論Immanuel Kant的想像力詮釋及其教育美學蘊義探究 免費試閱
On Immanuel Kant̕s Interpretation of Imagination Roles in Critical Philosophy and Its Implications on Educational Aesthetics
In western philosophy, there are two approaches of “imagination interpretation”: One is “the Platonic tradition,” and the other is “the Aristotelian tradition.” Immanuel Kant was the first philosopher who wanted to establish a theoretical system of imagination perspective. Comparison with numerous research documents of educational philosophy, imagination roles in Kant’s critical philosophy were rarely considered by the Taiwanese educational philosophy community. Based on this context, the purposes of this paper are as follows: First, to inquire Kant’s ideas of imagination and the modification of his later stance. Initially, he regarded imagination as an intermediary role to link sensibility and rationality, but since this role would psychologize imagination, thus he later shifted his perspective to transcendental philosophy, which provided the imagination a unique character and equals with sensibility and rationality. Secondly, compared with Kant’s three critical philosophies, four different functions of imagination were distinguished: “productive imagination,” “reproductive imagination,” “schematizing imagination,” and “creative imagination.” Finally, this paper elaborated on the educational aesthetics of the basis of Kant’s imagination research, and made remarks on Kant’s problems for future studies.