2010 Issue №2(32)

Kant's 'Technique of hope' appears to be the 'most genuine hope of the Enlightenment' for the moral intersubjectivity of being. Its immense significance becomes obvious against the background of Kant's 'Copernican Revolution', which resulted in the new subject-oriented ontology. The viability of this ontology depends on the possibility of freedom, i. e. on whether the human being is capable of the practical implementation of the free causality of moral law. Due to its history, Kaliningrad is meant to become a window to Kant's ontology of hope.

The article is meant for teachers and everyone interested in the problems of upbringing and self-upbringing. The major incentive for all works of the great scientists was the desire to reveal the extent of possibility and necessity of dignity for a person pursuing their vocation. Kant showed the world as the world should be in accordance to the sensible disposition of the human being. The author analyses the main concepts of Kant's rational ethics and attempts to classify his pedagogical ideas, which can be traced through all his works. The article also addresses the influence of Immanuel Kant's philosophical and pedagogical ideas on the development of pedagogy in Germany in the 19th century as well as on the modern theory and practice of education.