Moral education for autonomy? Basis and contradictions

Abstract

From the illustration period, the freedom to self-govern was presumed, the human being became the center of what exists and, therefore, be responsible for what happened. Kant is who gave a Copernican twist to moral study, including as one of his most important moral contributions the study of autonomy, which constitutes the third formula of the categorical imperative. To my consideration,this could be the philosophical foundation of moral education, because, afterKant, Piaget conducted studies regarding morality in children. This task was complemented by Kolhberg and unleashed the moral education proposal that permeated the education programs in Mexico. To form autonomous subjects isone of the ambitions intended by most educational systems, including ours. It seems to be an increasingly ambitious interest, particularly explicit in the programs of civic education and ethics in middle school. We know the unfavorable conditions that make our country convulse and in front of these problems, the school has been given the responsibility to avoid (to some extent), decadent life scenarios through moral education using the previously mentioned subject in middle schools.The analysis of the elements provided in this subject lean largely towards a conceptualization of autonomy from the Kantian point of view. I take elements of this conception to discuss later whether it is possible to teach it.