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 (...) “final destiny of the human race” through education (Collins, 1997, 27:470; see Dean, 2014). However, to engage in this pursuit Kant believes that, through education and social change, we have to regulate our “animal nature” and counter the moral corruption of our species, which he calls the “radical innate evil in human nature (not any the less brought upon us by ourselves)” (Kant, 1998, 6:32). If humanity is to pursue its final destiny of moral perfection, then education will need to respond responsibly to the propensity to evil that is deeply rooted in us as finite and imperfect rational beings living in imperfect and at times even in morally corrupted social conditions. This paper outlines some of the relevant issues. (shrink)

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...

Abstract Carl Schmitt distinguishes between political theories in terms of whether they rest on the anthropological assumption that man is evil by nature or on the anthropological assumption that man is good by nature, and he claims that liberal political theory is based on the latter assumption. Contrary to this claim, I show how Kant's liberalism is shaped by his theory of the radical evil in human nature, and that his liberalism corresponds to the characterization of liberalism that Schmitt himself (...) offers. My discussion of this issue will be shown to have certain implications with respect to the view that for Kant evil is the product of society. I show that this view is mistaken insofar as it fails to recognize that Kant's political philosophy implies that human beings require the type of society that best suits their radically evil natures, namely, a commercial one in which the ?vices of culture? largely have free play, while the state's role is limited to that of preventing the antagonisms found in society leading to the mutual destruction of its members. (shrink)

The paper contains interpretation and comparative analysis of Machiavelli’s and Kant’s conceptions on rationality as two prime examples of “realist” and “idealist” modes of agency. Kantian model of rationality is viewed as an augmentation of the Machiavellian one, not an opposition to it. To elaborate the point, Robert Aumann’s model of act-rationality and rulerationality is applied to the two philosophical models. Kantian practical reason is interpreted as an addition to Aumann’s instrumental rationality, providing rules for rules, or “rule-rule-rationality”.

This paper explores the implications of Manfred Kuehn’s observation that Kant’s claim in Religion within the Boundaries of Mere Reason that the ethical community must be a community under God seems “a bit strained.” After clarifying Kant’s train of thought that results in his conception of the ethical community in the form of the “visible church,” the paper argues that the seemingly strong religious dimension may be misleading. If we understand the ethical community to be the development of the kingdom (...) of ends in the Groundwork, it becomes apparent that Kant’s notion of God’s “sovereignty” over the ethical community is a shared sovereignty lodged in rationality and not in God’s own will. The “strain” that Kuehn senses thus suggests the potentially gratuitous nature of Kant’s references to God’s sovereignty over the ethical community. Despite the initial appearances, Kant’s account of the ethical community in the form of the visible church is, over the long term, closer to a secularizing move than to a robustly religious one. (shrink)

This paper considers the role of ‘vices of culture’ in Immanuel Kant’s account of radical evil and education. I argue that Kant was keenly aware of a uniquely human tendency to allow a self...

This paper considers the role of ‘vices of culture’ in Immanuel Kant’s account of radical evil and education. I argue that Kant was keenly aware of a uniquely human tendency to allow a self-centered concern for status to misunderstand or co-opt the language of dignity and equal worth for its own purposes. This tendency lies at the root of the ‘vices of culture’ and ‘aggravated vices’ that Kant describes in the Religion and Doctrine of Virtue, respectively. When it comes to (...) moral education, then, it will be crucial that the developing agent have a clear understanding of the shared dignity of rational agents and the particular duties that are defined, in part, by their tendency to alter status among agents. I argue that the casuistical questions that Kant attaches to these discussions in the Doctrine of Virtue are an example of a pedagogical device that might help pupils to overcome this tendency so closely associated with radical evil. (shrink)