Laura Mueller

This article investigates the interrelated roles of education, morality, and philosophy in Kant as a response to the transactional view of humanity promoted by the spirit of capitalism, known as the “capital form.” This article investigates the effect of the capital form upon educational institutions and self-cultivation, or Bildung. Kant’s views on the role of education in moral development provide a path forward in the reconstitution of Bildung within persons. I argue that education serves a moral role in Kant, helping humanity achieve enlightenment – in direct contrast to the “un-enlightened” and uncultivated self created by the capital form. I turn to Kant’s views on education, focusing on the role of philosophy in moral development, and the cultivation of virtues such as modesty and appropriate self-love. Finally, I turn to contemporary pedagogical theory, providing practical examples of teaching techniques to help liberate students from their “self-imposed minority.”

In lieu of an abstract, here is a brief excerpt of the content:Modern Socratic Dialogue and Resilient Democracy: Creating the Clearing for an American Bildung1Laura J. Mueller (bio)Michael Hogue’s American Immanence draws from some of the fundamental features of American philosophy: philosophy is not alienated from life, but rather, part and parcel of the structure of our experiences, a way of living. His notion of “resilient democracy” is particularly representative of this tradition of thought. Resilient democracy is, first of all, an ethos, grounded in “the collective experience of uncertainty and animated by the living desire to bring about a more beautiful world.”2 This ethos is an associational, relational one, and it is democratic because, for Hogue, it must be “empathetic, emancipatory, and equitable,” assuming that each member of the association can be enriched by other members” (AI, 172–73). Vital to this democratic ethos is its anti-foundational politics; we start not with an immutable reality, but rather with the vulnerable reality of our actual, political, experiences (AI, 176). We start with where we are, not where some abstract ideal demands we should be. Democracy, for Hogue, is not just a certain political ideal for which to aim, but rather a way of being, a way of life. Dewey writes:A democracy is more than an associated form of government; it is primarily a mode of associated living, of conjoint communicated experience.... These more numerous and more varied points of contact denote a greater diversity of stimuli to which an individual has to respond... They secure a liberation of his powers which remain suppressed as long as the incitations to action are partial, as they must be in a group which in its exclusiveness shuts out many interests.3Throughout this paper, I use “democracy” in this sense; as a way of life, as a relational ethos, not as any particular political system. [End Page 40]As a way of life, democracy is both the process—the struggle—and that which we aim for. This feature of democracy is similar to the structure of Bildung, in which self-cultivation is both the process and the product.4 For example, for Wilhelm von Humboldt, an individual is in “continuing activity,” whose powers are never stagnant; humankind is always progressing, an infinite object.5 This is an end-in-view, not a fixed end.6 Humboldt “did not formulate a catalogue which prescribed what a person should know, what a person should read, what a person should have heard, what a person should have concerned himself with, so that one can say: this person has Bildung.”7 For Humboldt, Bildung is “the development of the capacities of the individual into a harmonious whole.”8 This paper, in part, looks at Hogue’s resilient democracy as a cultivation of both the individual and the group, as Bildung of both self and culture. In particular, the individual and culture that are being cultivated are relational, grounded in an emancipatory, equitable, and empathetic ethos, with a democratic way of life.Similar to the traditional Bildungstradition, education plays a vital role in this kind of democratic cultivation. If our end-in-view is a democratic society, then the method to reach that end must also be democratically ordered. Myles [End Page 41] Horton put it best: “When you believe in a democratic society, you provide a setting for education that is democratic.”9Modern Socratic Dialogue (MSD) is a particular method of philosophical dialogue that engages in and cultivates the ethos of resilient democracy. It cultivates empathy (in listening), pluralism (difference is accommodated and incorporated) and equity (insofar as no special knowledge is required), and anti-foundationalism (participants approach the conversation with epistemic humility, not trying to grasp a Truth as the ground of knowledge, but rather work together to form a common truth that comes out of their situatedness). These are all traits of Hogue’s resilient democracy, and all traits of an American Bildung, our self-correcting vulnerability, a way of being that replaces an unattainable ideal without sacrificing amelioration.Much like the tradition it addresses, this paper is layered; it is polyphonically pluralistic in method and structure. The many voices of this paper are first stratified and folded in...

