David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (3):298-312 (2011)
Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere
|Keywords||autonomous deliberation good will Immanuel Kant cosmopolitan education efficacious Christine Korsgaard communication|
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References found in this work BETA
Christine M. Korsgaard (1996). Creating the Kingdom of Ends. Cambridge University Press.
Immanuel Kant (2006). Anthropology From a Pragmatic Point of View. Cambridge University Press.
Immanuel Kant (1996). Practical Philosophy. Cambridge University Press.
Immanuel Kant (2007/1991). Critique of Pure Reason. In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Philosophy and Phenomenological Research. Blackwell Pub. Ltd. 449-451.
Immanuel Kant (2007). Groundwork of the Metaphysics of Morals. In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell Pub. Ltd.
Citations of this work BETA
Alix Cohen (2015). The Role of Feelings in Kant's Account of Moral Education. Journal of Philosophy of Education 50 (2).
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