Sheila Webb
Biographic Data
| ID | 6406451 |
|---|---|
| NAME | Sheila Webb |
| GIVEN NAMES | Sheila |
| FAMILY NAME | Webb |
| SIGNATURE | WEBB S |
| AFFILIATIONS | Marquette University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Interpreting Kant for Education
INTERPRETING KANT FOR EDUCATION No thinker in the modern world has laid the way for the development of philosophy so influentially as Immanuel Kant, and it is hard to think of the philosophy of education without some sense of Kant in the background. Yet simplified exegeses and synoptic accounts abound, making for a ‘Kantian’ picture that readily succumbs to caricature. Interpreting Kant for Education exposesthe errors in this picture. Through a s…
Chapter 10 Situated and Sensitive Agents
In this Chapter Ten of Interpreting Kant in Education, I respond to critique of Kant's ethics in education theory. Typically presented as a constructivist, with mind (detached from desire) imposing meaning and maxims, Kant's ethics are regularly disparaged and subject to the same charges of a dualism and disembedded mind that are made against his epistemology. Again drawing on contemporary Kant commentary, I argue that Kant's moral and practical …
Chapter 8 The ‘Layer‐Cake’ versus ‘Transformative’ Conceptions of Human Mindedness
Chapter Eight of Interpreting Kant in Education again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all-powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from contemporary Kantian exegesis and commentary, are contrasted with interpretations that make up the familiar ‘Kantian…
Chapter 2 Dualisms, Distinctions and Unity
This second chapter of Interpreting Kant in Education begins to contrast different interpretations of some of Kant's key terms. Kant makes many distinctions in formulating his view, most notably between spontaneity and intuition, sensibility and the understanding, things in themselves and appearances, and receptive and spontaneous knowledge. In educational theory such distinctions are typically read as dualisms, which is to say that sensibility a…
Chapter 4 Naturalisms, Materialisms and the Ideal World
In previous chapters of Interpreting Kant in Education, a particular set of assumptions about mind and world has been identified for their influence on the familiar ‘Kantian’ picture in education, a picture that receives widespread criticism. In this fourth chapter, various understandings of familiar concepts are again discussed for the purpose of developing a more valuable reading. Continuing with the consideration of ideas about mind and world …
Chapter 7 A Disappearing World
In Part One of Interpreting Kant in Education, a reading of Kant was gradually developed by drawing on interpretations of his key terms and insights from contemporary exegesis and work in the philosophy of mind. This reading is used in Part Two to challenge the widespread ‘Kantian’ picture in education and address familiar criticisms of dualisms, intellectualism and a detached conception of mind. In Chapter Seven, I look at some appropriations of…
Chapter 1 Empiricism and Dualisms
In this, the first chapter of Interpreting Kant in Education, contrasting interpretations of some of Kant's central terms and insights are introduced. It is argued that some central assumptions about mind and world, rooted in traditional empiricist epistemology, have acted as obstacles in interpreting Kant. Discussion of John McDowell's work and Wilfred Sellars's Myth of the Given Argument helps to reveal conceptual inconsistencies in this mind-i…
Chapter 3 Kant as a Revolutionary
In the previous chapters of Interpreting Kant in Education, some different understandings of Kant's key terms were contrasted in order to begin to bring a more favourable picture of Kant into view. This third chapter continues the process through a discussion of Kant's ‘Copernican revolution’. Most in education will be familiar with Kant's idea that objects conform to our knowledge, but this can be understood in different ways. Typically read as …
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 understa…
Chapter 9 On Concepts
In this ninth chapter of Interpreting Kant in Education, I respond to familiar criticisms in education theory of a dualism that is seen to be at the heart of Kant's philosophy. This, and related charges of a detached conception of mind, are addressed through a discussion of concepts—conceptual unity, conceptual distinctions, how these are learnt and developed, and the idea of a dynamic system of concepts. Sebastian Rödl's work on the general and …
