Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant.
The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. It discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being.
This book will be of great interest for academics and researchers and post graduate students in the fields of education, philosophy, and philosophy of education.
Table of Contents
1. Scientific education: a modern orientation toward education
2. Kant, the human being, science and education
3. Education, science and human progress
4. Scientific education and human diversity
5. Problematisation of the Kantian paradigm
6. Beyond Kant: toward a polyphonic strategy of resistance
7. Delinking from the Kantian paradigm: a new educational orientation
Rasoul Nejadmehr is an independent researcher and has been working with Swedish and EU cultural and educational policies. He lives in Gothenburg, Sweden.
"Only now has a thorough history confronted the coloniality of western scientific education from the ground up. Rasoul Nejadmehr argues powerfully that Kant’s philosophy is not the main problem, but rather a normalized Kantianism that forms the basis of modern education. It is a silent point of reference that frames how educators conduct contemporary schooling, often without overt knowledge of its guiding principles. Nejadmehr’s genealogy presents in no uncertain terms Kantianism’s racialized and colonial legacy on the practice of education. Once you engage this book, a return to innocence will be impossible. Kantian Genesis of the Problem of Scientific Education will become a classic in the study of race, colonialism, and philosophy of education."
Zeus Leonardo,Professor and Associate Dean, Graduate School of Education and Faculty of the Critical Theory Designated Emphasis, University of California, Berkeley