussed 113 educational points. Phisical education contains the two parts, namely feeding and nursing and specialized it to the infancy period. At this stage, there are some principles, such as feeding by natural food, learning by natural and personal activitiesm, moderation, severed education, and prevention from unsuitable habits. CORRECTION has negative and preventive dimention, and is an obstacle against human refractory character. At this stage, there are some principles such as habituating for opposition against sensual desires, and application some methods such as rewarding and punishing. Instrouction or feature culture is the affirmative feature of education and includes educating mental powers and learing information and knowledge. Principlies such as moderation, educating inferior mental powers for developing superior mental ones, and personal applicationof the mental powers are discussed at this stage. And finally, morality or MORAL EDUCATION is the highest stage of education and its goal or aim. At this stage, we can discuss some principles such as acting according to the duty and using the superior mental powers. This article will be finished with some critique of Kant's educational view points. The lack of careful segregation between the four educational stages. Kant's altered view about illegitimate application of rewarding mehod, and his intense futurism in the educational discussions is some of these critiques.

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