Chapter 6 Mind‐Dependent Views of Knowledge.

In the earlier chapters of Interpreting Kant in Education, a reading of Kant was developed that contrasts sharply with the widespread 'Kantian' picture in education theory. Having discussed aspects of Kant's view in relation to empiricist and naturalist (mind‐independent) epistemologies, I turn in this sixth chapter to contrast them with Richard Rorty's social consensus (mind‐dependent) view of knowledge. Attention is drawn to empiricist understandings of epistemological concepts to illustrate the enduring influence of the Cartesian legacy, which, I argue, has shaped interpretations of Kant in education. Alternative understandings of some familiar concepts (previously introduced) are expanded on, with mind, world and their relation again being a point of discussion. Drawing on the work of John McDowell, I focus particularly on the ideas of objectivity and 'worldly constraint' as a basis for arguments developed in Part Two and in order to bring into view a richer and more acceptable picture of Kant's idealist view of knowledge. [ABSTRACT FROM AUTHOR]