Throughout his writings, and particularly in Religion within the Boundaries of Mere Reason, Kant alludes to the idea that evil is connected to self-deceit, and while numerous commentators regard this as a highly attractive thesis, none have seriously explored it. Laura Papish's Kant on Evil, Self-Deception, and Moral Reform addresses this crucial element of Kant's ethical theory. Working with both Kant's core texts on ethics and materials less often cited within scholarship on Kant's practical philosophy (such as Kant's logic lectures), Papish explores the cognitive dimensions of Kant's accounts of evil and moral reform while engaging the most influential -- and often scathing -- of Kant's critics. Her book asks what self-deception is for Kant, why and how it is connected to evil, and how we achieve the self-knowledge that should take the place of self-deceit. She offers novel defenses of Kant's widely dismissed claims that evil is motivated by self-love and that an evil is rooted universally in human nature, and she develops original arguments concerning how social institutions and interpersonal relationships facilitate, for Kant, the self-knowledge that is essential to moral reform. In developing and defending Kant's understanding of evil, moral reform, and their cognitive underpinnings, Papish not only makes an important contribution to Kant scholarship. Kant on Evil, Self-Deception, and Moral Reform also reveals how much contemporary moral philosophers, philosophers of religion, and general readers interested in the phenomenon of evil stand to gain by taking seriously Kant's views.

This book defends an original and pluralist theory of when and why discrimination wrongs people. Starting from actual legal cases in which claimants have alleged wrongful discrimination by other people or by the state, Sophia Moreau argues that we can best understand these people's complaints by thinking of them as complaints about different ways in which they have not been treated as equals in their societies--in particular, through unfair subordination, through the violation of their right to a particular deliberative freedom, or through the denial to them of access to a basic good, that is, a good that this person must have access to if they are to be, and to be seen as, an equal in their society. The book devotes a chapter to each of these wrongs, exploring in detail what unfair subordination consists of; what deliberative freedoms are, and when each of us has a right to them; and what it means to deny someone access to a basic good. The author explains why these wrongs are each distinctive, but are each a different way of failing to treat some people as the equals of others. Finally the author argues that both the state and we as individuals have a duty to treat others as equals, in these three specific senses.

Explores Kant's philosophy of religion and morality through his Religion within the Boundaries of Mere Reason.

A systematic guide to Kant's ethical work and the debates surrounding it, accessible to students and specialists alike.

This collection features 10 essays on a variety of topics in Kant's ethics. Part 1 addresses questions about the interpretation and justification of the categorical imperative. Part 2 is concerned with the doctrine of virtue, while part 3 delves into various issues pertaining to Kant's moral psychology of evil.

A new approach to Kant's conception of virtue which grounds it in his innovative account of reflection and cognitive agency.

Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively little has been written on Kant’s contribution to education theory. Recently, however, internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, Susan Shell, and others have begun to turn their attention to Kant’s writings on education and the role of education in cultivating moral character. Kant and Education: Interpretations and Commentary has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory (or some combination).