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.

This is the first book-length study in any language to examine in detail and critically assess the second part of Kant's ethics- -an empirical, impure part, which determines how best to apply pure principles to the human situation. Drawing attention to Kant's under-explored impure ethics, this revealing investigation refutes the common and long-standing misperception that Kants ethics advocates empty formalism. Making detailed use of a variety of Kantian texts never before translated into English, author Robert B. Louden reassesses (...) the strengths and weaknesses of Kantian ethics as a whole, once the second part is re-admitted to its rightful place within Kant's practical philosophy. (shrink)

In Kant's Human Being, Robert B. Louden continues and deepens avenues of research first initiated in his highly acclaimed book, Kant's Impure Ethics.

In Kant's Human Being, Robert B. Louden continues and deepens avenues of research first initiated in his highly acclaimed book, Kant's Impure Ethics.

Contemporary philosophers have grown increasingly skeptical toward both morality and moral theory. Some argue that moral theory is a radically misguided enterprise that does not illuminate moral practice, while others simply deny the value of morality in human life. In this important new book, Louden responds to the arguments of both "anti-morality" and "anti-theory" skeptics. In Part One, he develops and defends an alternative conception of morality, which, he argues, captures more of the central features of both Aristotelian and (...) Kantian ethics than do other contemporary models, and enables the central importance of morality to be convincingly reaffirmed. In Louden's model, morality is primarily a matter of what one does to oneself, rather than what one does or does not do to others. This model eliminates the gulf that many anti-morality critics say exists between morality's demands and the personal point of view. Louden further argues that morality's primary focus should be on agents and their lives, rather than on right actions, and that it is always better to be morally better--i.e. it is impossible to be "too moral." Part Two presents Louden's alternative conception of moral theory. Here again he draws on the work of Aristotle and Kant, showing that their moral theories have far more in common than is usually thought, and that those features that they share can be the basis for a viable moral theory that is immune to the standard anti-theory objections. Louden reaffirms the necessity and importance of moral theory in human life, and shows that moral theories fulfill a variety of genuine and indispensable human needs. (shrink)

Kant's anthropological works represent a very different side of his philosophy, one that stands in sharp contrast to the critical philosophy of the three Critiques. For the most part, Kantian anthropology is an empirical, popular, and, above all, pragmatic enterprise. After tracing its origins both within his own writings and within Enlightenment culture, the Element turns next to an analysis of the structure and several key themes of Kantian anthropology, followed by a discussion of two longstanding contested features - viz., (...) moral anthropology and transcendental anthropology. The Element concludes with a defense of the value and importance of Kantian anthropology, along with replies to a variety of criticisms that have been levelled at it over the years. Kantian anthropology, the author argues, is 'the eye of true philosophy'. (shrink)

Anthropology, History, and Education, first published in 2007, contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, had never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical (...) and cultural anthropology, the philosophy of history, and education which are gathered in the present volume. Kant repeatedly claimed that the question 'What is the human being?' should be philosophy's most fundamental concern, and Anthropology, History, and Education can be seen as effectively presenting his philosophy as a whole in a popular guise. (shrink)

In this essay I argue that Kant remained committed to the necessity and fundamental importance of education throughout his career. Like Johann Bernhard Basedow (1724–90), Kant holds that a ‘total transformation’ of schools is necessary, and he holds this view not only in the 1770s but in his later years as well. In building my case I try to refute two recent opposing interpretations – Reinhard Brandt’s position that Kant’s early ‘education enthusiasm’ was later replaced by a politics enthusiasm, and (...) Manfred Kuehn’s view that the increasing importance of autonomy in Kant’s mature ethics leads him to de-emphasize education. (shrink)

Kant was one of the inventors of anthropology, and his lectures on anthropology were the most popular and among the most frequently given of his lecture courses. This volume contains the first translation of selections from student transcriptions of the lectures between 1772 and 1789, prior to the published version, Anthropology from a Pragmatic Point of View, which Kant edited himself at the end of his teaching career. The two most extensive texts, Anthropology Friedländer and Anthropology Mrongovius, are presented here (...) in their entirety, along with selections from all the other lecture transcriptions published in the Academy edition, together with sizeable portions of the Menschenkunde, first published in 1831. These lectures show that Kant had a coherent and well-developed empirical theory of human nature bearing on many other aspects of his philosophy, including cognition, moral psychology, politics and philosophy of history. (shrink)

In this essay I offer a new interpretation of Kant’s discussion of “the old formula of the schools” in the Critique of Practical Reason – “nihil appetimus, nisi sub ratione boni; nihil aversamur, n...

