Evil, Virtue, and Education in Kant

Autor/in	Formosa, Paul
Titel	Evil, Virtue, and Education in Kant
Quelle	In: Educational Philosophy and Theory, 51 (2019) 13, S.1317-1326 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1487284
Schlagwörter	Moral Values; Values Education; Ethics; Behavior; Moral Development; Social Attitudes; Philosophy + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Werterziehung; Ethik; Moralische Entwicklung; Social attidude; Soziale Einstellung; Philosophie
Abstract	For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how can we make moral progress? In response, I explore in this paper Kant's gradualist and revolutionary accounts of moral progress. These differing accounts of progress raise two key questions in the literature: are these accounts compatible and which type of progress comes first? Against other views in the literature, I argue that gradual progress through a change of mores must come first and can gradually lead toward, as its ideal endpoint, a revolution in our disposition (or a change of heart) and the overthrowing of our radical evil. This has important implications for moral pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01