Salomo Friedlaender was a prolific German-Jewish philosopher, poet, and satirist. His Kant for Children is intended to help young people learn about Immanuel Kant’s philosophy. Friedlaender writes, “Morality is inherent in us organically. But its abstract formula should be imprinted on schoolchildren.” Published in 1924, 200 years after Kant’s birth, the book sparked interest in some quarters, attracting the attention of the first Newbery Award winner, Hendrik Willem van Loon, who corresponded with Friedlaender in 1933 requesting an English translation. That (...) didn’t happen. This is the first English translation of the book. During the National Socialist period, Kant for Children troubled the Nazis. They banned Friedlaender’s work. Rebecca Hanf, friend of Ernst Marcus, the philosopher who claimed to have resurrected Kant, recognized that Friedlaender’s Kant for Children could counter the Nazi appropriation of Kant and realign Kant with egalitarianism and anti-fascist politics, meaning the book has contemporary relevance in light of an international resurgence of fascism. A lifelong student of Kant’s works, Friedlaender deserves a wider audience among Kant scholars and students. This first English translation includes an introduction to Friedlaender as well as essays by Paul Mendes-Flohr, Sarah Holtman, Robert Louden, Kate Moran, Krista Thomason, and Jens Timmermann. For translating and editing Kant for Children, Bruce Krajewski received The 2023 Silvers Grant for Work in Progress from the Robert B. Silvers Foundation. The Robert B. Silvers Foundation is a charitable trust established by a bequest of the late Robert B. Silvers, a founding editor of the New York Review of Books, with the aim of supporting writers in the fields of long-form literary and arts criticism, the intellectual essay, political analysis, and social reportage. (shrink)

Kant’s commitment to universalism has been called into question since increasing attention has been paid to his work on race in the last 20 years. This worry can easily be applied to Kant’s work on education: when Kant describes education as allowing humanity to fulfill its Bestimmung (vocation), scholars might reasonably conclude that such a claim only applies certain racial groups. Yet Salomo Friedlaender claims that if Kant’s moral theory is taught to children, “Every person is valued according to her (...) morality and no longer, as in our crude days, according to ‘race’ or national and religious affiliation.” This interpretation of Kant might strike some contemporary Kant scholars as naïvely optimistic, but neo-Kantians were well aware of Kant’s racial claims. By examining how neo-Kantians read Kant’s work on race, I argue that Friedlaender’s interpretation provides a way of reading an unracialized Bestimmung in the pedagogy. (shrink)

According to an oft-repeated narrative, while Kant maintained racist views through the 1780s, he changed his mind in the 1790s. Pauline Kleingeld introduced this narrative based on passages from Kant’s Metaphysics of Morals and “Toward Perpetual Peace”. On her reading, Kant categorically condemned chattel slavery in those texts, which meant that he became more racially egalitarian. But the passages involving slavery, once contextualized, either do not concern modern, race-based chattel slavery or at best suggest that Kant mentioned it as a (...) cautionary tale for labor practices in Europe. Overall, Kant never explicitly considered chattel slavery as a moral problem to be addressed on its own. Rather, he treated it primarily in terms of its function in human history. If he ended up expressing some qualms about its practices, it was likely because they threatened to deepen intra-European conflicts and undermine the prospect of perpetual peace. The humanity of the enslaved “Negroes” was never part of the reasoning. This was not a casual oversight on Kant’s part. It reflects the complexity of his philosophical system: everything he did or did not say about chattel slavery begins to make sense once we connect his philosophy of history and his depiction of “Negroes” as natural slaves. (shrink)

A testimony is somebody else’s reported experience of what has happened. It is an indispensable source of knowledge. It only gives us historical cognition, however, which stands in a complex relation to rational or philosophical cognition: while the latter presupposes historical cognition as its matter, one needs the architectonic “eye of a philosopher” to select, interpret, and organize historical cognition. Kant develops this rationalist theory of testimony. He also practices it in his own work, especially while theorizing about race as (...) a subject of natural philosophy. In three dedicated essays on this subject, he treats race from the standpoint of a philosophical investigator of nature (Naturforscher), who (as Kant puts it in the first Critique) learns from nature “like an appointed judge who compels witnesses to answer the questions he puts to them.” This view underwrites Kant’s use of travel reports (a type of testimony) in developing and defending his theory of race. (shrink)

In this article, I defend the pragmatic relevance of race in history. Kant and Hegel's racist development thesis assumes that nonwhite, non-European racial groups are defective practical agents. In response, philosophers have opted to drop race from a theory of history and progress. They posit that denying its pragmatic relevance amounts to anti-racist egalitarianism. I dub this tactic “colorblind cosmopolitanism” and offer grounds for its rejection. Following Du Bois, I ascribe, instead, a pragmatic role to race in history. Namely, Du (...) Bois argues that race is an “instrument of progress” that advances emancipatory struggle. He appeals to the writing of history—or historiography—to cultivate group consciousness of historical memory in order to strengthen intragroup bonds among the racially oppressed, especially black Americans, and create intergroup bonds that reconstruct the republic on the basis of universal ideals. I detail Du Bois's defense of the black struggle for freedom in the wake of the U.S. Civil War to provide a concrete illustration of “spirit” in American history. (shrink)