Kant on wonder as the motive to learn

Datos Bibliográficos

ID8090232
AutoresMelissa Zinkin (Department of Philosophy Binghamton University Binghamton New York USA, autor de correspondencia)
Año2021
Volumen55
Número6
Páginas921-934
Fecha de publicación2021-11-29
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Philosophy of Education (JOURNAL)
Identificadores de la revistaISSN: 0309-8249 • E-ISSN: 1467-9752
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/1467-9752.12606
OpenAlexW3217503414
IdiomaEN
Citas recibidas6
Referencias citadas22

Kant writes, ‘to have trained one's children is not enough ... what really matters is that they learn to think’. By ‘thinking’, Kant means thinking for oneself. But how can one learn to think for oneself? I focus on how we can be motivated to think for ourselves and argue that for Kant it is through the feeling of wonder. I make my case by drawing an analogy between Kant's discussion of wonder and his discussion of respect. For Kant, we can learn to feel wonder and be motivated to think for ourselves by being presented with seemingly organised objects that give us the occasion to feel wonder. Moreover, for Kant, sometimes the same object that provides the occasion for wonder is also what produces the feeling of respect, namely the pure activity of reason. In this way, wonder helps us to learn how to be virtuous

Aesthetics · Analogy · Epistemology · Feeling · Object (grammar · Wonder · Epistemology, Ethics, and Metaphysics · Hannah Arendt's Political Philosophy · Philosophical Ethics and Theory · Psychology · Philosophy