Creativity and genius as epistemic virtues: Kant and early post-Kantians on the teachability of epistemic virtue

IF 0.4 3区 哲学 0 PHILOSOPHY METAPHILOSOPHY Pub Date : 2023-02-09 DOI:10.1111/meta.12612
Paul Ziche
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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.

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作为知识美德的创造力和天才:康德和早期后康德论知识美德的可教性
在教育中有一个经典的悖论,它也影响着认识论的美德:为培养自由和创造性的个体而制定一般策略的需求所固有的悖论。这个问题在创造力的认识论美德方面变得特别突出,如果我们考虑创造力的一种激进形式,即天才,就更加如此。本文探讨了一个历史星座,在这个星座中,关于知识和道德标准的严格主张,以及一个极具影响力的天才概念:康德哲学和直接后康德哲学家。这篇论文展示了在这一历史时刻,如何形成一种新的“科学”概念,一种关于“天才”和美德的理论,并分析了教育一个有美德或有创造力的人所固有的承诺和困难。在这一系列的想法中,也出现了一个关于如何培养智力创造力的潜在的富有成效的描述。
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来源期刊
METAPHILOSOPHY
METAPHILOSOPHY PHILOSOPHY-
CiteScore
0.90
自引率
0.00%
发文量
58
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.
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