identity” are these: “What are we?” (fundamental
nature question) and “Under what conditions do we persist
through time?” (persistence question). Against the dominant
neo-Lockean approach to these questions, the view known as animalism…
The human being should not merely be skilled for all sorts of ends, but should also acquire the disposition to choose nothing but good ends. Good ends are those which are necessarily approved by everyone and which can be the simultaneously ends of everyone (Cahn, 2012).
https://vincenttriola.com/blogs/ten-years-of-academic-writing/immanuel-kant-human-nature
The thinking is problematic with education because morality is not easily deciphered in the manner that Kant claims. While people might (necessarily) agree with the idea that slavery is wrong, this does not mean that cultures do not practice it but call it something else. For example, from a western view, Islamic women might be considered enslaved due to religious practices and rules which limit their freedom and behaviors within society. The problem is that what Kant refers to as a maxim is not a consistent standard and can easily be manipulated due to the vast differences in what ethics and morality can be interpreted as across cultures and nations. This presents a severe issue for Kant’s view of education because it cannot be easily applied due to the fact that there are vast differences between groups concerning morality. This becomes further complicated in societies which practice diversity and have open education where many different cultures may interact.
There are also issues with Kant’s view of the authorities concerning education. Kant states that education should be determined by “enlightened experts” (Cahn, 2012). The problem in this case is- who will determine these experts” What is the criteria for determining the people who control the education process? More importantly is having only a select few in control of education a wise action? Education that is limited to scholastics and experts may have negative consequences because there is no outside input to question practices. This can lead to homogenized thinking such as in countries where education is highly controlled such as in countries where religion is a controlling force in education and free thought is not cultivated or respected above tradition and morality. While there is merit to Kant’s education views it may not be realistic in application.
Vincent Triola. Thu, Feb 18, 2021. Immanuel Kant & Human Nature Retrieved from https://vincenttriola.com/blogs/ten-years-of-academic-writing/immanuel-kant-human-nature
