REFLECTING ON KANT’S AND FROMM’S MORAL AUTONOMY THROUGH AN ACTIVE CITIZENSHIP CURRICULUM

Authors

  • Charikleia Pitsou PhD, Lab. Teaching Staff, Department of Educational Sciences and Social Work, University of Patras, Greece
  • Sofia Nikolidaki PhD, Lab. Teaching Staff, Department of Preschool Education, University of Crete, Greece
  • Nikolaos Koios PhD, Associate Professor, Department of Theology, Aristotle University of Thessaloniki, Greece

DOI:

https://doi.org/10.46827/ejae.v10i2.6238

Keywords:

moral autonomy, reflective thinking, active citizenship curriculum, ethical development, pedagogical practice, philosophy with children, educational settings, teachers’ training

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.

Author Biographies

  • Charikleia Pitsou, PhD, Lab. Teaching Staff, Department of Educational Sciences and Social Work, University of Patras, Greece

    Charikleia Pitsou (PhD) specializes in Human Rights Education, with her research interests encompassing Human Rights, Rights of a Child, Active Citizenship, Applied Pedagogy, and Lifelong Learning. She is a member of the permanent Teaching Staff (EDIP) in the Department of Educational Sciences and Social Work at the University of Patras and is also an Adjunct Lecturer at the Hellenic Open University. She possesses over 25 years of experience in educational contexts. Her scholarly contributions include books, book chapters, and scientific articles published in Greek, English, and French. She serves as a reviewer for international and Greek academic journals. She has participated in numerous research and European programs as well as in conferences. She is an active member of various educational and scientific institutions, as well as a member of the Gender Equality and Anti-Discrimination Committee of the University of Patras. Finally, she is the coordinator for the implementation of the Child Protection Policy at the University of Patras, and a collaborator with both the Child Rights Centre at the same university and the education office of the Greek branch of UNICEF.

    Email: xpitsou@upatras.gr

  • Sofia Nikolidaki, PhD, Lab. Teaching Staff, Department of Preschool Education, University of Crete, Greece

    Sofia Nikolidaki (PhD) holds two Bachelor’s degrees from the University of Crete, in Preschool Education and Philosophy Studies. She also holds two Master’s degrees: one in Pedagogy and Kindergarten Teaching Methodology, and another in Philosophy, awarded with an IKY scholarship. She earned her PhD in Philosophy for Children from the University of Wales, supported by a scholarship from the Academy of Athens. She has extensive experience as a preschool teacher in Greece and abroad, as well as in facilitating philosophy sessions with children. Currently, she serves as a member of the permanent Teaching Staff (EDIP) in the Department of Preschool Education at the University of Crete. Her academic interests include Preschool Education, Philosophy of Education, Philosophy with Children, Children’s literature, children’s critical and creative thinking, and the training of student teachers. Sofia has presented her research at national and international conferences, has published several peer-reviewed articles and book chapters, and is the author of the Greek-language book Philosophy with Children through Children’s picturebooks (DISIGMA, 2024). She also writes and publishes stories for both children and adults.

    Email: s.nikolidaki@uoc.gr

  • Nikolaos Koios, PhD, Associate Professor, Department of Theology, Aristotle University of Thessaloniki, Greece

    Nikolaos G Koios (PhD) is an Associate Professor in the field of “Christian Ethics and Bioethics” at the School of Theology of the Aristotle University of Thessaloniki (A.U.Th.). He holds a degree from the same School, where he also completed his postgraduate and doctoral studies. He pursued further studies in Ethics and Bioethics at the University of Munich and at the Hastings Center in New York. He has served as Associate Professor and Head of the Department of Priestly Studies at the Higher Ecclesiastical Academy of Thessaloniki. He has been a research associate at the Department of Orthodox Theology of the University of Munich, the Postgraduate Program in Orthodox Theology at the Hellenic Open University, and for several years, he taught theology in secondary education. He is the content coordinator of the online journal Pemptousia and a member of the Pastoral Training Foundation of the Holy Archdiocese of Athens. His academic interests include Christian ethics, bioethics, environmental ethics, the ethics of digital media, the relationship between experience and theology, and the dialogue between philosophical and Christian ethics. He has authored monographs and articles in both Greek and international journals. Part of his work has been translated into foreign languages. He has also participated in Greek and international conferences as an invited speaker.

