Analytic ethics often neglects the exploration and appreciation of morality as it is actually practised on a day-to-day basis. But by looking at how, in a practical sense, we are able to interact with others in a morally appropriate way we can construct a compelling picture of what some of our most pervasive obligations are. This thesis takes such an approach through the concept of understanding – understanding essentially taken here to involve those processes involved in detecting and correctly responding to beings typically possessing inherent moral significance. In the first two chapters ‘understanding' and the understanding approach are themselves explicated, and placed in the context of several other related approaches in the English-speaking tradition – Adam Smith's Theory of Moral Sentiments, Nel Noddings' ethics of care and Richard Hare's preference utilitarianism. This approach is then used to provide us with an alternative idea about what our moral reasoning suggests to be of fundamental ethical significance, and of what kinds of activity morality recommends to us. The activity explored in most detail here is that of engaging with fiction – or more broadly, fictive imaginings. While understanding shows us that fictional characters and events themselves cannot have an inherent moral valence or significance, it also shows us when and how it is possible and appropriate to ethically assess fictive engagement, be it as creator or consumer. This is seen after exploring how and in what ways our moral understanding can be appropriately applied to and exercised by fictions at all, and why fiction should be of particular interest to the understanding agent, looking at the work of Martha Nussbaum, Jenefer Robinson, Peter Lamarque and others on aesthetic cognitivism. Ultimately this leads us to discern a minimal ethical constraint on our interpretation of fiction and art in general, further proving understanding's usefulness.

This thesis focuses on the issue of attention based on Noddings and Weil's perspectives. Inaddition, it describes a fictional example for attention. The fictional example critically examinesthe benefits and potential risks of care and attention in modern education. It uses the 2018 film"The Kindergarten Teacher" as an example to explore the ethical boundaries of providing care andattention. The film revolves around a teacher named Lisa Spinelli, who becomes deeply involvedin nurturing a student's exceptional poetic talent. I examine Lisa's behavior using Nel Noddings'theory of care and Simone Weil's notion of attention. Applying these frameworks aims to assessLisa's motivations and actions and gain insight into her conduct.Noddings emphasizes that attention and caring develop in a relationship is a continuous process,not just a single moment. For the relationship to be strong, it must involve mutual responses fromboth parties. When a strong relationship with attention is established, it aids in the learning processespecially for students and children. However, for this relationship to be effective, it needs to bedeep and trustworthy, with responsive interactions. Noddings also suggests that "modeling","dialogue", "practice", and "confirmation" are essential components that teachers and parents canuse to enhance their students' or children's attention within their relationships.Simone Weil's conception of attention is selfless and others-focused. It involves putting asidepersonal goals to meet the needs of others. Weil introduces "impersonality" through solitude,where individuals suspend their sense of self for the collective. True attention requires thedisappearance of self and focuses beyond comprehension, like an act of prayer. Love and desireare crucial, fostering a willingness to be attentive and forget oneself. Weil explores attention's rolein pursuing truth, beauty, and goodness. It is crucial for making supreme efforts and should be theprimary focus of education. She emphasizes observing visual representations withoutinterpretation to gain understanding. Maintaining attention amidst conflicting desires andobligations is challenging. Weil suggests enduring and resisting negative desires while focusing onthe good and virtuous. Individuals can elevate the quality of their attention by detaching fromtemporal concerns. Ultimately, Weil presents attention as a transformative practice that leads tolove, genuine values, and a deeper understanding of the world.

