A cosmopolitan design of teacher education and a progressive orientation towards the highest good

Abstract

In this paper I discuss a Kantian conception of cosmopolitan education. It suggests that we pursue the highest good – an object of morality – in the world together, and requires that we acknowledge the value of freedom, render ourselves both efficacious and autonomous in practice, cultivate our judgment, and unselfishly co-operate in the co-ordination and fulfilment of our morally permissible ends. Now, such an accomplishment is one of the most difficult challenges, and may not be achieved in our time, if ever. In the first part of the paper I show that we, according to Kant, have to interact with each other, and comply with the moral law in the quest of general happiness, not merely personal happiness. In the second part, I argue that a cosmopolitan design of teacher education in Kantian terms can establish moral character, even though good moral character is ultimately the outcome of free choice. Such a design can do so by optimizing the freedom of those concerned to set and pursue their morally permissible ends, and to cultivate their judgment through the use of examples. This requires, inter alia, that they be enabled, and take responsibility, to think for themselves, in the position of everyone else, and consistently; and to strengthen their virtue or self-mastery to comply, in practice, with the moral law.

Keywords

• autonomy
• Immanuel Kant
• cosmopolitanism
• cosmopolitan education
• examples
• freedom
• teacher education
• the highest good