    Email: nkoios@theo.auth.gr

References

Abdellatif Mami, N. (2020). Citizenship Education in Post-conflict Contexts: The Case of Algeria. In: Akkari, A., Maleq, K. (eds) Global Citizenship Education. Springer. https://doi.org/10.1007/978-3-030-44617-8_9

Aristotle. (2009). The Nicomachean Ethics (translated by D. Ross). Oxford University Press. https://books.google.ro/books/about/The_Nicomachean_Ethics.html?id=4APQIW-TWwkC&redir_esc=y

Bruner, J. (1960). The Process of Education. Harvard University Press. Retrieved from https://books.google.ro/books/about/The_Process_of_Education.html?id=Iaq5R8vPujAC&redir_esc=y

Balias, S. (2011). Ta dikaiomata tou paidiou – O dromos pros tin eleutheria [In Greek] [Children’s rights – The road to freedom]. Papazisis.

Cogan, J. J., & Derricott, R. (Eds.). (2000). Citizenship for the 21st century: An international perspective on education. UNESCO. Retrieved from https://doi.org/10.4324/9781315880877

Daniel, M. (1998). P4C in pre-service teacher education. Analytic Teaching, 19(1):13-20. Retrieved from https://philpapers.org/rec/DANPIP-3

Dewey, J. (1916). Democracy and education. The Macmillan Company. Retrieved from https://nsee.memberclicks.net/assets/docs/KnowledgeCenter/BuildingExpEduc/BooksReports/10.%20democracy%20and%20education%20by%20dewey.pdf

Diogenis Laertii. (1964). Vitae Philosophorum (9.51.4–9.51.5). Oxford University Press. Retrieved from https://archive.org/details/bibliothecaoxoniensis/page/n1/mode/2up

Echeverria, E. (2007). Children and philosophy: is this possible? Gifted Education International, 22(2/3), 128–134.

Egan, K. (1988). Primary understanding: education in early childhood. Rou¬tledge. Retrieved from https://www.researchgate.net/publication/248917131_Primary_Understanding_Education_in_Early_Childhood

Egan, K. (1997). The educated mind: how cognitive tools shape our understanding. University of Chicago Press. http://dx.doi.org/10.2307/1585992

European Commission: European Education and Culture Executive Agency, Sigalas, E., & De Coster, I. (2018). Citizenship education at school in Europe, 2017. Publications Office. Retrieved from https://archive.org/details/in.ernet.dli.2015.28965

Fiumara, G.C. (1995). The other side of language. Routledge. Retrieved from https://www.routledge.com/The-Other-Side-of-Language-A-Philosophy-of-Listening/Fiumara/p/book/9780415049276

Fromm, E. (1941). Escape from Freedom. Farrar & Rinehart. Retrieved from https://psycnet.apa.org/record/1942-01072-000

Fromm, E. (1947). Man for Himself: An Inquiry into the Psychology of Ethics. Retrieved from https://archive.org/details/in.ernet.dli.2015.28965

Fromm, E. (1974). O anthrōpos gia ton eautó tou: Éreuna stē psychología tēs ēthikēs [Man for Himself: An Inquiry into the Psychology of Ethics, Greek transl. and intro. by D. Theodorakatos, 2nd ed]. Boukoumanēs.

Fromm, E. (1977a). Kai hōs Theoi esesthe: Mia rizospastikē ermēneia tēs Palaias Diathēkēs kai tēs paradosēs tēs [And as gods you shall be: A radical interpretation of the Old Testament and its tradition, Greek transl. and intro. by D. Theodorakatos]. Boukoumanēs.

Fromm, E. (1977b). Pera apo ta desma tēs aftapatis [Beyond the Chains of Illusion, Greek transl. by M. Korniliou]. Boukoumanēs.

Fromm, E. (1978). H technē tēs agapēs [The Art of Loving, Greek transl. by E. Grammenos; ed. by G. Koulouridou]. Boukoumanēs.

