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Kant's 'Critique of Practical Reason': A Critical Guide

New York: Cambridge University Press (2010)

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  1. Priority of Practical Reason in Kant.Sasha Mudd - 2013 - European Journal of Philosophy 24 (1):78-102.
    Throughout the critical period Kant enigmatically insists that reason is a ‘unity’, thereby suggesting that both our theoretical and practical endeavors are grounded in one and the same rational capacity. How Kant's unity thesis ought to be interpreted and whether it can be substantiated remain sources of controversy in the literature. According to the strong reading of this claim, reason is a ‘unity’ because all our reasoning, including our theoretical reasoning, functions practically. Although several prominent commentators endorse this view, it (...)
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  • Kant and Consequentialism in Context: The Second Critique’s Response to Pistorius.Michael H. Walschots - 2021 - Archiv für Geschichte der Philosophie 103 (2):313-340.
    Commentators disagree about the extent to which Kant’s ethics is compatible with consequentialism. A question that has not yet been asked is whether Kant had a view of his own regarding the fundamental difference between his ethical theory and a broadly consequentialist one. In this paper I argue that Kant does have such a view. I illustrate this by discussing his response to a well-known objection to his moral theory, namely that Kant offers an implicitly consequentialist theory of moral appraisal. (...)
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  • Does Fish Welfare Matter? On the Moral Relevance of Agency.Frederike Kaldewaij - 2013 - Journal of Agricultural and Environmental Ethics 26 (1):63-74.
    To determine whether fish welfare matters morally, we need to know what characteristics or capacities beings need to have in order to be morally considerable, and whether fish have such characteristics. In this paper I discuss a group of theories, Kantian practical reasoning theories, in which agency (or practical rationality) is traditionally thought to be a necessary condition for moral considerability. An individual must have quite sophisticated capacities to be a (moral) agent in such theories: she must be able to (...)
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  • 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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