Chapter 5 Methodologies and Standpoints
In this fifth chapter of Interpreting Kant in Education, different ideas about subjectivity and objectivity are explored. Kant's first-person stance for investigation, on which subjectivity cannot be escaped, is contrasted with what John McDowell calls the ‘sideways-on’ stance of scientific investigation, which looks to free itself from subjectivity for the sake of a supposed objectivity and neutrality. On Kant's Copernican view, objectivity does…
Interpreting Kant in Education
Journal Article Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind – Introduction Get access Sheila Webb Sheila Webb Correspondence: Correspondence: Sheila Webb, 8 Queen Anne's Close, Lewes, Sussex BN71BQ, England. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 54, Issue 6, December 2020, Pages 1494–1509, https://doi.org/10.1111/…
Chapter 11 Contrasting Readings of Kant
In this final chapter of Interpreting Kant in Education, I revisit and expand on some of the main differences in interpretation between the reading of Kant being presented and the familiar Kant found in education theory. It has been maintained that some deep-seated presuppositions from empiricist epistemology have influenced interpretations of Kant's terms, which have led to widespread ‘mind-imposes-meaning’ characterisations of his view. This ‘K…
An American Journalist in the Role of Partisan - Dickey Chapelle's Coverage of the Algerian War
This article argues that photojournalist Dickey Chapelle's coverage of the Algerian War in 1957 was unique in American coverage of the conflict. The work of Chapelle prefigued the more engaged photography of the 1960s and thus served as a bridge in photographic practice between that later period and the style prevalent during the late 1930s. Unlike other reporters, Chapelle became a partisan of the FLN, viewed her work as a chance to further its …
An American Journalist in the Role of Partisan - Dickey Chapelle's Coverage of the Algerian War
This article argues that photojournalist Dickey Chapelle's coverage of the Algerian War in 1957 was unique in American coverage of the conflict. The work of Chapelle prefigued the more engaged photography of the 1960s and thus served as a bridge in photographic practice between that later period and the style prevalent during the late 1930s. Unlike other reporters, Chapelle became a partisan of the FLN, viewed her work as a chance to further its …
An American Journalist in the Role of Partisan - Dickey Chapelle's Coverage of the Algerian War
This article argues that photojournalist Dickey Chapelle's coverage of the Algerian War in 1957 was unique in American coverage of the conflict. The work of Chapelle prefigued the more engaged photography of the 1960s and thus served as a bridge in photographic practice between that later period and the style prevalent during the late 1930s. Unlike other reporters, Chapelle became a partisan of the FLN, viewed her work as a chance to further its …
Chapter 10 Situated and Sensitive Agents
In this Chapter Ten of Interpreting Kant in Education, I respond to critique of Kant's ethics in education theory. Typically presented as a constructivist, with mind (detached from desire) imposing meaning and maxims, Kant's ethics are regularly disparaged and subject to the same charges of a dualism and disembedded mind that are made against his epistemology. Again drawing on contemporary Kant commentary, I argue that Kant's moral and practical …
Chapter 8 The ‘Layer‐Cake’ versus ‘Transformative’ Conceptions of Human Mindedness
Chapter Eight of Interpreting Kant in Education again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all-powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from contemporary Kantian exegesis and commentary, are contrasted with interpretations that make up the familiar ‘Kantian…
Chapter 2 Dualisms, Distinctions and Unity
This second chapter of Interpreting Kant in Education begins to contrast different interpretations of some of Kant's key terms. Kant makes many distinctions in formulating his view, most notably between spontaneity and intuition, sensibility and the understanding, things in themselves and appearances, and receptive and spontaneous knowledge. In educational theory such distinctions are typically read as dualisms, which is to say that sensibility a…
Chapter 4 Naturalisms, Materialisms and the Ideal World
