"Man is the only creature that needs to be raised," says Immanuel Kant in the opening of his book About pedagogy, and points out with this how essential pedagogy is to those who care about the human well-being – yes, to anyone who wants to understand human nature. Yet pedagogy is a strangely overlooked side of philosophy in general, and Kant's philosophy in particular. Perhaps the time is very ripe for a new rethinking of pedagogy, which is not only about child rearing and teaching, but about man's upbringing of himself.
In the book's preface by the translator Bjarne Hansen, the book is linked to today's school, where the relationship between freedom and coercion goes through new changes. Hansen emphasizes that freedom carries with it paradoxes that Kant was more aware of than most thinkers in our own time. With reference to the philosopher Hans Skjervheim, Hansen calls for a deeper understanding of pragmatics, of the very aims of education: Pragmatics does not mean to make children useful or teach them to use themselves as an effective tool, but to seek to see them as goals in themselves. self.
Cosmopolitan perspectives. When Kant's pedagogy still seems refreshing, it may be because the book was written at a time when the Enlightenment project and the optimism that accompanied it were still there. . .