Kant's Educational Theory

During Chairman Mao’s rule, nearly all of the kids around Ji-Li’s age were sent to the countryside for “reeducation.” According to Mao, this was supposed to benefit both the young students and the farmers. The students would learn to respect the working masses, and the farmers would learn new technology from the students. They soon realized that the re-education system held them back from real education. “Like the Cultural Revolution, this did not work out as it was supposed to. After ten years of sacrifice in the primitive countryside most of these young people returned to the city with little education, few skills, and no beliefs. All regretted the waste of their youth, and all have struggled to start over again.” (Epilogue). Once these children grew up, they finally understood that Mao’s re-education program held them back from actually using their minds for what they might experience back in the city. All the children did was work in fields. They never understood how to strengthen their skills to prepare them for the concepts they had to know when they become adults. It is key for people to understand that in order to prepare children for the real world, they must learn in a class. Education is supposed to give us knowledge of the world around us and changes into something better. It helps people develop a perspective of looking at life, helps us build opinions, and have points of view on different

The Cultural Revolution, which affected China from 1965 to 1968, is the name given to Mao's endeavor to proclaim his convictions in China. Mao Zedong was a Chinese Communist progressive and the establishing father of the People's Republic of China. He had a Marxist-Leninist hypothesis, military procedures, and political approaches which were known as the Mao Zedong Thought. Mao was worried about the traits of post 1959 China. He commented that the unrest had supplanted the old respectability with over again one and expected that these individuals taking in a main part would debilitate Mao's energy inside the gathering and nation. Mao trusted that with the begin of the Cultural Revolution, it would disrupt the decision class and get China to a more equivalent condition of being. August 1966 at a meeting of the Plenum of the Central Committee was the initiation of the Cultural Revolution development.

The best summary of Kant's view of Enlightenment lies in the first paragraph of his essay "An Answer to the Question: What is Enlightenment?": Sapere Aude. Translated 'dare to know,' the phrase "is the motto of enlightenment." For Kant, enlightenment means rising from the self-imposed stupor which substitutes obedience for reason and which atrophies man's ability to think for himself and develop his natural capacities. Laziness and cowardice prevent man from enlightening himself, an activity which becomes harder over time since man becomes comfortable and content in his stupor. Likening mankind to livestock, Kant cites the army officer, the pastor, and the physician as guardians who paralyze man's

The Cultural Revolution was based on the belief that school should be simpler, and the more books a person read, the more unintelligent they become. Mao wanted to brainwash Chinese society and create Chinese citizens who would grow up to become uneducated and mindless. According to Jing Chang she wrote that in order to obtain absolute obedience and loyalty, one needed terror. And that's why Mao decided to use young people in their early teens and twenties because they much easier to influence and manipulate. Mao attempted to use young people and influenced them that their democratic system is unfair and succeeded in creating a group of students known as the Red Guards.

“It seems to me that education has a two-fold function in the life of man and in society: the one is utility and the other is culture” (King, 1947).

There is very little question as to what action a strict deontologist would do in the scenario for this assignment he or she would unequivocally adhere to his or her duty. The more pressing question, of course, revolves around just where that duty lies. For a deontologist, that duty would lie with the job at hand and its responsibilities. As one who took an oath to only program software in accordance to the company that he or she works for which is essentially operating as an extension of the government that wishes the programmer to 'push the button' and destroy millions of innocent lives in World War II it would strongly appear that such an individuals would consider it his or her duty to effectively start World War III.

Although pedagogy varies across European countries, there are similar roots that have developed into differing strands of contemporary thinking in pedagogy. Hämäläinen explains that “historically, social pedagogy is based on the belief that you can decisively influence social circumstances through education” – and importantly, education is seen as a life-long learning process that does not only refer to children but includes educating adults, for instance in order to change their idea of children.

