Misunderstanding Duty: Vices of Culture, 'Aggravated' Vice, and the Role of Casuistical Questions in Moral Education

Autor/in	Moran, Kate A.
Titel	Misunderstanding Duty: Vices of Culture, 'Aggravated' Vice, and the Role of Casuistical Questions in Moral Education
Quelle	In: Educational Philosophy and Theory, 51 (2019) 13, S.1339-1349 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1516137
Schlagwörter	Ethics; Moral Values; Values Education; Moral Development; Social Values; Religion; Behavior + Suchen Sie Ihr Suchwort? Ethik; Moral value; Ethischer Wert; Werterziehung; Moralische Entwicklung; Sozialer Wert
Abstract	This paper considers the role of 'vices of culture' in Immanuel Kant's account of radical evil and education. I argue that Kant was keenly aware of a uniquely human tendency to allow a self-centered concern for status to misunderstand or co-opt the language of dignity and equal worth for its own purposes. This tendency lies at the root of the 'vices of culture' and 'aggravated vices' that Kant describes in the Religion and Doctrine of Virtue, respectively. When it comes to moral education, then, it will be crucial that the developing agent have a clear understanding of the shared dignity of rational agents and the particular duties (e.g. gratitude and beneficence) that are defined, in part, by their tendency to alter (a different kind of) status among agents. I argue that the casuistical questions that Kant attaches to these discussions in the Doctrine of Virtue are an example of a pedagogical device that might help pupils to overcome this tendency so closely associated with radical evil. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01