Educational Philosophy and Theory 43 (3):298-312 (2011)

Abstract
Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere
Keywords autonomous  deliberation  good will  Immanuel Kant  cosmopolitan education  efficacious  Christine Korsgaard  communication
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DOI 10.1111/j.1469-5812.2009.00598.x
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References found in this work BETA

The Metaphysics of Morals.Immanuel Kant - 1797/1996 - Cambridge University Press.
Critique of Practical Reason.Immanuel Kant - 1788 - Hackett Publishing Company.
Critique of Pure Reason.I. Kant - 1787/1998 - Philosophy 59 (230):555-557.
Creating the Kingdom of Ends.Christine M. Korsgaard - 1996 - Cambridge University Press.

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Citations of this work BETA

The Role of Feelings in Kant's Account of Moral Education.Alix Cohen - 2016 - Journal of Philosophy of Education 50 (4):511-523.
The Process Matters: Moral Constraints on Cosmopolitan Education.Matthew J. Hayden - 2017 - Journal of Philosophy of Education 51 (1):248-266.

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