Ce mémoire vise à explorer le thème de l’attention au sein de deux corpus théoriques : la philosophie de T.W. Adorno et les éthiques du care. L’attention est ici à comprendre comme une notion à la fois épistémique et morale, comme le moment de connaissance de l’autre et de ses besoins, qui vise et permet une réponse adéquate. Dans un premier temps, nous explorons le concept chez trois penseuses : Simone Weil, dont la notion d’attention a été influente dans les théories du care, qui s’y réfèrent fréquemment, puis Nel Noddings et Joan Tronto, deux éthiciennes du care. Malgré leurs différences, nous défendons que ces trois conceptions se rejoignent sur deux points : 1. l’attention y est considérée comme une disposition morale importante et 2. elle se caractérise par une attitude subjective de détournement de soi, de réceptivité et d’ouverture. Dans un second temps, nous retraçons les thèmes de la pensée d’Adorno à même d’esquisser ce en quoi consiste une attention juste aux besoins d’autrui. Plus précisément, nous abordons ses considérations sur les rapports de connaissance entre sujet et objet, et nous offrons une lecture de ses thèses sur le besoin. Par-là, nous entendons défendre que la philosophie adornienne offre des nuances intéressantes à la manière dont le thème de l’attention est théorisé dans le corpus du care : elle invite à une réflexion critique du sujet attentif sur lui-même, et à une compréhension du besoin comme pointant vers les relations sociales qui le produisent. Ainsi, elle approfondi le potentiel critique d’une théorie de l’attention. / This master’s thesis explores the theme of attentiveness within two theoretical corpuses: the philosophy of T.W. Adorno and the ethics of care. Attentiveness is to be understood here as both an epistemic and a moral notion, as the moment of knowledge of another and of his or her needs, which aims and allows for an adequate response. First, I explore the concept in three thinkers: Simone Weil, whose notion of attentiveness has been influential in care theories, which frequently refer to it, and then Nel Noddings and Joan Tronto, two care ethicists. Despite their differences, I argue that these three conceptions converge in two respects: 1. attentiveness is regarded as an important moral disposition; and 2. it is characterized by a move away from the self, a subjective attitude of receptivity and openness. Secondly, I retrace themes in Adorno's thought which may be relevant in outlining what constitutes a just attentiveness to the needs of others. More specifically, I address his considerations on the relation of knowledge between subject and object, and offer a reading of his theses on need. By so doing, I intend to argue that Adorno’s philosophy offers interesting nuances to the way in which the theme of attentiveness is theorized in the corpus of care: it invites to a critical reflection of the attentive subject on itself, and to an understanding of needs as pointing towards the social relations producing it. In this way, it deepens the critical potential of a theory of attentiveness.

Σκοπός της παρούσας εργασίας είναι να παρουσιαστούν οι ιδέες του Καντ σχετικά με την ηθική αγωγή των παιδιών. Η δομή της εργασίας βασίζεται στην παραδοχή ότι η παιδαγωγική θεωρία του δεν μπορεί να κατανοηθεί αποκομμένη από την ηθική και πολιτική φιλοσοφία του. Μάλιστα, αποτελεί σημαντικό τμήμα της, καθώς διερευνά τη δυνατότητα και τους τρόπους ηθικοποίησης των ανθρώπινων υποκειμένων. Θεωρείται καθοριστική για την επίτευξη του ύψιστου αγαθού για το ανθρώπινο είδος, δηλαδή την ηθική κοινωνία με τη μέγιστη ευδαιμονία και την καθολική ηθικότητα. Στο πρώτο κεφάλαιο παρουσιάζονται κάποιες γενικές παραδοχές της ηθικής θεωρίας του Καντ σχετικά με το ανθρώπινο γένος. Στο δεύτερο κεφάλαιο αναλύεται η θεωρία του Καντ σχετικά με την ηθική αγωγή των παιδιών. Στο τρίτο κεφάλαιο παρουσιάζονται τρία ερωτήματα που προκύπτουν απ’ την ανάλυση της θεωρίας του Καντ για την ηθική αγωγή. Το πρώτο θέμα που εξετάζεται είναι το πώς συνδυάζεται η πειθαρχία και ο καταναγκασμός με την ελευθερία και την αυτονομία των μαθητών. Ένα άλλο σημείο που χρήζει σχολιασμού είναι το αν η ηθική αγωγή είναι τελικά απαραίτητη για την ηθική τελειοποίηση των μαθητών, μιας και σύμφωνα με τον Καντ όλοι οι άνθρωποι γνωρίζουν a priori τον ηθικό νόμο. Το τρίτο και τελευταίο σημείο προς ανάλυση πραγματεύεται τον ρόλο των συναισθημάτων στην ηθική αγωγή. / The purpose of this study is to present the ideas of Kant on moral education of children. The structure of the study is based on the assumption that his theory on education cannot be comprehended in isolation from his moral and political philosophy. Indeed, it comprises an important part of it, since it examines the possibility and the ways of moralisation of human beings. His theory on moral education is considered as crucial for the accomplishment of the highest good for the human race, which is the moral community with the utmost happiness combined with the universal morality. The first chapter includes some basic assumptions of Kant's moral theory related to the human race. In the second chapter Kant's theory on moral education of children is analysed. Chapter three poses three questions, which derive from the analysis of Kant's theory on education. The first issue discussed is how discipline and necessitation are combined with pupils' freedom and autonomy. An other topic worth of discussion is whether moral education is necessary for moral perfection of pupils, since according to Kant all human beings are a priori aware of the moral law. The third and final point of discussion refers to the role of feelings in moral education.