Kant 45 



is required. Education as a theory must be based upon the prac- 

 tice of many generations. 



(2) Moral, in which the aim is the development of character, 

 through the reahsation of a sense of duty within and a recogni- 

 tion of law without. The purpose of this phase of education is 

 conscientious obedience to a moral law whose universal necessity 

 to human development is clearly realised. Since the ultimate aim 

 of the process of education is the formation of character, and 

 since character involves the two elements of recognised purpose 

 and determined will, it follows that there must be developed in 

 the child the realisation of some method by which he may relate 

 the ideal of his activity and the various steps involved in the 

 physical realisation of that ideal. This process of moral train- 

 ing {Civilisierung) involves the problem of the freedom of the 

 will and the function of restraint, the necessity of a social medium 

 for moral self-expression, and finally the realisation of true 

 liberty only through restraint, of freedom through the law. 



The process of education as a phase of experience, has two 

 aspects : in the first place, it is to a certain extent mechanical 

 and experimental in character ; and, in the second place, it in- 

 volves judgment, and the organisation of experience upon some 

 sure principle of procedure. The negative aspect, then, involves 

 the discipline of the physical ; the positive includes acquisition of 

 information and instruction, the development of discretion and 

 refinement, and the realisation of one's inner moral nature. 



With regard to the actual method of teaching, Kant makes per- 

 fectly clear the relation that ought to exist between Theory and 

 Practice. *' In teaching children we must seek insensibly to unite 

 knowledge with the carrying out of that knowledge into prac- 

 tice." {U. P. 70.) ; and " the best way of cultivating the mental 

 faculties is to do ourselves all that we wish to accomplish. . . . 

 The best way to understand is to do." {U. P. 75.) Again, in 

 his Announcement of the Arrangement of his Lectures for the 

 Winter Semester 1765-6, Kant further emphasises the functional 

 character of education by saying that the student is " to learn, 

 not thoughts but thinking " ; and in the same article he sums up 

 the whole duty of the teacher as follows : " Since the natural 

 progress of human knowledge is this, that the understanding is 

 first developed by arriving, through experience, at intuitive judg- 



