POSSIBILITIES FOR THE IMPLEMENTATION OF IMMANUEL KANT’S CATEGORICAL IMPERATIVE IN PRESCHOOL EDUCATION

Abstract

This study examined the feasibility of introducing Immanuel Kant’s categorical imperative into preschool education, addressing the intersection between moral philosophy and early childhood pedagogy. The research began by developing a theoretical framework grounded into two key elements: the good will and the categorical imperative – which were considered essential to understanding the ethical foundation of the study. A theoretical-analytical method was employed in combination with two focus group studies conducted in preschool institutions. The empirical component explored children’s cognitive predispositions, ethical intuition and their readiness to comprehend and engage with basic moral principles. Through structured discussions and carefully designed ethical scenarios, the study observed how children articulated their understanding of moral choices and obligations. By aligning the findings with Kant’s deontological ethics, this paper demonstrated the existence of innate cognitive capacities necessary for moral reasoning and ethical reflection. Based on the insights, the paper proposed pedagogical strategies for gradual and selective integration of Kantian moral principles in preschool education.