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  1. The Role of Feelings in Kant's Account of Moral Education.Alix Cohen - 2016 - Journal of Philosophy of Education 50 (4):511-523.
    In line with familiar portrayals of Kant's ethics, interpreters of his philosophy of education focus essentially on its intellectual dimension: the notions of moral catechism, ethical gymnastics and ethical ascetics, to name but a few. By doing so, they usually emphasise Kant's negative stance towards the role of feelings in moral education. Yet there seem to be noteworthy exceptions: Kant writes that the inclinations to be honoured and loved are to be preserved as far as possible. This statement is not (...)
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  • Kant’s Racial Mind–Body Unions.John Harfouch & John Elias Nale - 2015 - Continental Philosophy Review 48 (1):41-58.
    Eric Voegelin’s writings on the historical development of the concept of race in the early 1930s are important to philosophy today in part because they provide a model upon which scholars can further integrate modern philosophy with the critical philosophy of race. In constructing his history, Voegelin’s methodological orientation depends on the centrality of both Kant’s work and the problem of the mind–body union to the concept of race. This essay asks how one might hold these premises if Kant seems (...)
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