Authors
Joe Saunders
Durham University
Martin Sticker
University of Bristol
Abstract
In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while it might look like Kant has to abandon his commitment to either moral education or transcendental idealism, there is a way in which he can maintain both.
Keywords Kant  Moral Education  Transcendental Idealism  Freedom
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DOI 10.1515/agph-2020-1010
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References found in this work BETA

Creating the Kingdom of Ends.Christine M. Korsgaard - 1996 - Cambridge University Press.
Kant's Theory of Freedom.Henry E. Allison - 1990 - Cambridge University Press.
Belief in Kant.Andrew Chignell - 2007 - Philosophical Review 116 (3):323-360.
Moral Literacy.Barbara Herman - 2007 - Harvard University Press.

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Citations of this work BETA

Kant on Education and Improvement: Themes and Problems.Martin Sticker & David Bakhurst - 2021 - Journal of Philosophy of Education 55 (6):909-920.
Kant on Revolution as a Sign of Moral Progress.Sacha Golob - 2021 - Journal of Philosophy of Education 55 (6):977-989.

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