Kant’s Moral Education Thought And Contemporary Value

Kant’s moral education thought is mainly manifested in the cultivation of the good will of the educated and the stimulation of the practical reason hidden in their hearts.It advocates that the educated take the universal moral principles,namely,the moral principles,as the basis of their own will and the provisions of their own behavior,as the source,and then realize the transformation from nature to freedom and then to self-discipline.Based on the in-depth investigation of Kant’s original works of philosophy and the relevant research results at home and abroad,as well as the multiple perspectives of philosophy,pedagogy,sociology,etc.,the essence,content,philosophical source and value of Kant’s moral education thought can be thoroughly clarified and systematically explained.In reality,Kant’s moral education thought and practice have certain positive and negative significance.We should take the historical materialism as the theoretical basis,and based on the ideological standard of Marxism,make a critical analysis of the value of Kant’s moral education thought,and strive to have an objective evaluation and correct understanding of it."Anthropology" is the basic premise of Kant’s moral education thought.To understand its logical starting point,we should first distinguish "nature" from "free world" conceptually.As human beings who are in nature and yearn for freedom,their innate transcendental basis is "rationality";But man is not reason itself,or man can not fully embody reason.Compared with reason,man is only a "limited" measure,so he is called a rational being.On this basis,we should also think about "what people should do",and take the concepts of "good will","obligation" and "moral law" as clues to find the true core of Kant’s expression in moral education thoughts.In practice,Kant’s research and judgment on the concept of good and evil at the moral level does not lie in the essential regulation of behavioral motivation,but in the order of behavioral motivation,that is,the priority of good and evil in behavioral activities.The theoretical basis of Kant’s moral education thought is his moral philosophy,which can be fundamentally grasped from his critical philosophy.The concept of "freedom",as the core concept of Kant’s moral philosophy,has established the free attribute of human beings as "limited" rational beings at the level of will through the interpretation of the concept of "transcendental freedom and practical freedom",explored the transcendence of "free law" over "natural law",and provided support for the analysis of the relationship between material and form in their moral behavior,The practical reason in Kant’s critical philosophy becomes the core of moral philosophy.As far as human emotion is concerned,Kant re-examined the significance of emotion in the system of moral philosophy through the return from empirical emotion to moral emotion and then to "conscience and love",and made a new interpretation of natural emotion,providing theoretical support for moral education under the perspective of emotion.In Kant’s view,the universal necessity of moral law needs to act on people’s will in a concrete,realistic and definite way,and moral order is born out of it,and becomes the mandatory form of moral law followed by rational subjects in the will.However,the suppression of emotional needs by moral orders will lead to the conflict between the pursuit of happiness and moral pursuit,and the contradiction between the cognition and practice of rational subjects.For this reason,Kant further put forward the three major suspensions of "immortality of soul","existence of God" and "free will",and answered the "antinomy" of practical rationality.On the basis of clarifying the logical starting point and philosophical construction of Kant’s moral education thought,how to establish and explain the connotation of Kant’s moral education thought has become the research focus.How to understand the relationship between the concept of freedom,the concept of self-discipline and the universal principles of morality provides the metaphysical support for Kant’s moral concept of moral education,which also clarifies the way to realize the goal of moral education from heteronomy to self-discipline.In Kant’s philosophy,only the condition that can make something become the end itself can have the real intrinsic value,that is,dignity.Morality is precisely this condition,because a rational existence can become a member of the end kingdom only if it has morality.Only in this sense can the effectiveness of moral education be possible and become meaningful.In practice,the aesthetic theory of moral education and the ethical methodology of moral education show the hierarchical division of Kant’s moral education thought.After clarifying the logical starting point,philosophical basis and connotation of Kant’s moral education thought,we should examine its value from the standpoint of historical materialism in order to explore its realistic and modern value.Based on the scientific standpoint of Marxist moral theory,we can see that Marx sublates Kant’s thought of "transcendentalism" in moral principles,criticizes Kant’s view of "practical rationality" in moral origins,and transcends Kant’s theory of "the other world" in moral goals,which is also Marx’s criticism of Kant’s moral theory.Therefore,from the perspective of positivity,Kant’s moral education thought has changed the research paradigm of the traditional empiricism moral education thought,laid the foundation of German classical philosophy moral education,and highlighted the unique role of human nature in moral education;In terms of negativity,Kant’s moral education thought has a certain degree of nihilism tendency,relativism dilemma and metaphysical dilemma.