Educational Philosophy and Theory 39 (5):559–570 (2007)

Kant's over‐reliance on universal reason and his subjection of free will to the moral law can be seen as normalising a particular and restrictive view of autonomous human existence—a view implicit in liberal accounts of education. Drawing on Nietzsche's critique of Kantian thought, this paper argues that the transcendental and unattainable realm of Kantian reason is insufficient as a sole basis for moral thought and action or as the basis of respect for others as ‘ends‐in‐themselves’. For Nietzsche, the possibility for each individual goes well beyond compliance with any imposed system of values, his metaphorical ‘death of God’ leaving room for creativity and difference
Keywords values  ethics  autonomy  universal reason
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DOI 10.1111/j.1469-5812.2007.00245.x
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References found in this work BETA

Critique of Practical Reason.Immanuel Kant - 1788 - Hackett Publishing Company.
Ethics and Education.Richard Stanley Peters - 1966 - London: Allen & Unwin.
An Enquiry Concerning Human Understanding.David Hume - 1955 - In Steven M. Cahn (ed.), Exploring Philosophy: An Introductory Anthology. Oxford University Press. pp. 112.

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Citations of this work BETA

Chapter 4 Naturalisms, Materialisms and the Ideal World.Sheila Webb - 2020 - Journal of Philosophy of Education 54 (6):1546-1564.
Chapter 10: Situated and Sensitive Agents.Sheila Webb - forthcoming - Journal of Philosophy of Education.
Kant-Bibliographie 2007.Margit Ruffing - 2009 - Kant Studien 100 (4):526-564.
Chapter 10 Situated and Sensitive Agents.Sheila Webb - 2020 - Journal of Philosophy of Education 54 (6):1644-1657.

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