Abstract

Ferguson, "Educational Rationalization / Sublime Reason"

Educational discussion in the late eighteenth and early nineteenth century increasingly focused on actions—what someone could be seen to do—and the values of those actions in a social context. Although Rousseau and Bentham stress the evaluations that the physical world or the social world continually supply a child's actions, Kant extends his view of morality even past their concern with disambiguated, nonformulaic action to argue that the centrality of moral thought is obvious in ordinary conversation—the methodized gossip of what he takes to be moral entertainments. This essay appears in _The Sublime and Education_, a volume of _Romantic Circles Praxis Series_, prepared exclusively for Romantic Circles (http://www.rc.umd.edu/), University of Maryland.