Historians will argue, that in spite of these changes the living conditions and incomes of the peasants in rural areas showed little improvement. Many believe that improvements made brought little to no true benefits to society. The Cultural Revolution was frustrating for many as China underwent turmoil and disruption to industry and education without much positive change. And, it could be argued that rural students benefited from the Cultural

Lying the one form of communication that is the untruth expressed to be the truth. Immanuel Kant states that lying is morally wrong in all possible ways. His hatred for lying has made him “just assumed that anyone who lied would be operating with a maxim like this: tell a lie so as to gain some benefit.”(Landau,pp.171) This is true for a vast number of people, they will lie in order to gain a certain benefit from the lie rather than the truth.It is similar to if you play a game of truth or dare, some rather pick a dare because it would release them from having to tell the truth. However, those who do pick truth still have a chance to lie to cover up the absolute truth.People lie in order to cover who they truly are. Even if you lie to benefit someone or something else, it would not matter to Kant because he does not care for the consequences. If you lie but have a good intention it is not the same for Kant, he would argue that you still lied no matter the consequence that a lie is a lie. “ While lying, we accuse others for not being transparent. While being hypocrites ourselves, we expect others to be sincere.” (Dehghani,Ethics) We know how it feels to be lied to by a person, so in order to not have the feeling returned, we hope the person will be truthful. We rather be surrounded by truthful people constantly despite all the lies that some people tell. No

The phenomenon of morality has fascinated people for centuries. Since the development of this phenomenon, humans have longed to discover the good and bad in both their actions and themselves. Naturally, countless philosophers have struggled to answer this question of morality. Although none have successfully found a definite answer, they have exhausted an abundance of ways to attack the question. One philosopher, in particular, by the name of Immanuel Kant, attempted to determine the morality of actions by focusing on their nature. As Kant developed his theory, his approach toward proving moral knowledge soon became widely known as Kantian deontology.

Immanuel Kant states that the only thing in this world that is “good without qualification” is the good will. He states the attributes of character such as intelligence, wit, and judgment are considered good but can be used for the wrong reasons. Kant also states that the attributes of good fortune such as health, power, riches, honor, that provide one happiness can also be used in the wrong way (7). In order to understand Kant’s view of moral rightness, one must understand that only a good will is unambiguously good without qualification, it is “good in itself”. To clarify, Kant states that “a good will is good not because of what it effects or

An Individual's autonomy can be altered or swayed by many different life circumstances, stages of human life, religion or faith and its many practices as well as mental capacity and comprehension. In regards to my own understanding towards the required reading it gives many compare and contrast between similar yet controversial topics one being of faith and religion another being that of an individual that is experiencing the manic phase of bipolar disorder. Compared to one of Jehovah's Witness' whom is making a decision based on a scriptural doctrine. The examples and practices of these two opposite and controversial topics have absolutely nothing to do with each other, however, I understand how an individual uneducated about the faith can be baffled.

Mao’s Cultural Revolution was an attempt to create a new culture for China. Through education reforms and readjustments, Mao hoped to create a new generation of Chinese people - a generation of mindless Communists. By eliminating intellectuals via the Down to the Countryside movement, Mao hoped to eliminate elements of traditional Chinese culture and create a new form Chinese culture. He knew that dumbing down the masses would give him more power so his regime would be more stable. This dramatic reform affected youth especially as they were targeted by Mao’s propaganda and influence. Drawing from his experiences as an Educated Youth who was sent down to the countryside Down to the Countryside movement, Ah Cheng wrote The King of

The role of education is to educate individuals within society and to prepare and qualify them for work in the economy as well as helping to integrate individuals into society and teach them the norms, values and morals of society. Yet there are three sociological theories that differ greatly between them on the role of education. These are Functionalism, Marxism and Liberalism.

Education has been ever developing since the inception of the first schools. The early theorists believed that children were mini adults. Children were treated the same as their adult counterparts. They were given jobs at early ages, and dressed the same as their parents. This belief, that children were just little adults, was called Preformationism. Though this may seem like an antiquated idea, aspects of Preformationism are still scene in today’s society. “We often lapse into the same thinking today, as when we expect young children to sit still for hour, or when we assume that their thinking is the same as ours” (Crain 5). Clearly there was the need for new theories, which would better explain child development and education. This is where Locke and Rousseau come in.