Gründel, J. (1980). Normen im Wandel: Eine Orientierungshilfe für christliches Leben heute. Don Bosco Verlag.

Greek Ministry of Education, Religious Affairs, and Sports. (2024, November 1). Curriculum of Studies “Active Citizen Actions” for Kindergarten, Primary, Gymnasium, and Lyceum [In Greek] [Programma Spoudon «Draseis Energou Politi» gia Nipiagogeio, Dimotiko, Gymnasio kai Lykeio] (Ministerial Decision No. 130372/ΓΔ4; Government Gazette, Β΄ 6048). Retrieved from https://act.digitalschool.gov.gr/

Hadot, P. (1995). Philosophy as a way of life: spiritual exercises from Socrates to Foucault. Blackwell. Retrieved from https://ascetology.wordpress.com/wp-content/uploads/2016/09/pierre-hadot-philosophy-as-a-way-of-life-spiritual-exercises-from-socrates-to-foucault-1.pdf

Haynes, J. (2008). Children as philosophers: learning through enquiry and dialogue in the primary classroom. (2nd ed). Routledge. Retrieved from https://www.routledge.com/Children-as-Philosophers-Learning-Through-Enquiry-and-Dialogue-in-the-Primary-Classroom/Haynes/p/book/9780415446815?srsltid=AfmBOopSOMO_fh7fyz2_yOnnq3jQI6ChREjSX8yqNw1rASNqEz9PX8JE

Herman, B. (1993). The practice of moral judgment. Harvard University Press. Retrieved from https://books.google.ro/books/about/The_Practice_of_Moral_Judgment.html?id=RzdYu_6TzZ8C&redir_esc=y

Kant, Ι. (1956). Die Religion innerhalb der Grenzen des blossen Vernuft. Vorländer. Retrieved from https://meiner.de/fmv_de/die-religion-innerhalb-der-grenzen-der-blo-szlig-en-vernunft-15728

Kant, I. (1984). Ta themelia tis metaphysikis ton ithon [Groundwork of the Metaphysics of Morals, Greek transl. by G. Tzavara]. Athens, Greece: Dodoni. Greek ed., ISBN 978‑960‑558‑0568. (Original work published 1785).

Kant, I. (2004). Kritiki tou practikou logou [Critique of Practical Reason, Greek transl. by K. Androulidakis]. Hestia. ISBN 978‑960‑051‑1765. (Original work published 1788).

Kant, I. (2020). Kritiki tou katharou logou [Critique of Pure Reason, Greek translation by A. Giannaras]. Papazissis. Greek ed., ISBN 978‑960‑02‑35913. (Original work published 1781).

Kennedy, K. J. (2025). Disruptions and civic education: How should young people be prepared for an uncertain future? (SpringerBriefs in Education). Springer. Retrieved from https://link.springer.com/book/10.1007/978-981-96-5875-6

Koios, N. (2004). Ep’ evletheria ekklithete: Autonomia kai eteronomia stin Ithiki [In Greek] [You were called to freedom: Autonomy and heteronomy in ethics]. Stamoulis.

Korsgaard, C. (1996). The sources of Normativity. Cambridge University Press. Retrieved from https://tannerlectures.org/wp-content/uploads/sites/105/2024/06/korsgaard94.pdf

Korsgaard, C. (2008). The Constitution of Agency. Essays on Practical Reason and Moral Psychology. Oxford University Press. Retrieved from https://philpapers.org/rec/KORTCO-2

Lipman, M. (1988). Philosophy goes to school. Temple University Press. Retrieved from https://philpapers.org/rec/LIPPGT

Lipman, M. (2003). Thinking in education. (2nd Edition.). Cambridge University Press. Retrieved from https://doi.org/10.1017/CBO9780511840272

Lipman, M., Sharp, A. M. & Oscanyon, F. (1980). Philosophy in the classroom. PA Temple University Press. Retrieved from https://books.google.ro/books/about/Philosophy_in_the_Classroom.html?id=3k9zEAAAQBAJ&redir_esc=y

Makaiau, A., & Miller, C. (2012). The philosopher’s pedagogy. Educational Perspectives, Journal of the College of Education, University of Hawaii at Manoa, 44(1,2), 8–22.

