Reflection and synthesis: How moral agents learn and moral cultures evolve

Abstract

One aim of moral education is to help society progress from morally imperfect conventions towards more perfect ones. According to a popular view, reflecting judgment is the vehicle of this progress. In this paper, I argue that although reflection is important, it is not enough; moral development also requires practical synthesis. Moral development takes place by securing new connections—conceptual, affective, volitional and behavioural—that bring thoughts, feelings, motivations and actions into alignment with higher reason, to instantiate respect for all who are ends in themselves. Constructing parallels from Kant's theoretical philosophy, I identify three kinds of synthesis that are central to moral practice. If I am right, then a key task for moral education is to support the development of these capacities of practical synthesis.