I discuss the relation between Kant’s trust in the rational capacities of ordinary agents and education. First, I show that Kant is very optimistic regarding our common moral capacities. Then I discuss what room this leaves for moral education. I argue that a discussion of Kant’s conception of moral education should distinguish between different functions of education: (i) education is necessary for agents to make the transition from a purely instrumental to a pure practical use of reason (Basic Education); (ii) education can strengthen the motivational force of the moral law by presenting the moral law in all its dignity and clarity (Motivational Education); (iii) education can instruct agents about the source of morality and offer an abstract formula of the Categorical Imperative (Philosophical Education); and (iv) education can enhance agents’ capacity to apply general moral principles to concrete cases (Education of Judgement).
|Number of pages||29|
|Journal||Archiv für Geschichte der Philosophie|
|Publication status||Published - 2015|