A Study On Kant’s Ethics And Moral Education

• Main Authors: Hsu, Sheng-Huei, 許聖暉
• Other Authors: Dan Jau Wei
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/uuwasv

碩士 === 臺北市立大學 === 教育學系 === 105 === The purpose of this study was to identify a possible picture of Kant’s moral education. In general, the way we learn is usually through external observation and imitation. thinking is not the main consideration. However, Kant claimed an opposite point of view. The learning mode of Kant’s ethics is emphasized on the process of rational thinking and then acting. This thesis was divided into four chapters. The first chapter had three sections. In this chapter, the researcher presented the purpose of the thesis, the significance of model learning , and the main features of Kant’s ethics. The research method was to compare two books written in different years, one is Kant on Education (1803) and the other is the Grounding for the Metaphysics of Morals (1758). The researcher showed more detail in chapter 2 about Kant on Education where the concept of education in the 18th century was discussed. Furthermore, the researcher sketched essential features of moral education deduced from Kant on Education. In chapter 3, the researcher discussed several important concepts from the Grounding for the Metaphysics of Morals. The chapter was divided into three sections, each dealt with the good will and reason, the relationship between duty and morality, and the categorical imperative and its three formula. In the final chapter, the researcher mapped out a possible picture of a Kantian moral education based on his understanding of Kant’s two works mentioned.