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  1.  38
    Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity.Klas Roth, Lia Mollvik, Rama Alshoufani, Rebecca Adami, Katy Dineen, Fariba Majlesi, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1147-1161.
    Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it (...)
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  2. Kant on Education and evil—Perfecting human beings with an innate propensity to radical evil.Klas Roth & Paul Formosa - 2018 - Educational Philosophy and Theory 51 (13):1304-1307.
    Kant begins his Lectures on Pedagogy by stating, “[t]he human being is the only creature that must be educated” (Kant, 2007, 9:441), and he argues that it is through education that we can transform our initial “animal nature into human nature” (ibid. 2007, 9:441). Kant understands education as involving an ordered process of care, discipline, instruction and formation through enculturating, civilizing and moralizing (Formosa 2011). Further, Kant envisages that we should pursue as a species the “moral perfection” that is the (...)
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  3.  43
    Kant and Education: Interpretations and Commentary.Klas Roth & Chris W. Surprenant (eds.) - 2011 - New York: Routledge.
    Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...)
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  4.  73
    Cosmopolitan Identity and Education.Klas Roth & Nicholas C. Burbules - 2011 - Educational Philosophy and Theory 43 (3):205-208.
  5.  39
    Understanding agency and educating character.Klas Roth - 2011 - Educational Theory 61 (3):257-274.
    How can we understand human agency, and what does it mean to educate character? In this essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious and autonomous in education and elsewhere. This requires, among other things, that we are successful in bringing about the intended result through our actions and the means used, and that we act in accordance with and are motivated by the Categorical Imperative. It also requires that we are or strive to (...)
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  6.  72
    Good Will: Cosmopolitan education as a site for deliberation.Klas Roth - 2011 - Educational Philosophy and Theory 43 (3):298-312.
    Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and (...)
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  7.  64
    Principles of the Unification of our Agency.Klas Roth - 2011 - Educational Philosophy and Theory 43 (3):283-297.
    Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world—including our agency—and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested—the hypothetical imperative (...)
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  8.  38
    Freedom of choice, community and deliberation.Klas Roth - 2003 - Journal of Philosophy of Education 37 (3):393–413.
    Present arrangements for the control and administration of schools in Sweden foster freedom of choice and the interests of different value communities more than ideals such as democratic deliberation. I argue that children and young people should be given the opportunity to deliberate in ‘discourse ethics’ terms during their compulsory schooling, and I suggest that their right to engage in such deliberation is contained in the national curriculum. A discourse ethics approach to democratic deliberation pays attention to whether, and to (...)
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  9.  15
    Making Ourselves Intelligible—Rendering Ourselves Efficacious and Autonomous, without Fixed Ends.Klas Roth - 2014 - Journal of Aesthetic Education 48 (3):28-40.
    Paul Guyer’s reading of the work by Stanley Cavell and Immanuel Kant on moral perfectionism is, I think, insightful, valuable and sympathetic, and his critique of Stanley Cavell is nuanced and considerate. He argues in “Examples of Perfectionism,” the previous article in this journal, that “Kant offers a fuller example of what Stanley Cavell calls Emersonian perfectionism, … than Cavell himself has recognized even in his most sympathetic account of Kant” (5). Guyer argues, moreover, “that there is a deep affinity (...)
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  10.  30
    (1 other version)A cosmopolitan design of teacher education and a progressive orientation towards the highest good.Klas Roth - 2013 - Ethics and Global Politics 5 (4).
  11.  38
    Introduction: Perfectionism and Education—Kant and Cavell on Ethics and Aesthetics in Society.Klas Roth, Martin Gustafsson & Viktor Johansson - 2014 - Journal of Aesthetic Education 48 (3):1-4.
    Immanuel Kant’s conception of ethics and aesthetics, including his philosophy of judgment and practical knowledge, are widely discussed today among scholars in various fields: philosophy, political science, aesthetics, educational science, and others. His ideas continue to inspire and encourage an ongoing interdisciplinary dialogue, leading to an increasing awareness of the interdependence between societies and people and a clearer sense of the challenges we face in cultivating ourselves as moral beings.Early on in his career, Cavell began to recognize the strong connection (...)
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  12.  31
    Education and a progressive orientation towards a cosmopolitan society.Klas Roth - 2012 - Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. 2006. Moral education's (...)
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  13.  34
    (1 other version)Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others—Challenges for education.Klas Roth - 2018 - Educational Philosophy and Theory 51 (13):1372-1380.
    Kant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves sug...
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  14.  35
    Some thoughts for a new critical language of education: Truth, justification and deliberation.Klas Roth - 2009 - Philosophy and Social Criticism 35 (6):685-703.
    The notion of `truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist (...)
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  15.  44
    Deliberative Pedagogy: Ideas for Analysing the Quality of Deliberation in Conflict Management in Education.Klas Roth - 2007 - Studies in Philosophy and Education 27 (4):299-312.
    Institutions worldwide respond to the need to recognise the value of educating children and young people to handle or solve conflicts in communication. But how do they or we know that an event is correctly interpreted as a conflict? How can people analyse the quality of deliberation when handling or solving conflicts in communication in education? I discuss these questions and argue that the notion of conflict cannot be defined only in terms of incompatibility, clash, opposition and/or disagreement; it also (...)
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  16.  55
    Introduction: Changed Conditions For Identity Formation, Communication and Learning.Klas Roth & Staffan Selander - 2007 - Studies in Philosophy and Education 27 (4):207-209.