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  1. Klas Roth (2014). Making Ourselves Intelligible—Rendering Ourselves Efficacious and Autonomous, Without Fixed Ends. Journal of Aesthetic Education 48 (3):28-40.
    Paul Guyer’s reading of the work by Stanley Cavell and Immanuel Kant on moral perfectionism is, I think, insightful, valuable and sympathetic, and his critique of Stanley Cavell is nuanced and considerate. He argues in “Examples of Perfectionism,” the previous article in this journal, that “Kant offers a fuller example of what Stanley Cavell calls Emersonian perfectionism, … than Cavell himself has recognized even in his most sympathetic account of Kant” (5). Guyer argues, moreover, “that there is a deep affinity (...)
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  2. Klas Roth, Martin Gustafsson & Viktor Johansson (2014). Introduction: Perfectionism and Education—Kant and Cavell on Ethics and Aesthetics in Society. Journal of Aesthetic Education 48 (3):1-4.
    Immanuel Kant’s conception of ethics and aesthetics, including his philosophy of judgment and practical knowledge, are widely discussed today among scholars in various fields: philosophy, political science, aesthetics, educational science, and others. His ideas continue to inspire and encourage an ongoing interdisciplinary dialogue, leading to an increasing awareness of the interdependence between societies and people and a clearer sense of the challenges we face in cultivating ourselves as moral beings.Early on in his career, Cavell began to recognize the strong connection (...)
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  3. Klas Roth (2013). A Cosmopolitan Design of Teacher Education and a Progressive Orientation Towards the Highest Good. Ethics and Global Politics 5 (4).
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  4. Klas Roth & Marianna Papastephanou (2013). Introduction: The World and the Teacher—Prospects and Challenges for Teacher Education in the Age of Globalization From a Cosmopolitan Perspective. Ethics and Global Politics 5 (4).
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  5. Klas Roth (2012). Education and a Progressive Orientation Towards a Cosmopolitan Society. Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. 2006. Moral education's (...)
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  6. Klas Roth (2011). Good Will: Cosmopolitan Education as a Site for Deliberation. Educational Philosophy and Theory 43 (3):298-312.
    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 (...)
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  7. Klas Roth (2011). Principles of the Unification of Our Agency. Educational Philosophy and Theory 43 (3):283-297.
    Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world—including our agency—and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested—the hypothetical imperative (...)
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  8. Klas Roth (2011). Understanding Agency and Educating Character. Educational Theory 61 (3):257-274.
    How can we understand human agency, and what does it mean to educate character? In this essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious and autonomous in education and elsewhere. This requires, among other things, that we are successful in bringing about the intended result through our actions and the means used, and that we act in accordance with and are motivated by the Categorical Imperative. It also requires that we are or strive to (...)
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  9. Klas Roth & Nicholas C. Burbules (2011). Cosmopolitan Identity and Education. Educational Philosophy and Theory 43 (3):205-208.
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  10. Klas Roth & Chris W. Surprenant (eds.) (2011). Kant and Education: Interpretations and Commentary. Routledge.
    Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...)
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  11. Klas Roth (2010). Stanley Cavell on Philosophy, Loss, and Perfectionism. Educational Theory 60 (4):395-403.
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  12. Klas Roth (2009). Some Thoughts for a New Critical Language of Education: Truth, Justification and Deliberation. Philosophy and Social Criticism 35 (6):685-703.
    The notion of `truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist (...)
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  13. Klas Roth (2008). Deliberative Pedagogy: Ideas for Analysing the Quality of Deliberation in Conflict Management in Education. Studies in Philosophy and Education 27 (4):299-312.
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  14. Klas Roth & Staffan Selander (2008). Introduction: Changed Conditions For Identity Formation, Communication and Learning. Studies in Philosophy and Education 27 (4):207-209.
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  15. Klas Roth (2003). Freedom of Choice, Community and Deliberation. Journal of Philosophy of Education 37 (3):393–413.
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