Kant's Account of Moral Education

Datos Bibliográficos

ID8091501
AutoresJohannes Giesinger (0000-0003-0965-4855, a Kantonsschule Sargans, Switzerland, autor de correspondencia)
Año2011
Volumen44
Número7
Páginas775-786
Fecha de publicación2011-05-25
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Philosophy and Theory (JOURNAL)
Identificadores de la revistaISSN: 0013-1857 • E-ISSN: 1469-5812
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1111/j.1469-5812.2011.00754.x
OpenAlexW2140055954
IdiomaEN
Citas recibidas5
Referencias citadas9

While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper demonstrates that the core ideas of Kant's moral philosophy are also present in his pedagogy. This means that the problem of moral education must be solved within the transcendentalist framework. It is finally claimed that Kant himself outlines a solution to this problem in his pedagogical lectures

Epistemology · Higher education · Moral philosophy · Morality · Philosophy of education · Political science · Situated · Sociology · Teleology · Law · Philosophical Ethics and Theory · Philosophy