Patrick Frierson
Whitman College
This paper lays out the moral theory of philosopher and educator Maria Montessori. Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics.
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DOI 10.1017/apa.2019.41
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References found in this work BETA

Freedom of the Will and the Concept of a Person.Harry Frankfurt - 1971 - Journal of Philosophy 68 (1):5-20.
Two Kinds of Respect.Stephen Darwall - 1977 - Ethics 88 (1):36-49.
Beyond Good and Evil.Friedrich Nietzsche & Helen Zimmern - 1908 - International Journal of Ethics 18 (4):517-518.
What is a Child?Tamar Schapiro - 1999 - Ethics 109 (4):715–738.
Revisiting the Early Modern Philosophical Canon.Lisa Shapiro - 2016 - Journal of the American Philosophical Association 2 (3):365-383.

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Citations of this work BETA

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