REFLECTING ON KANT’S AND FROMM’S MORAL AUTONOMY THROUGH AN ACTIVE CITIZENSHIP CURRICULUM
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | REFLECTING ON KANT’S AND FROMM’S MORAL AUTONOMY THROUGH AN ACTIVE CITIZENSHIP CURRICULUM |
| 2. | Creator | Author's name, affiliation, country | Charikleia Pitsou; PhD, Lab. Teaching Staff, Department of Educational Sciences and Social Work, University of Patras, Greece |
| 2. | Creator | Author's name, affiliation, country | Sofia Nikolidaki; PhD, Lab. Teaching Staff, Department of Preschool Education, University of Crete, Greece |
| 2. | Creator | Author's name, affiliation, country | Nikolaos Koios; PhD, Associate Professor, Department of Theology, Aristotle University of Thessaloniki, Greece |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | moral autonomy, reflective thinking, active citizenship curriculum, ethical development, pedagogical practice, philosophy with children, educational settings, teachers’ training |
| 4. | Description | Abstract | Autonomy remains a key concept in contemporary philosophical and educational debates, especially within democratic contexts that seek to foster responsible, critically minded citizens. The central question addressed in this paper is how the philosophical concept of moral autonomy can be applied to pedagogical practice. To answer this question, the notion of moral autonomy is first examined. Drawing on the work of influential thinkers -most notably Immanuel Kant and Erich Fromm- the analysis traces how moral autonomy has been theorized as a central feature of human agency. It then shifts focus to the educational field, examining how such philosophical insights can be meaningfully translated into pedagogical practice. Particular attention is given to Greece’s recent initiative to embed the “Active Citizen Initiatives” curriculum into primary and secondary education (Ministerial Decision 130372/GD4, 01.11.2024). A curriculum emphasizing its relevance for shaping individuals capable of making ethical decisions based on internalized values rather than imposed norms. Given the above, this paper contributes to bridging the gap between theoretical philosophy and practical pedagogy by arguing that moral autonomy is not merely a theoretical ideal, but its principles can be actively cultivated in educational settings. By integrating philosophical reflection with educational policy and practice, this paper highlights the potential of school classrooms to serve as spaces where ethical autonomy becomes a lived and practiced dimension of democratic citizenship.
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| 5. | Publisher | Organizing agency, location | Open Access Publishing Group |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2025-08-27 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://www.oapub.org/edu/index.php/ejae/article/view/6238 |
| 10. | Identifier | Digital Object Identifier (DOI) | http://dx.doi.org/10.46827/ejae.v10i2.6238 |
| 11. | Source | Title; vol., no. (year) | European Journal of Alternative Education Studies; Vol 10, No 2 (2025) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright (c) 2025 European Journal of Alternative Education Studies |