Journal of Philosophy of Education, EarlyView.

The chapter first discusses the general meaning of a 'doctrine of method' in Kant’s work, as well as the specific goals of the Doctrine of Method of the second Critique. The central section, then, focuses on the notion of 'receptivity to morality', which here has a central role and a quite distinct meaning. I argue that Kant’s main point in his account of how to 'make objective practical reason subjectively practical' (5:151) is that one ought to lead the individual agent (...) to become aware of his own dignity as a moral being. In Kant’s view, recognition of this point is relevant to the overall aim of the second Critique – to show that pure reason is practical – and of moral theory itself. The task of the Doctrine of Method is to show how it is possible to make agents aware of their basic moral capacities, and through that awareness to instil genuine moral dispositions. Accordingly, the Doctrine of Method is the completion of the Critique, confirming the conclusions of the Analytic through the common use of pure practical reason and connecting them with the experience of every moral agent. (shrink)

In this article I argue that understanding the role that the virtues of love play in Kant’s ethical theory requires understanding not only the nature of the virtues themselves, but also the unique nature of wide Kantian duties. I begin by making the case that while the Doctrine of Virtue supports attributing an affective component to the virtues of love, we are right to resist attributing anaffective success conditionto these virtues. I then distinguish wide duties from negative and narrow (positive) (...) duties in order to make the case that prudential considerations often unavoidably and unproblematically play a role in deliberation about how we fulfil our wide duties. In the final section I combine these findings, arguing that the virtues of love play an important moral role by shaping these prudential considerations. (shrink)

There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related 'fact of reason' argument suggest that we learn the content and application of the moral law on our own. On the other hand, Kant has a sophisticated and detailed account of moral education that goes well beyond (...) the kind of education a person would receive in the course of ordinary childhood experience. The task of this paper will be to reconcile these seemingly conflicting claims. Ultimately, I argue, Kant's philosophy of education makes sense as a part of his moral theory if we look not only at individual moral decisions, but also at the goals or ends that these moral decisions are intended to achieve. In Kant's case, this end is what he calls the highest good, and, I argue, the most coherent account of the highest good is a kind of ethical community and end of history, similar to the Groundwork 's realm of ends. Seen as a tool to bring about and sustain such a community, Kant's philosophy of moral education exists as a coherent and important part of his moral philosophy. (shrink)

There seems to be a strong sentiment in pre-philosophical moral thought that actions can be morally valuable without at the same time being morally required. Yet Kant, who takes great pride in developing an ethical system firmly grounded in common moral thought, makes no provision for any such extraordinary acts of virtue. Rather, he supports a classification of actions as either obligatory, permissible or prohibited, which in the eyes of his critics makes it totally inadequate to the facts of morality. (...) The related idea of uncommonly grand and noble deeds is frequently dismissed by Kant as high-.own emotional nonsense. Such considerations give rise to the fear that actions intuitively classed as morally commendable but not required must be re-classified as commands of duty by Kant, making his ethical theory as unbearably demanding as direct utilitarianism. The paper divides into three sections: (1) an examination of the nature of moral goodness from a meta-ethical angle that introduces some passages from Kant's writings presenting strong theoretical evidence against the case for supererogatory action; (2) a critique of Thomas Hill's suggestion that within the category of wide duty we can accommodate some of the main features of actions classified as supererogatory in other ethical systems; concluding that, contra Hill, there are no actions of wide duty that can be so characterized in any significant sense; and (3) a final discussion of the problem of how demanding the requirements of Kantian ethical theory really are. (shrink)

Among moral attributes true virtue alone is sublime. … [I]t is only by means of this idea [of virtue] that any judgment as to moral worth or its opposite is possible. … Everything good that is not based on a morally good disposition … is nothing but pretence and glittering misery. 1.

In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of (...) this process. (shrink)

The main interest of the doctrine of duties in the 18th century aims at the systematic differentiation of two classes of duties known as perfect and imperfect duties, as negative and positive duties, as duties of abstinence and duties of performance, as duties of debtiness and duties of conscience and benevolence. This paper follows the history of this differentiation and classification of the duties from Grotius, Pufendorf, Leibnitz, Thomasius, Mendelssohn and the early Kantians to Kant, especially to the Kant of (...) the "Doctrine of Virtue" , which takes up the distintive marks and distinguishing features of Kant's predecessors and integrates them into a consistent system of duties. Its fundamental distinction between two spheres of norms and classes of duties having their foundation in the difference of a negative determinate principle of actions and an affirmative indeterminate principle of ends is significant for the present ethical discussions as well. (shrink)