Currently fashionable among critics of enlightenment thought is the charge that Kant's ethics fails to provide an adequate account of character and its formation in moral and political life. G. Felicitas Munzel challenges this reading of Kant's thought, claiming not only that Kant has a very rich notion of moral character, but also that it is a conception of systematic importance for his thought, linking the formal moral with the critical, aesthetic, anthropological, and biological aspects of his philosophy. The first (...) book to focus on character formation in Kant's moral philosophy, it builds on important recent work on Kant's aesthetics and anthropology, and brings these to bear on moral issues. Munzel traces Kant's multifaceted definition of character through the broad range of his writings, and then explores the structure of character, its actual exercise in the world, and its cultivation. An outstanding work of original textual analysis and interpretation, _Kant's Conception of Moral Character_ is a major contribution to Kant studies and moral philosophy in general. (shrink)
In her groundbreaking Kant’s Conception of Pedagogy, G. Felicitas Munzel finds extant in Kant’s writings the so-called missing critical treatise on education; it appears in the Doctrines of Method with which he concludes each of his ...
Currently fashionable among critics of enlightenment thought is the charge that Kant's ethics fails to provide an adequate account of character and its formation in moral and political life. G. Felicitas Munzel challenges this reading of Kant's thought, claiming not only that Kant has a very rich notion of moral character, but also that it is a conception of systematic importance for his thought, linking the formal moral with the critical, aesthetic, anthropological, and biological aspects of his philosophy. The first (...) book to focus on character formation in Kant's moral philosophy, it builds on important recent work on Kant's aesthetics and anthropology, and brings these to bear on moral issues. Munzel traces Kant's multifaceted definition of character through the broad range of his writings, and then explores the structure of character, its actual exercise in the world, and its cultivation. An outstanding work of original textual analysis and interpretation, _Kant's Conception of Moral Character_ is a major contribution to Kant studies and moral philosophy in general. (shrink)
Kant was one of the inventors of anthropology, and his lectures on anthropology were the most popular and among the most frequently given of his lecture courses. This volume contains the first translation of selections from student transcriptions of the lectures between 1772 and 1789, prior to the published version, Anthropology from a Pragmatic Point of View, which Kant edited himself at the end of his teaching career. The two most extensive texts, Anthropology Friedländer and Anthropology Mrongovius, are presented here (...) in their entirety, along with selections from all the other lecture transcriptions published in the Academy edition, together with sizeable portions of the Menschenkunde, first published in 1831. These lectures show that Kant had a coherent and well-developed empirical theory of human nature bearing on many other aspects of his philosophy, including cognition, moral psychology, politics and philosophy of history. (shrink)
“THE ONLY THING NECESSARY IS NOT THEORETICAL LEARNING, but the Bildung of human beings, both in regard to their talents and their character.” Kant’s epigrammatic observation in his 1778 letter to Christian Wolke, director of the Philanthropin, adumbrates not only his mature sense of “enlightenment” but also the pedagogical role of his critical philosophy and his own life’s work. Over a decade earlier, his reading of Rousseau’s Emile: or, On Education had “set him straight” about what constitutes the true dignity (...) of humanity, namely, that it did not consist in the advance of knowledge by scholarly inquiry as he had believed. The primary thing was, instead, the “restoration of the rights of humanity,” an objective articulated in Kant’s mature moral thought as that pedagogical method which facilitates the self-consciousness and efficacy of the moral law in the individual. In another 1778 letter, this time to his former student, Marcus Herz, Kant states that the “main purpose of his academic life,” which he “at all times keeps before him,” is to “cultivate good characters.” In both his lectures on anthropology and on pedagogy, Kant repeatedly emphasizes the need for education and, by extension, for attending to the education of the educator. Human beings are nothing save what education makes of them, but they can only be educated by other human beings who must themselves first be educated. As early as his 1775/ 76 anthropology lectures, Kant observes that “if teachers and priests were educated, if the concepts of pure morality would prevail among them, then... the whole could afterwards be educated.” The resulting task is clear: it is incumbent on every generation to work on the plan of a more purposive education,” a task Kant describes as the “greatest and most difficult problem that can be assigned to humankind.”. (shrink)
The study is carried out in five chapters, with the first two offering a reconsideration of the function of the imagination in the Transcendental Deduction and Schematism of the first Critique. The last three follow the order of topics discussed by Kant in the third Critique in regard to judgments of taste, the sublime, and teleology; they conclude with an interpretation of "productive imagination" as a "model for the ideal of intellectual intuition". The comparison between "human and divine spontaneity" is (...) introduced in the first chapter, where Gibbons notes that while we have "Kant's explicit and repeated emphasis on the difference" between these, "in considering the similarity of these types of spontaneity," she wishes "to correct a possible imbalance in Kant's exposition": there are, she suggests, "formal similarities between these types of spontaneity". The main thrust of the first chapter is to respond to a particular reading of Kant—namely, to those unsympathetic interpreters who see in the Deductions an "imaginary subject of transcendental psychology" and also to those who give a "sympathetic reading" but do so in terms of an identification of "all aspects of synthesis with concept application," thereby reducing the "role of the transcendental synthesis of the imagination to that of unifying a manifold of intuition under a concept". Gibbons holds instead that the "theory of synthesis... focuses on the nature of human cognition and what is required for us to know anything about objects" and, further, that it presupposes "the broader function of the imagination as grounding the possibility of concept-application in the first place". (shrink)
As a phenomenon, as a concept, as an essential trait of human individual and collective activity, to be “global” has become a familiar commonplace. As is often the case with the familiar, it is not necessarily well understood, and as such a problematic concept, “globalization” evokes contradictory emotions of hope and anxiety. In his extremely penetrating and encompassing philosophical analysis of this notion as a complex political concept and phenomenon affecting every arena of life today, Otfried Höffe offers a vision (...) and analysis of the need for and the constitution of a worldwide system of law and government in which the concepts of law and an order of law, human rights, justice, and peace are pivotal. (shrink)
To perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, specifically in the human power of choice-making. The task is to reorient the natural order of choice-making, to the moral order that takes the moral law as its supreme principle. I explicate the role of a specific capacity of the human subjective side of judging in this process; namely, (...) of ‘mind’ in its sense as Gemüt. While human willing and choice-making are subject to the influence of sensuousness, Gemüt is a capacity of sensibility that allows the human subject to enjoy the feeling of being pleased in the fulfillment of duty. Its four specific aesthetic preliminary concepts of responsiveness to concepts of duty – moral feeling, conscience, love of humanity, and respect for ones... (shrink)
The broadest aim of Wood’s project is the improvement of our own self-understanding by: “replacing commonly accepted ideas” about Kant’s ethical thought with “more accurate and less oversimplified ones”, the hope is that this “might help to transform our conception of our own history and of ourselves as heirs of the Enlightenment”. Our age, writes Wood, “needs Kant’s sober, principled hope for a more rational, cosmopolitan future”.
Within Kant’s own writings, it is complicated by the further tension between his pedagogy and his moral philosophy. When one sees Kant’s conception of character as a systematic connection between these three aspects of his philosophy, light is shed on the role and limits of the pedagogical function of the republican constitution. Thereby, too, the inherent limit of the extent to which perpetual peace, practically defined, can be a political goal effected by political means is unveiled.
To perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, s...
