Education - how is it possible? Arising and development of the discussion on the conditions of the possibility of education 1790 to 1810 ("Transcendental philosophy of education")

在1790年到1810年之间的康德辩论中，有一种声音是教育哲学，以康德的方式对待教育的“可能性条件”。一开始集中在道德哲学上，讨论扩展到概念关系上，与法律哲学、自然哲学、美学和心理学建立了关系，所有这些都围绕着一个伟大的主题，即自由的概念。作为康德哲学中心的这一概念，自克鲁以来就被证明是矛盾的。E.施密德在1790年发表了他的《道德哲学》（Versuch einer moral philosophy）。施密德的诊断：在康德的哲学中，自由和宿命论是一样的！从那时起，有充分的理由建立“自由”的新基础，以及建立“教育”的新基础。

One voice within kantian debates between 1790 and 1810 had been the philosophy of education, treating the "conditions of the possibility" of education in a kantian manner. In the beginning concentrated on moral philosophy, the discussions expanded on conceptual relations were established with the philosophy of law, the philosophy of nature, with aesthetics an with psychology - an all this with one great theme, the concept of freedom. This concept, the center of Kant's philosophy, proved to be contradictory since C. Chr. E. Schmid had published his "Versuch einer Moralphilosophie"/An essay on moral philosophy in 1790. Schmid's diagnosis: in Kant's philosophy freedom and fatalism are the same! From then there was good reason for a new foundation of "freedom" as well as a new foundation of "education".