Immanuel Kant’s principles of pedagogy and dietetics: Modern educational horizons
DOI:
https://doi.org/10.33910/3034-4255-2026-3-1-89-97Keywords:
education, self-construction of reason, Kant, pedagogy, psychophysiology, self-regulationAbstract
The results of study of I. Kant’s pedagogical ideas in relation to his exploration of the possibility of human psychophysiological self-regulation are presented in the article. Their relevance to modern education, as well as their sociocultural innovation in the context of the rapid transformation of the humanities under the influence of the development of artificial intelligence systems is demonstrated. The author reveals how the principle of self-construction of the mind fundamental to Kant’s thinking creates productive methods of education and the management of human life potential. Metamodel of education developed by Kant’s is presented the identified goals, attitudes and methods of human learning designated by the thinker, which can provide regulations for various educational systems because combine of cognitive, ethical and humanistic activity. The author explores the thinker’s experience of free reason, revealing its integrative impact on pedagogy and the practice of human psychophysical self-regulation. These studies reveal how experiences in realizing free reason enable the development of optimal forms for the realization of human abilities, how its transform education into crucial intermediary link in the interaction of society and individuals, how its foster the awakening of human capacities to produce tools significant for the development and consolidation of society, and finally how their influences are represented in the important dimensions of modern education.
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