Aus einer Doctor-Promotion

Götzen-Dammerung. 29

“Was ist die Aufgabe alles höheren Schulwesens?” – Aus dem Menschen eine Maschine zu machen. – “Was ist das Mittel dazu?” – Er muss lernen, sich langweilen. – “Wie erreicht man das?” – Durch den Begriff der Pflicht. – “Wer ist sein Vorbild dafür?” – Der Philolog: der lehrt ochsen. – “Wer ist der vollkommene Mensch?” – Der Staats-Beamte. – “Welche Philosophie giebt die höchste Formel für den Staats-Beamten?” – Die Kant’s: der Staats-Beamte als Ding an sich zum Richter gesetzt über den Staats-Beamten als Erscheinung. –

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2 Responses to Aus einer Doctor-Promotion

  1. amruthgen says:

    Though amusing cause to reasoning. (By the way: Is ‘reasoning’ out of common use or perhaps ‘old-fashioned’?)

    Heinz v. Foerster talked about schools as ‘Trivialisierungsanstalten’.

    I think these institutions do this: Before school little children learn everything they’re involved in. When they come to school, they have to learn what a teacher knows. A teacher knows, what is right. So – if they are good children – they learn only what is right, and not longer what may be correct or what they are interested in. By learning what is right in knowledge, they’re habituated to what is right in understanding and behaviour. At the end they know what is right, they think and behave right. Everyone says: “All right!” Because children have become that, everyone had become by school as a child: to know, think and behave right.

    Functioning right is what we wish machines to do. Machines have not a chance to decide, to learn, … For machines it’s well, I think, not for children or grownups.

    May be Kant had never the chance to live like a child. For instance: From the age of about 9 he spent about 10 hours in school 6 days a week.
    By reading texts of Kant it seems to me his philosophy could be a vain experiment to deliberate him from right knowledge, right understanding and right behaviour, he was taught. His reasonings seemed not only difficult but intangled or curled. Within his ‘Transzendentalphilosophie’ he might himself allow to reason about everything he was involved: God, Verity, Empirismen, Sensualismen, Metaphysics, Logic … In “Kritik der reinen Vernunft’ he was free to deduce there is no God, there are no inhabitant ideas …only ‘Begriffe’. ‘Begriffe’ have to be taught. He was free to say: the Senses are the origin of knowledge, not entirely like Hume, Locke or Condillac, but a little bit like them. This was the liberty Kant could reach, perhaps. His “Kritik der praktischen Vernunft” I think includes all what he was taught.

    In an essay about Enlightenment he wrote: “Es ist … für jeden einzelnen Menschen schwer, sich aus der ihm beinahe zur Natur gewordenen Unmündigkeit herauszuarbeiten. Er hat sie sogar lieb gewonnen und ist vor der Hand wirklich unfähig, sich seines eigenen Verstandes zu bedienen, weil man ihn niemals den Versuch davon machen ließ. Satzungen und Formeln, diese mechanischen Werkzeuge eines vernünftigen Gebrauchs oder vielmehr Mißbrauchs seiner Naturgaben, sind die Fußschellen einer immerwährenden Unmündigkeit. Wer sie auch abwürfe, würde dennoch auch über den schmalsten Graben einen nur unsicheren Sprung thun, weil er zu dergleichen freier Bewegung nicht gewöhnt ist. Daher giebt es nur Wenige, denen es gelungen ist, durch eigene Bearbeitung ihres Geistes sich aus der Unmündigkeit heraus zu wickeln und dennoch einen sicheren Gang zu thun. ” (http://www.korpora.org/Kant/aa08/036.html)

    Perhaps he thought to be a man who was able to get free, as the last sentence might let to conclude.

  2. Stephen says:

    Delightful, and so true!

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