著者

広瀬 悠三

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.67-79, 2011-04-25

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This paper examines the new possibilities to think enlightenment through reconsidering Kant’s idea of enlightenment. It is often said that Kant’s enlightenment shows a fundamental paradox of education: enlightenment tries to make one autonomous but at the same time enlightenment itself hinders it because enlightenment is primarily heteronomous. In this context Kant’s enlightenment deals with an issue of abstract and closed individual. However there is another aspect of enlightenment that is includes a relationship with society and others. In order to be autonomous and mature through enlightenment, one should think publicly. That is to say, one should communicate with others and examine his view at the others’position. Kant also says that one should be a member of cosmopolitan society. I try to pick up two kinds of cosmopolitan: (1) cosmopolitan who has interests in truth, world, inner value of human being and humanity, in other words, interests which are irrelevant to his own profits. (2) cosmopolitan who has a pluralistic view point stemmed from geographical thinking. With this pluralistic and geographical view point, cosmopolitan can live actually and seek such idealistic idea. Kant’s enlightenment asks us to be such cosmopolitan and it suggests dynamic movement to be mature.