44 



The Concept of Method 



dence between the course of nature and the mind of man is 

 therefore regarded by Kant from the point of view of the limita- 

 tions of a human theory of knowledge, rather than from the 

 standpoint of the experiential universality and potentiality which 

 the world offers. The problems of a priori judgments in their 

 relation to the sensibility are treated in the " Transcendental 

 Aesthetic " ; and in their relation to the understanding are con- 

 sidered in the Transcendental Analytic." 



As a summary of the preceding consideration and as a transi- 

 tion to his theory of education and the implications involved in 

 his epistemology, the following table, prepared by Kant himself, 

 is suggestive : 



Kant's educational theory is set forth in an abbreviated form 

 in lecture notes Ueher Padagogik, which are not always organ- 

 ically related to the epistemological theory set forth in the three 

 Critiques. Believing that man can truly become man only 

 through education, and that he is ultimately only what education 

 makes him, Kant divides the process into two chief aspects : 



(i) Physical, in which the main emphasis is placed upon the 

 cultivation of the individual, upon the proper nurture of his 

 body (cp. Rousseau), upon discipline (Zucht), training and 

 culture (Bildung). 



The idea of education, as a process, depends on the realisation 

 that perfection of human development has not yet been attained. 

 But there are in man the undeveloped germs which, when en- 

 couraged in the proper manner, will grow until man fulfils his 

 destiny. In this process of development man cannot become a 

 true individual except as a member of society, and in attaining 

 the end of education the co-operation of the whole human race 



