David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Studies in Philosophy and Education 25 (5-6):385-402 (2006)
In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of this process.
|Keywords||Kant Moral education Categorical Imperative Self-perfection Pedagogy Character|
|Categories||categorize this paper)|
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References found in this work BETA
John Rawls (2000). Lectures on the History of Moral Philosophy. Harvard University Press.
Barbara Herman (1985). The Practice of Moral Judgment. Journal of Philosophy 82 (8):414-436.
Albert R. Jonsen & Stephen Toulmin (1991). The Abuse of Casuistry: A History of Moral Reasoning. Philosophy and Rhetoric 24 (1):76-80.
Thomas E. Hill (1992). Dignity and Practical Reason in Kant's Moral Theory. Cornell University Press.
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