In Nancy Snow (ed.), Cultivating Virtue: Perspectives From Philosophy, Theology, And Psychology. Oxford: pp. 87-110 (2014)

Authors
Adam Cureton
University of Tennessee, Knoxville
Abstract
Immanuel Kant is known for his ideas about duty and morally worthy acts, but his conception of virtue is less familiar. Nevertheless Kant’s understanding of virtue is quite distinctive and has considerable merit compared to the most familiar conceptions. Kant also took moral education seriously, writing extensively on both the duty of adults to cultivate virtue and the empirical conditions to prepare children for this life-long responsibility. Our aim is, first, to explain Kant’s conception of virtue, second, to highlight some distinctive and potentially appealing features of the Kantian account of virtue, third, to summarize and explain Kant’s prescriptions for educating young children and youth as well as the duty of moral self-improvement that he attributes to all adults, and, fourth, to respond to some common objections that we regard as misguided or insubstantial.
Keywords Kant  Virtue  Education
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References found in this work BETA

On Virtue Ethics.Rosalind Hursthouse - 1999 - Oxford University Press.
The Sources of Normativity.Christine M. Korsgaard - 1999 - Philosophical Quarterly 49 (196):384-394.
Groundwork for the Metaphysics of Morals.Immanuel Kant - 1785/2002 - Oxford University Press.

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