CATEGORICAL IMPERATIVE AND LEADERSHIP IN EDUCATION

  • Konstantun Pokotylo
Keywords: categorical imperative, leadership in education, maxim, law, dignity

Abstract

Categorical imperative in practical philosophy of Immanuel Kant appears as a fundamental principle of ethic and guidelines for human behavior in the sense of whether the maxim, that derived from them, act as a universal law and acquire the significance of expert opinion as to value of the man through the opposition: the man-target or the man-instrumentality to achieving the goal by someone else. This concept was first used by nationalist in the «First principle to the metaphysics’ morals» and developed in the «Critique of Practical Reason». In understanding of the ethical foundations of leadership in education, categorical imperative acts as a central concept. This provides for the scientific discourse from this subject, contemporary and applied nature.

The main ethical principles that could provide a solid moral foundation for successful and long-term leadership is the constant verification of actions, in accordance with the basic requirements that arising from the categorical imperative, namely the requirements, as maxim, that derived from an individual act, and can become as the universal law. Leader must act, guided by mind, and that is what makes his acts as unique and free, on the one hand, and moral and responsible on the other. He must always treat to other people and to himself as to the purpose and never as to the means. High human dignity – the main personal achievement of real leader and a categorical imperative, that formulated by Immanuel Kant in his time, continues to be an important pointer in development of leadership qualities.

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Published
2015-12-24
How to Cite
Pokotylo, K. (2015). CATEGORICAL IMPERATIVE AND LEADERSHIP IN EDUCATION. International Scientific Journal of Universities and Leadership, (1), 44-47. Retrieved from https://ul-journal.org/index.php/journal/article/view/9