In previous chapters of Interpreting Kant in Education, a particular set of assumptions about mind and world has been identified for their influence on the familiar ‘Kantian’ picture in education, a picture that receives widespread criticism. In this fourth chapter, various understandings of familiar concepts are again discussed for the purpose of developing a more valuable reading. Continuing with the consideration of ideas about mind and world …
Chapter 7 A Disappearing World
In Part One of Interpreting Kant in Education, a reading of Kant was gradually developed by drawing on interpretations of his key terms and insights from contemporary exegesis and work in the philosophy of mind. This reading is used in Part Two to challenge the widespread ‘Kantian’ picture in education and address familiar criticisms of dualisms, intellectualism and a detached conception of mind. In Chapter Seven, I look at some appropriations of…
Chapter 1 Empiricism and Dualisms
In this, the first chapter of Interpreting Kant in Education, contrasting interpretations of some of Kant's central terms and insights are introduced. It is argued that some central assumptions about mind and world, rooted in traditional empiricist epistemology, have acted as obstacles in interpreting Kant. Discussion of John McDowell's work and Wilfred Sellars's Myth of the Given Argument helps to reveal conceptual inconsistencies in this mind-i…
Chapter 3 Kant as a Revolutionary
In the previous chapters of Interpreting Kant in Education, some different understandings of Kant's key terms were contrasted in order to begin to bring a more favourable picture of Kant into view. This third chapter continues the process through a discussion of Kant's ‘Copernican revolution’. Most in education will be familiar with Kant's idea that objects conform to our knowledge, but this can be understood in different ways. Typically read as …
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 understa…
Chapter 9 On Concepts
In this ninth chapter of Interpreting Kant in Education, I respond to familiar criticisms in education theory of a dualism that is seen to be at the heart of Kant's philosophy. This, and related charges of a detached conception of mind, are addressed through a discussion of concepts—conceptual unity, conceptual distinctions, how these are learnt and developed, and the idea of a dynamic system of concepts. Sebastian Rödl's work on the general and …
Chapter 5 Methodologies and Standpoints
In this fifth chapter of Interpreting Kant in Education, different ideas about subjectivity and objectivity are explored. Kant's first-person stance for investigation, on which subjectivity cannot be escaped, is contrasted with what John McDowell calls the ‘sideways-on’ stance of scientific investigation, which looks to free itself from subjectivity for the sake of a supposed objectivity and neutrality. On Kant's Copernican view, objectivity does…
Interpreting Kant in Education
Journal Article Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind – Introduction Get access Sheila Webb Sheila Webb Correspondence: Correspondence: Sheila Webb, 8 Queen Anne's Close, Lewes, Sussex BN71BQ, England. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 54, Issue 6, December 2020, Pages 1494–1509, https://doi.org/10.1111/…
Chapter 11 Contrasting Readings of Kant
In this final chapter of Interpreting Kant in Education, I revisit and expand on some of the main differences in interpretation between the reading of Kant being presented and the familiar Kant found in education theory. It has been maintained that some deep-seated presuppositions from empiricist epistemology have influenced interpretations of Kant's terms, which have led to widespread ‘mind-imposes-meaning’ characterisations of his view. This ‘K…
Interpreting Kant for Education
INTERPRETING KANT FOR EDUCATION No thinker in the modern world has laid the way for the development of philosophy so influentially as Immanuel Kant, and it is hard to think of the philosophy of education without some sense of Kant in the background. Yet simplified exegeses and synoptic accounts abound, making for a ‘Kantian’ picture that readily succumbs to caricature. Interpreting Kant for Education exposesthe errors in this picture. Through a s…
Epistemology (13 works) · Philosophy (13 works) · Philosophy (12 works) · Literature (7 works) · Philosophical Ethics and Theory (7 works) · Educational Philosophies and Pedagogies (6 works) · Meaning (existential (6 works) · Sociology (6 works) · Philosophy, Ethics, and Existentialism (5 works) · Pragmatism in Philosophy and Education (5 works)