On Education by Kant Immanuel;

Author:Kant, Immanuel; [Kant, Immanuel]
Language: eng
Format: epub
ISBN: 1909447
Publisher: Dover Publications
Published: 2012-10-07T16:00:00+00:00

CHAPTER IV

CULTIVATION OF THE MIND

63. WE come now to the cultivation of the mind, which also we may call, in a certain sense, physical. We must, however, distinguish between nature and freedom. To give laws to freedom is quite another thing to cultivating nature. The nature of the body and the nature of the mind agree in this, that culture goes to prevent the spoiling of either, and that art adds something to both. We may, therefore, call the cultivation of the mind physical, in a certain sense, just as well as the cultivation of the body.

This physical cultivation of the mind, however, must be distinguished from moral training, in that it aims only at nature, while moral training aims at freedom. A man may be highly cultivated physically, he may have a well-cultivated mind; but if he lacks moral culture, he will be a wicked man.

Physical culture must, however, be distinguished from ‘practical’ culture, which last is pragmatic or moral. In this last case morality is the aim rather than culture.

64. The physical cultivation of the mind may be divided into (i) free and (ii) scholastic culture. Free culture is, as it were, but a pastime, while scholastic culture constitutes a business. Free culture is that which must always be observed with the child. In scholastic culture, on the other hand, the child is looked upon as under restraint. We may be occupied in games, which we call being occupied in our leisure time, and we may be occupied by compulsion, which we call work. Scholastic culture constitutes work for the child, free culture constitutes play.

65. Various plans of education have been drawn up by different people, in order to discover the best methods—a most praiseworthy undertaking. One among others suggests that children should be allowed to learn everything as it were in play. In an article in the ‘ Göttingen Magazine’ Lichtenberg ridicules the folly of trying to make everything like play for boys, while they ought to be accustomed to serious business at an early period, since they must some time enter a business life. This is an utterly preposterous notion. A child must play, must have his hours of recreation ; but he must also learn to work. It is a good thing, doubtless, to exercise skill, as it is to cultivate the mind, but these two kinds of culture should have their separate hours. Moreover, it is a great misfortune for man that he is by nature so inclined to inaction.. The longer a man gives way to this inclination, the more difficult will he find it to make up his mind to work.

66. In work the occupation is not pleasant in itself, but it is undertaken for the sake of the end in view. In games, on the other hand, the occupation is pleasant in itself without having any other end in view. When we go for a walk, we do so for the sake of the walk, and therefore the further we go

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