Journal of Philosophy of Education 43 (4):471-484 (2009)

Authors
Kate Moran
Brandeis University
Abstract
There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related 'fact of reason' argument suggest that we learn the content and application of the moral law on our own. On the other hand, Kant has a sophisticated and detailed account of moral education that goes well beyond the kind of education a person would receive in the course of ordinary childhood experience. The task of this paper will be to reconcile these seemingly conflicting claims. Ultimately, I argue, Kant's philosophy of education makes sense as a part of his moral theory if we look not only at individual moral decisions, but also at the goals or ends that these moral decisions are intended to achieve. In Kant's case, this end is what he calls the highest good, and, I argue, the most coherent account of the highest good is a kind of ethical community and end of history, similar to the Groundwork 's realm of ends. Seen as a tool to bring about and sustain such a community, Kant's philosophy of moral education exists as a coherent and important part of his moral philosophy.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1111/j.1467-9752.2009.00721.x
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 59,677
Through your library

References found in this work BETA

The Practice of Moral Judgment.Barbara Herman - 1985 - Journal of Philosophy 82 (8):414-436.
The Practice of Moral Judgment.Paul Guyer - 1993 - Ethics 106 (2):404-423.

View all 9 references / Add more references

Citations of this work BETA

Moral Education and Transcendental Idealism.Joe Saunders & Martin Sticker - 2020 - Archiv für Geschichte der Philosophie 102 (4):646-673.
From Discipline and Autonomy: Kant's Theory of Moral Development.Paul Formosa - 2011 - In Klas Roth & Chris W. Surprenant (eds.), Kant and Education: Interpretations and Commentary. New York: Routledge. pp. 163--176.

View all 18 citations / Add more citations

Similar books and articles

The Education of the Categorical Imperative.James Scott Johnston - 2006 - Studies in Philosophy and Education 25 (5-6):385-402.
Moral Literacy.Barbara Herman - 2007 - Harvard University Press.
The Social Nature of Kantian Dignity.Ernesto V. Garcia - 2000 - Social Philosophy Today 16:127-139.
Community and Progress in Kant's Moral Philosophy.Kate A. Moran - 2012 - Catholic University of America Press.

Analytics

Added to PP index
2009-10-20

Total views
120 ( #85,194 of 2,432,203 )

Recent downloads (6 months)
4 ( #170,551 of 2,432,203 )

How can I increase my downloads?

Downloads

My notes