چکیده:
Explaining the Theory of Ethics in Modern Philosophy (Kant) and Post-Modern Philosophy (Foucault) and a Comparative Critique of its Implications for Moral Education Sajadi Seyed Mahdi*, Ali Abadi Abolfazl * Tarbiat Modares University According to Kant, reason is a single entity, but its applications are of two types, including theoretical reason and practical reason, which in his view, the source of moral commands is practical reason; in his opinion, every human being, due to possessing the power of reason, feels a moral duty and performs moral actions. Foucault opposes Kant's belief in the ethics of reason. In his view, modern ethics is influenced by discourse, which has a social and linguistic structure and is a product of those in power. He considers Kantian freedom to be a kind of illusion and deception, calling it regulatory ethics, and in contrast, he believes in aesthetic ethics, which is a type of practical ethics. Kant's approach to moral education (modern) is rationalist and wisdom-oriented. In his view, human reason is considered an absolute and universal rule-maker, but Foucault, as a post-modern philosopher, opposes the universality, cosmopolitanism, and rule-making nature of reason, and the moral education he intends is a specific, local, and different education that lacks fixed and universal foundations. Kant considers the goal of moral education to be the cultivation of a free human being. Foucault also believes in moral freedom, but not the Kantian type; in his view, Kantian freedom is considered a kind of slavery and limitation due to following moral instructions and regulations. True freedom must be internally decomposed by the individual themselves.
خلاصه ماشینی:
He believes that sexuality, like knowledge and truth, is a historical product and a construct of discourse that has had multiple definitions at every stage of history; while the freedom of sexual matters was once considered a value, in the modern era, sexuality came under the embrace of rationality; Foucault mentions this as a reason for its discursive nature.
Philosophy of Ethics, Tehran: Sadra Explaining the Theory of Ethics in Modern Philosophy (Kant) and Post-Modern (Foucault) and a Comparative Critique of its Implications for Moral Education Dr. Seyed Mehdi Sajadi* Abul Fazl Aliabadi** Abstract According to Kant, reason is unitary, but its applications are of two types, including theoretical reason and practical reason, which in his view is the source of moral commands; in his opinion, every human being, due to possessing the faculty of reason, feels a moral duty and performs moral actions.
In his view, human reason is considered an absolute and universal lawgiver; however, Foucault, as a postmodern philosopher, opposes the universality, globality, and law-giving nature of reason, and the moral education he intends is a specific, local, and different education that lacks fixed and universal foundations.
Keywords: Kant; Freedom; Practical Reason; Foucault; Discourse; Power; Gender; Moral Education (*)-Faculty member of Tarbiat Modares University E.
C: Both philosophers emphasize freedom in moral education, with the difference that Kant considers the goal of moral education to be the cultivation of a free human and the realization of freedom through following the commands of absolute reason, but Foucault does not tolerate this type of freedom.
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