International Journal of Social Science Research (IJSSR)

Moral Culture as Educational Praxis: A Kantian Reappraisal

Immanuel Kant’s (1724 – 1804) educational philosophy places moral culture at the very core of human development, viewing education not merely as the transmission of knowledge but as the cultivation of moral character and rational autonomy. This paper examines his conception of moral culture with special emphasis on the role of maxims, duty, truthfulness, sociability, and punishment in moral education. He argues that morality cannot be taught mechanically through rules or discipline alone; rather, it must be cultivated through the internalization of rational principles that guide volition. Central to this process is the formation of character, defined as the readiness to act according to self-adopted maxims grounded in reason. The study analyses Kant’s views on moral education as an ongoing process of self-reflection, habituation, and rational deliberation, highlighting the importance of autonomy, respect for humanity as an end in itself, and the categorical imperative as foundational moral principles. The paper also explores Kant’s nuanced account of discipline and punishment, distinguishing between moral and physical punishment, and emphasizing their corrective rather than retributive role. Ultimately, the paper argues that Kantian moral culture aims at the development of ethically responsible individuals capable of contributing to a just and harmonious society, and that these principles remain relevant for contemporary educational practices, including physical and moral education.