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

Authors
James Scott Johnston
Memorial University of Newfoundland
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.
Keywords Kant  Moral education  Categorical Imperative  Self-perfection  Pedagogy  Character
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DOI 10.1007/s11217-006-9006-2
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References found in this work BETA

Creating the Kingdom of Ends.Christine M. Korsgaard - 1996 - Cambridge University Press.
Creating the Kingdom of Ends.Allen W. Wood - 1998 - Philosophical Review 107 (4):607.
The Abuse of Casuistry: A History of Moral Reasoning.Kenneth W. Kemp - 1988 - Philosophy and Rhetoric 24 (1):76-80.
The Practice of Moral Judgment.Barbara Herman - 1985 - Journal of Philosophy 82 (8):414-436.

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Citations of this work BETA

The Role of Feelings in Kant's Account of Moral Education.Alix Cohen - 2016 - Journal of Philosophy of Education 50 (4):511-523.
Kant's Moral Catechism Revisited.Courtney Morris - forthcoming - Journal of Philosophy of Education.

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