The education of the categorical imperative

Studies in Philosophy and Education 25 (5-6):385-402 (2006)
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Abstract

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.

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Author's Profile

James Scott Johnston
Memorial University of Newfoundland

References found in this work

The metaphysics of morals.Immanuel Kant - 1797/1996 - New York: Cambridge University Press. Edited by Mary J. Gregor.
Critique of Practical Reason.Immanuel Kant (ed.) - 1788 - New York,: Hackett Publishing Company.
Creating the Kingdom of Ends.Christine M. Korsgaard - 1996 - New York, NY, USA: Cambridge University Press.
Groundwork of the metaphysics of morals.Immanuel Kant - 1785 - In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Late Modern Philosophy: Essential Readings with Commentary. Blackwell.

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