Mantzaridis, G. (1995). Eisagogi stin ithiki: I ithiki stin krisi tou parontos kai tin proklisi tou mellontos [In Greek] Introduction to ethics: Ethics in the crisis of the present and the challenge of the future. Pournaras Panagiotis.

Nikolidaki, S (2023a). Student-centered education as presupposition to child-centered education: A case study of trainee pre-school teachers. Proceedings 1st International Higher Education Pedagogy Conference, Developing Academics’ Pedagogy Acuity (15–17 September 2023), Rethymnon, Crete. https://tott.uoc.gr/conference/proceedings-2023/

Nikolidaki, S. (2023b). Listening philosophically: Developing an ear for emergent philosophising. Journal of Philosophy in Schools, 10(2), 23–46. Retrieved from https://pdfs.semanticscholar.org/2bd0/5892648b5358c2bae407a4e7cf7bfa018125.pdf

Nikolidaki, S. (2024). Filosofia me paidia mesa apo eikonografimena paidika vivlia [In Greek] Philosophy with children through picturebooks. Disigma Publications.

Organising Bureau of European School Student Unions. (2019). EU CONVINCE research report: Challenges and good practices related to promoting citizenship and values of freedom, tolerance and non‑discrimination through education. OBESSU. https://www.obessu.org/resources/documents/other/eu-convince-research-report-challenges-and-good-practices-related-to-promoting-citizenship-and-values-of-freedom-tolerance-and/

Papanoutsos, E. P. (1974). O nomos kai h aretē: H ēthikē suneidēsē kai ta problēmata tēs - Parallagēses sto idio thema [The Law and Virtue: Moral Conscience and Its Problems – Variations on the Same Theme]. Dodoni.

Pfister, M. (1992). The Rainbow Fish. Simon & Schuster. Retrieved from https://books.google.ro/books/about/The_Rainbow_Fish.html?id=td0nDwAAQBAJ&redir_esc=y

Pitsou, C., Koios, N., & Nizamis, K. E. (2025a). Bioethical Literacy in Higher Education: Insights from Postgraduate Students. International Conference on Next-Generation Innovations and Sustainability 2025. Futurity Research Publishing. https://doi.org/10.5281/zenodo.15114314

Pitsou, C., Katsantonis, I. G., Katsantonis, A., & Gorozidis, G. S. (2025b). Empowering and Promoting Children’s Rights by Implementing Skills Labs Using Engaging Learning Activities. Societies, 15(4), 84. https://doi.org/10.3390/soc15040084

Pitsou, C., & Koios, N. (2025). Empathy as a Common Ground Between Moral Development and Active Citizenship: An Aristotelian Approach. Futurity Philosophy, 4(1), 52–70. https://doi.org/10.57125/FP.2025.03.30.04

Reed, R. and Johnson, T.W. (1999). Friendship and moral education. Twin Pillars of P4C. New York: Peter Lang. Retrieved from https://philpapers.org/rec/REEFAM

Sharp, A. M. (2007). The classroom community of inquiry as ritual: how we can cultivate wisdom. Critical and Creative Thinking, 15(1), 3–15.

Protopapadakis, Evangelos D. (2019). From Dusk till Dawn: Bioethical Insights into the Beginning and the End of Life. Logos Verlag.

Westheimer, J. and Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2): 237-69. https://doi.org/10.3102/00028312041002237

Williams, B. (2006). Ethics and the Limits of Philosophy. With a commentary on the text by A. W. Moore. Routledge. Retrieved from https://www.ias.edu/sites/default/files/sss/pdfs/Ethics%20and%20the%20Limits%20of%20Philosophy.pdf

Wood, A. W. (2008). Kantian ethics. Cambridge University Press. Retrieved from https://assets.cambridge.org/97805218/54948/frontmatter/9780521854948_frontmatter.pdf

Wyn, J., & Mellor, S. (2009). Touching the Future: Building skills for life and work (Australian Education Review No. 55). Australian Council for Educational Research. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1008&context=aer

Downloads

Published

2025-08-27

Issue

Vol. 10 No. 2 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).