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  1.  31
    Kant's Conception of Pedagogy: Toward Education for Freedom.G. Felicitas Munzel - 2012 - Northwestern University Press.
    In her groundbreaking Kant’s Conception of Pedagogy, G. Felicitas Munzel finds extant in Kant’s writings the so-called missing critical treatise on education; it appears in the Doctrines of Method with which he concludes each of his ...
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  2.  13
    Kant’s Conception of Moral Character: The ‘Critical’ Link of Morality, Anthropology, and Reflective Judgment.G. Felicitas Munzel - 1998 - University of Chicago Press.
    Currently fashionable among critics of enlightenment thought is the charge that Kant's ethics fails to provide an adequate account of character and its formation in moral and political life. G. Felicitas Munzel challenges this reading of Kant's thought, claiming not only that Kant has a very rich notion of moral character, but also that it is a conception of systematic importance for his thought, linking the formal moral with the critical, aesthetic, anthropological, and biological aspects of his philosophy. The first (...)
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  3.  80
    "The beautiful is the symbol of the morally-good": Kant's philosophical basis of proof for the idea of the morally-good.G. Felicitas Munzel - 1995 - Journal of the History of Philosophy 33 (2):301-330.
  4. Lectures on Anthropology.Robert B. Louden, Allen W. Wood, Robert R. Clewis & G. Felicitas Munzel (eds.) - 2013 - Cambridge University Press.
    Kant was one of the inventors of anthropology, and his lectures on anthropology were the most popular and among the most frequently given of his lecture courses. This volume contains the first translation of selections from student transcriptions of the lectures between 1772 and 1789, prior to the published version, Anthropology from a Pragmatic Point of View, which Kant edited himself at the end of his teaching career. The two most extensive texts, Anthropology Friedländer and Anthropology Mrongovius, are presented here (...)
     
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  5.  58
    Kant on Moral Education, or "Enlightenment" and the Liberal Arts.G. Felicitas Munzel - 2003 - Review of Metaphysics 57 (1):43 - 73.
    “THE ONLY THING NECESSARY IS NOT THEORETICAL LEARNING, but the Bildung of human beings, both in regard to their talents and their character.” Kant’s epigrammatic observation in his 1778 letter to Christian Wolke, director of the Philanthropin, adumbrates not only his mature sense of “enlightenment” but also the pedagogical role of his critical philosophy and his own life’s work. Over a decade earlier, his reading of Rousseau’s Emile: or, On Education had “set him straight” about what constitutes the true dignity (...)
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  6.  87
    Kant's Theory of Imagination: Bridging Gaps in Judgement and Experience.G. Felicitas Munzel & Sarah L. Gibbons - 1997 - Philosophical Review 106 (3):485.
    The study is carried out in five chapters, with the first two offering a reconsideration of the function of the imagination in the Transcendental Deduction and Schematism of the first Critique. The last three follow the order of topics discussed by Kant in the third Critique in regard to judgments of taste, the sublime, and teleology; they conclude with an interpretation of "productive imagination" as a "model for the ideal of intellectual intuition". The comparison between "human and divine spontaneity" is (...)
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  7.  8
    Kant, Hegel, and the Rise of Pedagogical Science.G. Felicitas Munzel - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Blackwell. pp. 113–129.
    This chapter contains sections titled: “Pedagogy” and “Science” The Educational Reform Movement of the Eighteenth Century Kant, Hegel, and the Reform Movement Kant Hegel Conclusion.
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  8. Agent-Centered Morality.George W. Harris & G. Felicitas Munzel - 2001 - Philosophical Quarterly 51 (203):261-264.
    13. The Normative Thoughts of Neighborly Love, Part 1.
     
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  9.  86
    Kant’s Conception of Moral Character: The ‘Critical’ Link of Morality, Anthropology, and Reflective Judgment. [REVIEW]G. Felicitas Munzel - 1999 - Ethics 112 (3):634-637.
    Currently fashionable among critics of enlightenment thought is the charge that Kant's ethics fails to provide an adequate account of character and its formation in moral and political life. G. Felicitas Munzel challenges this reading of Kant's thought, claiming not only that Kant has a very rich notion of moral character, but also that it is a conception of systematic importance for his thought, linking the formal moral with the critical, aesthetic, anthropological, and biological aspects of his philosophy. The first (...)
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  10.  9
    Being after Rousseau: Philosophy and Culture in Question (review).G. Felicitas Munzel - 2004 - Journal of the History of Philosophy 42 (3):345-346.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Being after Rousseau: Philosophy and Culture in QuestionG. Felicitas MunzelRichard L. Velkley. Being after Rousseau: Philosophy and Culture in Question. Chicago: University of Chicago Press, 2002. Pp. x + 192. Cloth, $40.00. Paper, $18.00.In this collection of essays Velkley realizes a dual achievement: a penetrating scholarly analysis of a familiar topic, modern philosophy's on-going criticism of rational Enlightenment as a "project aiming at progressive rational mastery of nature (...)
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  11.  24
    Cultivating moral consciousness: The quintessential relation of practical reason and mind (Gemüt) as a bulwark against the propensity for radical evil.G. Felicitas Munzel - 2018 - Educational Philosophy and Theory 51 (13):1371-1380.
    To perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, specifically in the human power of choice-making. The task is to reorient the natural order of choice-making, to the moral order that takes the moral law as its supreme principle. I explicate the role of a specific capacity of the human subjective side of judging in this process; namely, (...)
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  12.  4
    Cultivating moral consciousness: The quintessential relation of practical reason and mind (Gemüt) as a bulwark against the propensity for radical evil.G. Felicitas Munzel - 2019 - Educational Philosophy and Theory 51 (13):1351-1360.
    To perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, s...
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  13.  1
    12. „Doctrine of Method” and „Closing” (151 – 163).G. Felicitas Munzel - 2002 - In Otfried Höffe (ed.), Immanuel Kant: Kritik der Praktischen Vernunft. Akademie Verlag. pp. 177-189.
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  14.  1
    12. “Doctrine of Method” and “Closing” (151–163).G. Felicitas Munzel - 2002 - In Otfried Höffe (ed.), Immanuel Kant: Kritik der Praktischen Vernunft. Akademie Verlag. pp. 203-217.
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  15.  1
    12 “Doctrine of Method” and “Closing” (151–163).G. Felicitas Munzel - 2002 - In Otfried Höffe (ed.), Immanuel Kant: Kritik der praktischen Vernunft. Berlin: De Gruyter. pp. 187-200.
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  16. Indispensable education of the being of reason and speech.G. Felicitas Munzel - 2014 - In Alix Cohen (ed.), Kant's Lectures on Anthropology: A Critical Guide. Cambridge University Press.
     
