Kantian Genesis of the Problem of Scientific Education : Emergence, Development and Future Prospects

__Kantian Genesis of the Problem of Scientific Education__ terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant. The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. It discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being. This book will be of great interestfor academics and researchers and post graduate students in the fields of education, philosophy, and philosophy of education. Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant. The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. The book discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being. This book will be of great interest for academics and researchers and postgraduate students in the fields of education, philosophy and philosophy of education. Cover 1 Half Title 2 Title 4 Copyright 5 Contents 6 Preface 8 Kant abbreviations 11 Nietzsche abbreviations 11 Introduction 12 The structure of the book 18 1 Scientific education: a modern orientation toward education 23 Reading Kant: an interpretive strategy 23 Scientific education 29 Why is the distinction between scientific education and science education needed? 37 Why Kant is the generative context of scientific education 42 2 Kant, the human being, science and education 56 The human being as a knowing being: Kant’s Copernican revolution 60 Revolution from within the human being: exit from self-incurred immaturity 62 The human being as an acting being: human obligation, how should we act 63 The human being as a feeling being 67 Kantian notion of science 74 Kant, science and good education 79 Education, science and the question of grounding 84 3 Education, science and human progress 91 Education as a way toward a cosmopolitan condition 96 Rational apparatus of education 98 Construction of the constitutive subject 102 Scientific construction of the human being 105 4 Scientific education and human diversity 110 Kant and scientific colonialism: the uneducable others 115 Kant and scientific racism 121 5 Problematisation of the Kantian paradigm 129 Problematisation of scientific education’s actuality 134 6 Beyond Kant: toward a polyphonic strategy of resistance 151 Demands on white Western thinkers 154 Western self-criticism: transforming Kant from within 157 Criticism from an external perspective 165 7 Delinking from the Kantian paradigm: a new educational orientation 176 From an authoritarian to a dialogic notion of criticism 178 From cognitivism to the diversity of daily practices 181 From metaphysical to ontological notions of freedom 182 From imperial universalism to translational universalism 184 From science of education to art-science of education 186 From homo economicus to homo polytropos 192 Conclusion 196 Bibliography 201 Index 208 Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant.The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. It discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being. This book will be of great interest for academics and researchers and post graduate students in the fields of education, philosophy, and philosophy of education. Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant. The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. It discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being. This book will be of great interest for academics and researchers and post graduate students in the fields of education, philosophy, and philosophy of education