This paper examines a controversial element of Kant's pedagogy: his ‘moral catechism’. The few commentators who have examined it have focused on its content; this paper examines its method. I argue that Kant means for it to precede a Socratic approach precisely to steer the student away from adopting dogmatic doubt, which Kant thinks is a possible danger of a premature use of the Socratic method. The method of the catechism serves to inculcate in the student two convictions about the very faculty of reason: that it is efficacious and trustworthy, and that its use in morality (what Kant calls ‘practical reason’) holds primacy over its use in theory (‘theoretical reason’). Only when these convictions are instilled does Kant think it is safe to then adopt a Socratic approach in moral education.

中文翻译：

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重新审视康德的道德问答

本文考察了康德教育学中一个有争议的元素：他的“道德问答”。少数审查过它的评论家专注于它的内容。本文研究了它的方法。我认为康德的意思是让它先于苏格拉底式的方法，正是为了引导学生远离教条式的怀疑，康德认为这可能是过早使用苏格拉底式方法的危险。教理问答的方法用于向学生灌输关于理性能力的两种信念：它是有效的和值得信赖的，并且它在道德中的使用（康德称之为“实践理性”）优先于其在理论中的使用（ “理论原因”）。只有当这些信念被灌输时，康德才会认为在道德教育中采用苏格拉底式的方法是安全的。