Ana Marta Gonzalez

The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus, while Kant takes the educational process to be a radically moral enterprise all the way through—and hence, placed in a relational context—he also aspires to constitute education as a science, to be improved through experiments, thereby paving the way for a systemic approach to education; in spite of its moral inspiration, his systemic approach not only could enter into conflict with the moral demand of taking each individual subject as an end, but is also marked by an intrinsic paradox, already involved in the ambiguity of the term ‘humanity’, which might mean a) humanity as a moral disposition present in each individual human being or b) humanity as a whole, as the ‘human species’

This book brings together a number of contributions dealing with certain fundamental structures of practical rationality, as they are presented in the areas of the philosophy of action and normative ethics, namely: intentionality, normativity, and reflexivity. With the term “intentionality,” is meant a set of problems that are linked not only with the teleological structure of praxis-oriented rationality, but also with its temporal structure. “Normativity”, in turn, refers to a distinct set of problems, which cannot simply be reduced to those entailed in the intentional nature of human action, even if this notion incorporates a reference to the good or value in its very structure. Finally, with the term “reflexivity” we point at the linkage between the normative dimension of reason with both the contingent circumstances of action and the moral receptivity of the agent, as it is experienced in moral judgment.

The contemporary confluence of globalization and ethical pluralism is at the origin of many ethical challenges that confront business nowadays, both in practice and in theory. One of the challenges arising from the development of globalization has to do with respect for cultural diversity. It is often said that the success of economic globalization tends towards social and cultural homogeneity. To the extent that cultural diversity is usually seen as a valuable reality, that global trend seems to contradict our efforts to respect ethical pluralism, both personal and cultural, within society. In this paper I argue that (a) ethical minimalism, despite its emphasis on tolerance and justice, does not take pluralism seriously into account in present-day society, and (b) ethical minimalism is not suited to balancing the homogenizing trend of globalization. Certainly ethical norms are necessary, but by no means are they sufficient in themselves to encourage either justice or tolerance; nor are they sufficient to inspire and encourage good practices and sound regulations. Instead, virtue-based ethics has the capacity of inspiring and encouraging good practices. Particularly, virtue-based ethics is able to inspire a serious dialogue about ethical and legal issues both in the public arena and within organizations.