칸트의 도덕론과 교육이론의 불일치 문제
Inconsistencies of Autonomy with Discipline and Punishment with the Respect for Person in the Kant's Theory of Education
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This study has demonstrated that Kant's ethical system has disparities in the pedagogic account of autonomy and the respect for person. Two inconsistencies has been found and examined as such. One is that of autonomy with discipline and the other is that of punishment with respect for person. The former is dubbed as the inconsistency within Kant's system of ethical theories, and the latter as the inconsistency between his ethical theories and educational theories in Über Pädagogik. Whereas we cannot deny the disparity between autonomy and 'voluntary obedience', between autonomy and discipline in the logical sense, we cannot also reject the pedagogical possibility to be free and moral by means of the heteronomous discipline shed light on the idea of voluntary obedience. Despite the merits in the Kantian retributive theory of punishment, we cannot fail to reserve the retributive position of punishment against the children only because of their cognitive incapacities. This can apprehend the new vision of respect for the child which is seen as quite different from the naturalistic one held by Rousseau from whom Kant was deeply influenced before. There is no such distorted disparities overriding on human dignity insofar as inconsistencies has been tackled in the paper.
Abstract
This study has demonstrated that Kant's ethical system has disparities in the pedagogic account of autonomy and the respect for person. Two inconsistencies has been found and examined as such. One is that of autonomy with discipline and the other is that of punishment with respect for person. The former is dubbed as the inconsistency within Kant's system of ethical theories, and the latter as the inconsistency between his ethical theories and educational theories in Über Pädagogik. Whereas we cannot deny the disparity between autonomy and 'voluntary obedience', between autonomy and discipline in the logical sense, we cannot also reject the pedagogical possibility to be free and moral by means of the heteronomous discipline shed light on the idea of voluntary obedience. Despite the merits in the Kantian retributive theory of punishment, we cannot fail to reserve the retributive position of punishment against the children only because of their cognitive incapacities. This can apprehend the new vision of respect for the child which is seen as quite different from the naturalistic one held by Rousseau from whom Kant was deeply influenced before. There is no such distorted disparities overriding on human dignity insofar as inconsistencies has been tackled in the paper.
참고문헌 (19)
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