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)

The aim of this paper is to show how concern with agency, expressed in the idea that history is the doing of agents, shapes both Kant’s and Hegel’s conceptions of history and, by extension, the roles they accord philosophical historiography.

The goal of this essay is to analyse the influence of Johann Bernhard Basedow and Rousseau on Kant’s cosmopolitanism and concept of cosmopolitan education. It argues that both Basedow and Kant defined cosmopolitan education as non-denominational moral formation or Bildung, encompassing—in different forms—a thin version of moral religion following the core tenets of Christianity. Kant’s encounter with Basedow and the Philanthropinum in Dessau helps to understand the development of Kant’s concept of cosmopolitanism and educational theory ‘in weltbürgerlicher Absicht’. Rousseau’s role (...) is more complex: he clearly influenced Kant; he is usually considered a precursor of modern nationalism and national education; and recent studies have stressed the cosmopolitan dimension of his educational programme. I claim that the dilemma of education according to Rousseau is that one has to choose between education of homme or education of citoyen, and that there is no way to avoid or go beyond this stark alternative. Kant’s reinterpretation of Rousseau is favourable and creative and has found many followers up to the present, but is misleading, as he ignores the dilemma and imposes his own conception of cosmopolitanism, of cosmopolitan education and of (possible) progress in history on Rousseau while claiming that this was actually Rousseau’s message. (shrink)

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)

In the aftermath of a normalized Foucaultian world with an all encompassing web of biopower, one remaining hope is to cultivate nimbleness. Nimbleness is an embodied aesthetic sensitivity to the material presence. Cultivating nimbleness is a particular style of cultivation; it is to willfully gather together one’s self in the wake of a formative force far richer than the derivative web of living power relationships of human embeddness within a horizon of social, economical, political and historical subjectivating power relations; which (...) are chronicled and labeled by Michel Foucault as the normalizing practices of biopower. In other words to have freedom, one must start by rejecting the categories and labels normally internalized in order to relearn to learn from the material presence. Such a style of cultivation is a means of resisting normalizing power relations which co-opt cultivating practices to engross their own dominance which has had the by-product of an impotence to negate the gross material injustices present. This normalizing style of cultivation is a prevalent, corrupted, semblance which denies the importance of beauty for that of efficiency, rejects non-human purposiveness, and limits its measure of ethics to short term economical pragmatism. The thesis acknowledges that something is awry with the world and that giving care to beauty might help. The aim is to examine the event of Beauty as depicted by the philosopher Immanuel Kant and to apply this characterization to elective architectural spaces such that it may motivate individuals to cultivate their own nimbleness in relation to a formative force of nature. However given the revealed need for sensitivity to the particular material presence, the thesis can not be a rule book or catalog for beautiful design. Rather it is a rehabilitation for architects who are already heterospatially curious, with the desired outcome of architects cultivating their own nimbleness to reflectively judge as a ground up, multi-node, rhizomatic means of resistance to normalizing power practices as manifest in bad architecture. (shrink)

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...

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 suggests that we struggle with our innate propensity to wilfully deviate from doing our duty. And we do this when we struggle against the depravation of our heart, namely our propensity to reverse ‘the ethical order as regards the incentives of a free power of choice’, namely, our (...) propensity to wilfully comply with the principle of self-love and override the moral law. It seems, however, that education does not enable those concerned to fulfil their duties. It seems, instead, that education basically makes them efficacious with regard to desired ends and with the devised means. It seems, too, that education does not necessarily make it possible for those concerned with duty to perfect themselves morally and help others to do the same, which in turn suggests that those concerned are not being enabled to make themselves ‘as conscientious as possible in [their] moral self-examination’. I argue that education ought to enable those concerned to cultivate their moral strength to do so and enable others to do the same. (shrink)