Immanuel Kant Quotes

We need to provide an education which teaches crit­ical thinking and encourages the development of mature moral values.

How we become moral and understand good and bad, and how we overcome our impulse towards violence, is all really important to me, as a person.

The moral faculties are generally esteemed, and with justice, as of higher value than the intellectual powers. But we should always bear in mind that the activity of the mind in vividly recalling past impressions is one of the fundamental though secondary bases of conscience. This fact affords the strongest argument for educating and stimulating in all possible ways the intellectual faculties of every human being.

It is the business of the teacher ... to fortify reason and to make conscience sovereign.

There is no morality by instinct. There is no social salvation in the end without taking thought; without mastery of logic and application of logic to human experience.

At around nine or 10 years of age, young people start to decide for themselves what's moral or not, and that's why I like writing for that age group so much.

I don't believe civilization can do a lot more than educate a person's senses.

There's a great deal of difference between thinking reflectively about moral issues and achieving higher standards of ethical behavior.

The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.

My early research - I'm a social psychologist, and my early research was on how people make moral judgments. When I entered the field in 1987, everybody was looking at moral reasoning - how do kids reason about a moral dilemma? Should a guy steal a drug to save his wife's life?

Education is the art of making man ethical.

Our intellectual development in the field of science has outstripped our human development in the field of character.

Education is the development of power and ideal.

It seems obvious that moral stages must primarily be the products of the child's interaction with others rather than the direct unfolding of biological or neurological structures.

The main experiential determinants of moral development seem to be amount and variety of social experience, the opportunity to take a number of roles and to encounter other perspectives.

The fact that human conscience remains partially infantile throughout life is the core of human tragedy.

If the ability to tell right from wrong should have anything to do with the ability to think, then we must be able to 'demand' its exercise in every sane person no matter how erudite or ignorant.

An education which does not teach us to discriminate between good and bad, to assimilate the one and eschew the other, is a misnomer

Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on; princes educate their subjects as instruments of their own purpose.

Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it?

It is a prejudice to think that morality is more favourable to the development of reason than immorality.

The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.

There is a danger when we give young people only a catalog of dos and don'ts. In these young minds, the gospel is not intellectually credible.

Intellectual activity is a danger to the building of character.

Liberal education reminds those members of a mass democracy who have ears to hear, of human greatness.