We argue that the relationship between Kant’s theory of imagination and his moral philosophy has not been well understood. Missing is an adequate connection between his idea of sensus communis and the power of imagination to exceed the senses. This connection is close and important, and it has serious implications for how we are to apply and further theorize moral relations among human beings. Especially important in this regard is the ability among humans, in their social setting, to imagine other persons. We do this pre-cognitively, at the level of feeling. The effects of imagining other persons prior to all knowledge of them (as, for instance, rational agents), grounds the autonomy of other persons in a relationship that is far broader than knowledge.

This article puts forth Modern Socratic Dialogue as a pedagogical tool for cultivating an American Bildung. Beginning with Michael Hogue’s work on “resilient democracy,” an associational ethos that is vulnerable and based on our lived uncertainty. To further establish this American Bildung, I investigate what it means to be American. Drawing from the works of Michael Walzer and Gloria Anzaldúa, I establish that “American” means unfinished, pluralistic, and embraces ambiguity. The question of how to cultivate this pluralistic, ambiguous, and vulnerable Bildung is framed by the freedom and social bonds of Wilhelm von Humboldt’s theory of Bildung. For an American Bildung to flourish, freedom and social bonds can be presented and practiced in the form of Modern Socratic Dialogue – “truths” are created by the community of interlocutors, and problems and solutions are based on the experiences of the participants.

Philodemus’s On Frank Criticism offers a unique conception of friendship that relies on frank speech, or truth-telling. The ability to have frank conversations with one another is the heart of a conception of friendship in which we are seen, heard, and acknowledged. This is the friendship through which we become better citizens and better selves. In particular, Philodemus is offering this truth-based friendship to students and their mentors. Yet, one would be hard put to find such trust and deep friendship in the university philosophy classrooms of today. Our professionalized and content acquisition focused culture in the academy all too often inhibits fostering these kinds of relationships with our students. We begin the essay by tracing the roots of this kind of frank friendship in Plato’s Lysis, and then contextualize its emerging role in the ancient philosophical classroom by exploring its place in Philodemus’ Epicurean philosophical community at Herculaneum. We do so to see how such friendship moves beyond discourse and into practice. Next, we use Arendt and Foucault to unpack the public and private dimensions of frank friendship in the philosophical learning environment and its role in a good life and good politics. Finally, we show how the classroom practice of Modern Socratic Dialogue (MSD) can re-enliven frank friendship as a spiritual exercise in the contemporary university-philosophy classroom. Specifically, we argue that MSD is a particular method of dialogue suited for the public realm of friendship and that it contributes to the care of one’s soul, thus modeling in our classrooms a method of dialogue for both the public and private dimensions of life.

Preview: /Review: Jennifer A. Herdt, Forming Humanity: Redeeming the German Bildung Tradition, 312 pages./ Jennifer A. Herdt’s book Forming Humanity: Redeeming the German Bildung Tradition traces the post-Kantian secularization of Bildung from its roots in Pietism through its development into the human autocracy of Herder and Goethe, to the reconciliation and expression of the concept in Hegel. In the journey through the history of Bildung, Herdt specifically focuses on the role of Christianity in human formation, the tension between human formation and divine formation, and the failures of Kunstreligion to achieve the formation of humanity. Reforming Humanity is a meticulously researched foray into the history of a question that has haunted humans since it emerged as the Greek paideia: How do we form humanity? For any scholars of the German philosophical or theological tradition, or any scholars of the aesthetic purpose of education, Herdt’s book is a vital library addition.

Preview: There is an ongoing joke – often said with a sigh of despair – within various communities: those who struggle with mental health, or chronic pain, or disabilities of any sort. This joke might, in fact, be one nexus of these communities – what brings them together in irritation – and it goes like this: “Have you tried yoga?” The often-given unsolicited advice to “heal thyself” using physical movement speaks to a deeper issue at hand, one long-entrenched in our mindset: physical movement is a cure for weaknesses, and one need only exercise to “get better.” There is a link between the strength and training of the body, and the cultivation of the mind – a link present from the gymnasiums in Plato’s Republic, to late nineteenth century strongmen like Eugen Sandow and Bernarr Macfadden, to “self-care” and “wellness” movements today. “Weakness is a crime! Don’t be a criminal!” went the slogan of American strongman and one of the “fathers” of the Physical Culture movement, Bernarr Macfadden. And fertile, indeed, was his influence on ideals of masculinity, femininity, the health of the nation, mental well-being, and moral aptitude.