Toward a Genealogy of 'Deontology' ROBERT B. LOUDEN [A]ny choice of a conceptual scheme presupposes values. Hilary Putnam, Reason, Truth, and History tN Va'HICS AS ELS~.WHEI~, the basic categories used by writers to mark the conceptual terrain of their field profoundly affect readers' understanding of what is important within the field. And in ethics , most writers who habitually employ the currently accepted categories of their discipline have no knowledge of the particular history of these categories -- of (...) who first coined them, of the purposes for which they were originally intended, of how their meanings have shifted over the years, of how ascending categories have displaced descending ones, of who is primarily responsible for their current meanings, etc. As an illustration of this claim, I propose to examine the history of'deontology' in ethics, with an aim to making the recent topographical shifts within the field less "unknown to ourselves. ''~ Who was the first author to employ "the general, ugly, and familiar head- 1Cf. Nietzsche's opening remark in The Genealogy of Morals: "We are unknown to ourselves, we seekers after knowledge [w/r Erkennendon]" . It is perhaps worth noting at the outset that the following exercise in moral genealogy is not terribly Nietzschean -- I myself accept very little of the specifics of his attack on morality. However, I do concur with Nietzsche's general conviction that moral philosophers.. (shrink)

In this essay, I try to make sense out of Kant’s unusual concept of grace, particularly as regards its uneasy relationship to education within the context of the effort to overcome evil. Th...

This chapter contains sections titled: The Second Part of Morals Defining Features of Pragmatic Anthology Anthropology: Pragmatic versus Moral Defining Features of Moral Anthropology Hindrances and Helps Moral Weltkenntnis Moral Education and Character Development The Vocation of the Human Species Assessing Kant's Moral Anthropology.

In this essay, I try to make sense out of Kant’s unusual concept of grace, particularly as regards its uneasy relationship to education within the context of the effort to overcome evil. Th...

Anthropology from a Pragmatic Point of View essentially reflects the last lectures Kant gave for his annual course in anthropology, which he taught from 1772 until his retirement in 1796. The lectures were published in 1798, with the largest first printing of any of Kant's works. Intended for a broad audience, they reveal not only Kant's unique contribution to the newly emerging discipline of anthropology, but also his desire to offer students a practical view of the world and of humanity's (...) place in it. With its focus on what the human being 'as a free-acting being makes of himself or can and should make of himself,' the Anthropology also offers readers an application of some central elements of Kant's philosophy. This volume offers an annotated translation of the text by Robert B. Louden, together with an introduction by Manfred Kuehn that explores the context and themes of the lectures. (shrink)

Arthur W. H. Adkins's writings have sparked debates among a wide range of scholars over the nature of ancient Greek ethics and its relevance to modern times. Demonstrating the breadth of his influence, the essays in this volume reveal how leading classicists, philosophers, legal theorists, and scholars of religion have incorporated Adkins's thought into their own diverse research. The timely subjects addressed by the contributors include the relation between literature and moral understanding, moral and nonmoral values, and the contemporary meaning (...) of ancient Greek ethics. The volume also includes an essay from the late Adkins himself illustrating his methodology in an analysis of the "Speech of Lysias" in Plato's _Phaedrus_. _The Greeks and Us_ will interest all those concerned with how ancient moral values do or do not differ from our own. Contributors include Arthur W. H. Adkins, Stephanie Nelson, Martha C. Nussbaum, Paul Schollmeier, James Boyd White, Bernard Williams, and Lee Yearley. Commentaries by Wendy Doniger, Charles M. Gray, David Grene, Robert B. Louden, Richard Posner, and Candace Vogler. (shrink)

Anthropology was a new field of study when Kant first began lecturing on it in 1772, and Kant himself was the first academic to teach regular courses in this area. As is well known, his own approach to anthropology is self-described as ‘pragmatic’, and Kant’s pragmatic anthropology differs markedly from the anthropologies that other early contributors to the new discipline were advocating. In this essay I focus on a fundamental feature of Kant’s anthropology that has been under-appreciated in previous discussions; (...) namely, the particular conception of human nature that he believes anthropology, when pursued properly, leads to. I call this conception a cosmopolitan conception of human nature. In addition to establishing the central importance of this idea for Kant’s project in anthropology, I also try in this essay to unravel some of its ambiguities and tensions as well as to highlight its underlying moral motives. The cosmopolitan conception of human nature that is central to Kant’s anthropology is a further indication of the significance of his anthropology for ethics.Keywords: Immanuel; Kant; Anthropology; Pragmatic; Cosmopolitan; Human nature. (shrink)