Batteux, Kant and Schiller on fine art and moral education

Abstract

This paper asks where Kant stands on the question of the connection between the experience of artistic beauty and moral education, framing this discussion with Batteux's and Schiller's conceptions of this connection. Batteux articulates a cognitivist view of art as engaged with the presentation of morally significant content and draws a direct connection between the experience of art and humanity's moral formation. Kant makes more precise the cognitivist view of art and connects it more closely with morality. We claim that there are interesting connections to be made both with regard to the knowledge that reflection on art affords and with regard to the sort of reflection it demands. Kant, however, does not draw these connections. There are two distinct reasons for this: first, a deep commitment to the idea that moral action is possible for all ordinary rational agents and that it therefore does not require the complex reflection art demands; second, the principled distinction between knowing the laws of morality and actually acting on this knowledge, which stems from the moral-psychological divide between our sensuous and rational natures. Schiller exults the necessary role of art in our moral formation but denies that it stems from the cognitive content of artworks. He rejects the necessity of the divide between our rational and sensuous natures and between knowledge and action. Reconciling our two natures and bringing the human condition into harmony is the role of aesthetic education. We suggest that he can be read as exploiting an unmined vein in Kant's philosophy.

Exploration and Practice of Moral Education Courses in Universities in Big Data Era

“…Finally, the development of moral education curriculum resources in universities in the context that information age is helpful to the development of universities, providing sufficient resources for the realization of moral education goals, and providing more possibilities for moral education courses in universities. Improve the resource system, so that courses can be extended from campus classrooms to real life without time and borders [3,4].…”

Ahlâk Eği̇ti̇mi̇ne Dai̇r Yeni̇ Bi̇r İnceleme

“…Reiter and Geiger report that "Kant's discussions of moral education suggest that the young are taught morals by contending with concrete detailed examples" (Reiter & Geiger, 2021, p. 1151.…”

“…Offering such examples will make it easier for students to visualize and conceptualize morals. The authors convey that in the erotetic teaching of morals, "fostering in young disciples the capacity to think for themselves" takes place (Reiter & Geiger, 2021, p. 1148. Spending time on reflective thinking about moral actions will enable students to comprehend what is right and what is wrong.…”