Lecture notes taken by Kant's students of his university courses in ethics.

Featuring fifteen new essays, this book is the only volume devoted to a scholarly study of Kant's lectures on ethics.

The second part of Kant's ethics was described by Kant as applied moral philosophy or ethics applied to the human being. Kant's Impure Ethics critically examines this second part and assesses its value and nature in great detail.

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.

The Routledge Encyclopaedia of Educational Thinkers comprises 128 essays by leading scholars analysing the most important, influential, innovative and interesting thinkers on education of all time. Each of the chronologically arranged entries explores why a particular thinker is significant for those who study education and explores the social, historical and political contexts in which the thinker worked. Ranging from Confucius and Montessori to Dewey and Edward de Bono, the entries form concise, accessible summaries of the greatest or most influential educational thinkers of past and present times. Each essay includes the following features; concise biographical information on the individual, an outline of the individual’s key achievements and activities, an assessment of their impact and influence, a list of their major writings, suggested further reading. Carefully brought together to present a balance of gender and geographical contexts as well as areas of thought and work in the broad field of education, this substantial volume provides a unique history and overview of figures who have shaped education and educational thinking throughout the world. Combining and building upon two internationally renowned volumes, this collection is deliberately broad in scope, crossing centuries, boundaries and disciplines. The Encyclopaedia therefore provides a perfect introduction to the huge range and diversity of educational thought. Offering an accessible means of understanding the emergence and development of what is currently seen in the classroom, this Encyclopaedia is an invaluable reference guide for all students of education, including undergraduates and post-graduates in education or teacher training and students of related disciplines.

In Lectures on Ethics, 1900–1901,Donald F. Koch supplies the only extant complete transcription of the annual three-course sequence on ethics John Dewey gave at the University of Chicago. In his introduction Koch argues that these lectures offer the best systematic, overall introduction to Dewey’s approach to moral philosophy and are the only account showing the unity of his views in nearly all phases of ethical inquiry. These lectures are the only work by Dewey to set forth a complete theory of moral language. They offer a clear illustration of the central methodological questions in the development of a pragmatic instrumentalist ethic and the actual working out of the instrumentalist approach as distinct from simply presenting it as a conclusion.

Kant's lectures on anthropology capture him at the height of his intellectual power. They are immensely important for advancing our understanding of Kant's conception of anthropology, its development, and the notoriously difficult relationship between it and the critical philosophy. This 2003 collection of essays by some of the leading commentators on Kant offers a systematic account of the philosophical importance of this material that should nevertheless prove of interest to historians of ideas and political theorists. There are two broad approaches adopted: a number of the essays consider the systematic relations of the anthropology to critical philosophy, especially speculative knowledge and ethics. Other essays focus on the anthropology as a major source for the clarification of both the content and development of Kant's work. The volume also serves as an interpretative complement to the translation of the lectures in the Cambridge Edition of the Works of Immanuel Kant.

Henry E. Allison presents a comprehensive commentary on Kant's Groundwork for the Metaphysics of Morals (1785). It differs from most recent commentaries in paying special attention to the structure of the work, the historical context in which it was written, and the views to which Kant was responding. Allison argues that, despite its relative brevity, the Groundwork is the single most important work in modern moral philosophy and that its significance lies mainly in two closely related factors. The first is that it is here that Kant first articulates his revolutionary principle of the autonomy of the will, that is, the paradoxical thesis that moral requirements (duties) are self-imposed and that it is only in virtue of this that they can be unconditionally binding. The second is that for Kant all other moral theories are united by the assumption that the ground of moral requirements must be located in some object of the will (the good) rather than the will itself, which Kant terms heteronomy. Accordingly, what from the standpoint of previous moral theories was seen as a fundamental conflict between various views of the good is reconceived by Kant as a family quarrel between various forms of heteronomy, none of which are capable of accounting for the unconditionally binding nature of morality. Allison goes on to argue that Kant expresses this incapacity by claiming that the various forms of heteronomy unavoidably reduce the categorical to a merely hypothetical imperative.

At the heart of Christian ethics is the biblical commandment to love God and to love one's neighbor as oneself. But what is the meaning of love? Scholars have wrestled with this question since the recording of the Christian gospels, and in recent decades teachers and students of Christian ethics have engaged in vigorous debates about appropriate interpretations and implications of this critical norm. In Love and Christian Ethics, nearly two dozen leading experts analyze and assess the meaning of love from a wide range of perspectives. Chapters are organized into three areas: influential sources and exponents of Western Christian thought about the ethical significance of love, perennial theoretical questions attending that consideration, and the implications of Christian love for important social realities. Contributors bring a richness of thought and experience to deliver unprecedentedly broad and rigorous analysis of this central tenet of Christian ethics and faith. William Werpehowski provides an afterword on future trajectories for this research. Love and Christian Ethics is sure to become a benchmark resource in the field.

This text presents a survey and evaluation of Kant's theory of mind. It focuses on Kant's discussion of the Paralogisms in the Critique of Pure Reason, and examines how the themes raised there are treated in the rest of Kant's writings.