O lugar e a especificidade da educação na filosofia prática de Kant

• Autor(a) principal: Andrade, Renata Cristina Lopes [UNESP]
• Data de Publicação: 2013
• Outros Autores: Carvalho, Alonso Bezerra de [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.fatece.edu.br/revista%20trilhas/volume3.php; http://hdl.handle.net/11449/127135
• topic: Kant; Practical Philosophy; Morality; Pedagogy; Education; Kant; Filosofia Prática; Moralidade; Pedagogia; Educação

We point out the practical philosophy of Kant constituted and sustained, appropriately, of two parts: i) a pure part (not empirical), in which the moral principle is searched and fixed, ii) empirical part, which consists of the verification of the possibility of effectiveness of the supreme principle of morality, at that time, taking into account the condition and characteristics of human nature. The Education, as conceived by Kant, composes one of the parts of his practical philosophy, the empirical one (or the second part of morality), which treats morality applied to humans - the action usually with moral value, in this case, through education. We believe that effective moral education pathway through a possible moral formation (formation and character development) can be better understood when shown and located the unique place that education occupies within the Kantian moral thinking, and when we set its peculiarities. In other words, when we reflect on some issues, such as education, according to Kant, can achieve moral action? Can effect the morality? Or, according to Kant, ethics can be taught? Weigh that in locating the proper place that education occupies in his practical philosophy, we assess these issues more safely. In the present work we will seek exploring the own place and the specifics of Education in Practical Philosophy of Kant, which means, in addition, address the complex action of Kant to develop your practical thinking.