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  17.  38
    Kritischer Kommentar zu Kants Anthropologie in pragmatischer Hinsicht (1798) (review).G. Felicitas Munzel - 2001 - Journal of the History of Philosophy 39 (1):149-151.
    In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.1 (2001) 149-151 [Access article in PDF] Reinhard Brandt. Kritischer Kommentar zu Kants Anthropologie in pragmatischer Hinsicht (1798). Kant-Forschungen, Band 10. Hamburg: Felix Meiner Verlag, 1999. Pp. 543. Cloth, DM. The appearance of a commentary on Kant's Anthropology is very timely, indeed indispensable, given the advent of a new phase in Kant scholarship, attentive to the writings surrounding the main critical texts as (...)
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  18.  10
    Reason’s Practical Idea of Perpetual Peace, Human Character, and the Pedagogical Function of the Republican Constitution.G. Felicitas Munzel - 1996 - Idealistic Studies 26 (2):101-134.
    Within Kant’s own writings, it is complicated by the further tension between his pedagogy and his moral philosophy. When one sees Kant’s conception of character as a systematic connection between these three aspects of his philosophy, light is shed on the role and limits of the pedagogical function of the republican constitution. Thereby, too, the inherent limit of the extent to which perpetual peace, practically defined, can be a political goal effected by political means is unveiled.
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  19.  10
    The Objective and Subjective Sides of Human Moral Consciousness and Their Relation: Author’s Reply to Reviews of Kant’s Conception of Pedagogy.G. Felicitas Munzel - 2018 - Studies in Philosophy and Education 38 (3):347-357.
  20.  30
    The Privileged Status of Interest in Nature's Beautiful Forms.G. Felicitas Munzel - 1995 - Proceedings of the Eighth International Kant Congress 1:787-792.
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  21.  49
    Book ReviewsJohn H. Zammito, Kant, Herder, and the Birth of Anthropology.Chicago: University of Chicago Press, 2002. Pp. 576. $68.00 ; $29.00. [REVIEW]G. Felicitas Munzel - 2004 - Ethics 115 (1):183-186.
  22.  1
    Demokratie im Zeitalter der Globalisierung. [REVIEW]G. Felicitas Munzel - 2001 - Review of Metaphysics 55 (1):141-143.
    As a phenomenon, as a concept, as an essential trait of human individual and collective activity, to be “global” has become a familiar commonplace. As is often the case with the familiar, it is not necessarily well understood, and as such a problematic concept, “globalization” evokes contradictory emotions of hope and anxiety. In his extremely penetrating and encompassing philosophical analysis of this notion as a complex political concept and phenomenon affecting every arena of life today, Otfried Höffe offers a vision (...)
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  23.  30
    Höffe, Otfried. Demokratie im Zeitalter der Globalisierung. [REVIEW]G. Felicitas Munzel - 2001 - Review of Metaphysics 55 (1):141-144.
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  24.  24
    Kant’s Ethical Thought. [REVIEW]G. Felicitas Munzel - 2000 - Review of Metaphysics 54 (1):180-182.
    The broadest aim of Wood’s project is the improvement of our own self-understanding by: “replacing commonly accepted ideas” about Kant’s ethical thought with “more accurate and less oversimplified ones”, the hope is that this “might help to transform our conception of our own history and of ourselves as heirs of the Enlightenment”. Our age, writes Wood, “needs Kant’s sober, principled hope for a more rational, cosmopolitan future”.
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  25.  19
    Making a Necessity of Virtue. Aristotle and Kant on Virtue. [REVIEW]G. Felicitas Munzel - 1998 - Review of Metaphysics 51 (4):955-957.
  26.  35
    Review of David G. Sussman, The Idea of Humanity: Anthropology and Anthroponomy in Kant's Ethics[REVIEW]G. Felicitas Munzel - 2004 - Notre Dame Philosophical Reviews 2004 (3).
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  27.  11
    Making a Necessity of Virtue. Aristotle and Kant on Virtue. [REVIEW]G. Felicitas Munzel - 1998 - Review of Metaphysics 51 (4):955-957.