Evil or Only Immature? Kant and the Complexity of Moral Evil

In Edgar Valdez, Rethinking Kant Volume 6. Cambridge Scholars Publishing. pp. 174-193 (2022)
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Abstract

In Religion within the Bounds of Mere Reason Kant famously argues that the moral quality of an an agent’s actions depends on the moral quality of their moral character and since their moral character can be either absolutely good or absolutely bad, all of an agent’s actions share the same moral quality: good or evil (R 6: 22). This claim, which implies that any agent who is not wholly good must therefore be wholly evil, has vexed Kant’s readers. Ordinary moral intuitions suggest that differences in moral character come in degrees, and leaving some room for moral variance seems necessary to any account of moral corruption and improvement. What is not often remarked upon is that Kant’s rigorism about moral character stands in apparent tension with his own account, given that in the same work, of the Stufen, levels or grades, of evil: frailty, impurity, and wickedness. I argue that rigorism is grounded in a philosophical insight which we should not give up and show that we can preserve it while making room for the complexity of moral failure if we understand the first two grades of evil, frailty and impurity, as states of moral immaturity, a condition that precedes the acquisition of a stable moral character. To substantiate the claim, I argue that the idea of the acquisition of character must play a wholly different role in Kant’s practical philosophy than that accorded to it on standard readings. Not merely an “empirical” concern, the acquisition of character must be understood as a genuinely rational accomplishment: the development and determination of our uniquely rational capacities for feeling, necessary for the development of stable moral character.

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Anastasia Berg
University of California, Irvine

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A commentary on Kant's Critique of practical reason.Lewis White Beck - 1960 - [Chicago]: University of Chicago Press.
Can Kant have an account of moral education?Kate A. Moran - 2009 - Journal of Philosophy of Education 43 (4):471-484.
Making room for character.Barbara Herman - 1996 - In Stephen Engstrom & Jennifer Whiting, Aristotle, Kant, and the Stoics: Rethinking Happiness and Duty. Cambridge University Press. pp. 36--60.
Weakness Incorporated.Robert N. Johnson - 1998 - History of Philosophy Quarterly 15 (3):349 - 367.

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