Educational Philosophy and Theory 51 (13):1304-1307 (2018)

Paul Formosa
Macquarie University
Kant begins his Lectures on Pedagogy by stating, “[t]he human being is the only creature that must be educated” (Kant, 2007, 9:441), and he argues that it is through education that we can transform our initial “animal nature into human nature” (ibid. 2007, 9:441). Kant understands education as involving an ordered process of care, discipline, instruction and formation through enculturating, civilizing and moralizing (Formosa 2011). Further, Kant envisages that we should pursue as a species the “moral perfection” that is the “final destiny of the human race” through education (Collins, 1997, 27:470; see Dean, 2014). However, to engage in this pursuit Kant believes that, through education and social change, we have to regulate our “animal nature” and counter the moral corruption of our species, which he calls the “radical innate evil in human nature (not any the less brought upon us by ourselves)” (Kant, 1998, 6:32). If humanity is to pursue its final destiny of moral perfection, then education will need to respond responsibly to the propensity to evil that is deeply rooted in us as finite and imperfect rational beings living in imperfect and at times even in morally corrupted social conditions. This paper outlines some of the relevant issues.
Keywords Kant  Evil  Education
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Reprint years 2019
DOI 10.1080/00131857.2019.1520357
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References found in this work BETA

Kant’s Ethical Thought.Allen W. Wood - 1999 - Cambridge University Press.
Kant’s Ethical Thought. [REVIEW]Allen W. Wood - 1999 - Tijdschrift Voor Filosofie 62 (4):758-759.
Kant’s Ethical Thought.Allen W. Wood - 2001 - Philosophical Quarterly 51 (203):259-261.

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Citations of this work BETA

A Kantian Approach to Education for Moral Sensitivity.Paul Formosa - 2021 - Journal of Philosophy of Education 55 (6):1017-1028.
On the Duty to Be an Attention Ecologist.Tim Aylsworth & Clinton Castro - 2022 - Philosophy and Technology 35 (1):1-22.

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