{"title":"Creativity and genius as epistemic virtues: Kant and early post-Kantians on the teachability of epistemic virtue","authors":"Paul Ziche","doi":"10.1111/meta.12612","DOIUrl":null,"url":null,"abstract":"<p>There is a classical paradox in education that also affects the epistemic virtues: the paradox inherent in the demand to develop general strategies for training persons to be free and creative individuals. This problem becomes particularly salient with respect to the epistemic virtue of <i>creativity</i>, the more so if we consider a radical form of creativity, namely, <i>genius</i>. This paper explores a historical constellation in which rigorous claims about the standards for knowledge and morality were developed, along with a highly influential notion of genius: the philosophy of Kant and of immediate post-Kantian philosophers. The paper shows how in this historical moment came together a new notion of “science,” a theory of “genius” and of virtues, and an analysis of the promises and difficulties inherent in educating a virtuous or creative individual. In this constellation of ideas, there also emerges a potentially fruitful account of how to teach intellectual creativity.</p>","PeriodicalId":46874,"journal":{"name":"METAPHILOSOPHY","volume":"54 2-3","pages":"268-279"},"PeriodicalIF":0.4000,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/meta.12612","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"METAPHILOSOPHY","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/meta.12612","RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"PHILOSOPHY","Score":null,"Total":0}
引用次数: 1
Abstract
There is a classical paradox in education that also affects the epistemic virtues: the paradox inherent in the demand to develop general strategies for training persons to be free and creative individuals. This problem becomes particularly salient with respect to the epistemic virtue of creativity, the more so if we consider a radical form of creativity, namely, genius. This paper explores a historical constellation in which rigorous claims about the standards for knowledge and morality were developed, along with a highly influential notion of genius: the philosophy of Kant and of immediate post-Kantian philosophers. The paper shows how in this historical moment came together a new notion of “science,” a theory of “genius” and of virtues, and an analysis of the promises and difficulties inherent in educating a virtuous or creative individual. In this constellation of ideas, there also emerges a potentially fruitful account of how to teach intellectual creativity.
期刊介绍:
Metaphilosophy publishes articles and reviews books stressing considerations about philosophy and particular schools, methods, or fields of philosophy. The intended scope is very broad: no method, field, or school is excluded.