Abstract

The aim of this paper is to argue that Kant’s philosophy of education should be interpreted as showing that education can be morally relevant despite the fact that it cannot make the child moral. To support this claim, I suggest that it is necessary to focus on the connection between Kant’s account on education and his views on moral anthropology. For it brings to light that education cannot but work with nature (and in particular human nature, natural feelings and predispositions) rather than against it in order to realize the vocation of humanity. I then go on to argue that the moral dimension of education is best described as enabling the child to use his freedom in the right way, that is to say, autonomously. On this basis, I conclude that whilst education can prepare him for the universal command of duty, nothing can relieve him of the essential burden of the task morality demands of him—having a good will.