Kant's Lectures

In this paper, I provide an account of the role of the associative function of the imagination in causal cognition for Kant. I consider, first, Kant’s treatment of the imaginative faculty in the student notes to Kant’s lectures on anthropology in the 1770s, with the aim of working up a more-or-less comprehensive taxonomy of its various sub-faculties. I then turn to Kant’s account of the activity of the imagination, particularly in accordance with the law of association, in the theory of (...) cognition presented in the notes, and show that Kant, apparently in spite of Hume, takes the result of this activity as the basis for causal cognition. I then contend that Kant’s treatment of affinity in the A edition Deduction is animated precisely by his concern to shore up his previous account of causal cognition against Hume’s sceptical challenge. (shrink)

This paper sheds light on Kant’s notion of autonomy in his moral philosophy by considering Kant’s critique of the rationalist theories of morality that Kant discussed in his lectures on practical philosophy from the 1760s to the time of the Groundwork. The paper first explains Kant’s taxonomy of moral theories and his perspective on the history of ethics. Second, it considers Kant's arguments against the two main variants of ‘rationalism’ as he construes it, that is, perfectionism and theological voluntarism, pointing (...) out the similarities to previous criticisms. Third, the paper argues that Kant’s discussion of the 'rationalist' views does not amount to an unqualified dismissal, but to an attempt at working out a novel rationalist position. Kant’s criticisms of rationalist views suggest that his project emerges from the failures of previous rationalism, with the aim to work out a rationalist view that can account for moral obligation by integrating insights from the theological conception. The combination of perfectionism and theological views yields the basic outline of the idea of autonomy, consisting in the lawgiving function of a rational will as a key to the legislation of a necessary law. (shrink)

The chapter deals with the two most distinctive elements of the Introduction of the Naturrecht Feyerabend, namely the notions of an end in itself and autonomy. I shall argue that both are to be interpreted with regard to the aim of explaining the ground of right. In this light, I suggest that the notion of an end in itself counters a voluntarist conception like Achenwall’s with a claim whose necessity has a twofold ground: First, the representation of an unconditional worth (...) emerges as a structural element of the practical use of reason. Second, that representation concerns the necessary self-understanding of moral subjects. Finally, I argue that the other distinctive element, the occurrence of the notion of autonomy, is best understood as an application of that idea to a specific issue, which Kant addresses by showing that freedom is a self-regulating domain. (shrink)

No centro da filosofia moral de Kant está sem dúvida sua doutrina do imperativo categórico. Por esse motivo não é de se surpreender que a Fundamentação da Metafísica dos Costumes (1785), na qual Kant explica, em detalhes, essa doutrina pela primeira vez, tenha sido o foco da atenção por décadas. Mas há alguns anos é observável uma significativa mudança na literatura que é univocamente bem vinda: ao lado da pesquisa das Doutrinas da Virtude e do Direito publicadas por Kant nos (...) anos noventa do século 18, agora também são intensamente estudadas suas perspectivas filosófico-morais desenvolvidas antes de 1781. Nesse sentido assume uma posição de destaque o manuscrito estudantil de uma lição de ética ministrada no meio dos anos 70, que é publicada aqui, em língua portuguesa, pela primeira vez em uma tradução comentada. Ainda hoje, esta lição serve como uma introdução à ética de Kant, muito embora pareça divergir, em alguns aspectos, da doutrina crítica do imperativo categórico. As Lições de Ética são um „trabalho em andamento“. Por um lado, somos capazes de assistir Kant "pensando" e compreender como ele se reporta ao livro de Alexander Baumgarten sobre os Príncípios da Metafísica Prática (Initia philosophiae practicae primae, 1760). E, por outro lado, somos capazes de vivenciar como ele desenvolve suas próprias perspectivas filosófico-morais em contraste a Baumgarten. Para todos que se interessam pela filosofia moral de Kant e pela história da ética na época da Aufklärung, o estudo desse manuscrito é indispensável. -/- Heiner F. Klemme (Martin Luther Universität - Halle-Wittenberg) . (shrink)

In this paper, I shed light on Kant’s notion of Erkenntnis or cognition by focusing on texts pertaining to Kant’s thoughts on logic. Although a passage from Kant’s Logik is widely referred to for understanding Kant’s conception of Erkenntnis, this work was not penned by Kant himself but rather compiled by Benjamin Jäsche. So, it is imperative to determine its fidelity to Kant’s thought. I compare the passage with other sources, including Reflexionen and students’ lecture notes. I argue that several (...) of the text’s peculiarities stem from Jäsche rather than Kant, but that nevertheless Jäsche largely got Kant's view right, with two major exceptions. First, Jäsche’s text fails to reproduce Kant’s key thesis that kennen and verstehen are jointly sufficient for Erkenntnis. Second, Jäsche’s text gives the false impression that Kant holds that animals have consciousness. (shrink)

يعرف نظامنا التعليمي حراكا متناميا، رغم عدة إكراهات منهجية وتدبيرية، وذلك باعتماد إصلاح التعليم على بيداغوجيات حديثة(الأهداف، الكفايات، الإدماج،...)، بهدف تطوير الحقل التربوي والارتقاء به إلى مصاف الدول المتقدمة من حيث الجودة والمردودية استجابة لما لحق المجتمع المغربي من تطور على الصعيد الثقافي والاجتماعي و السياسي. و إذا كان الإصلاح المنشود يسعى لتجديد النخب التعليمية وإرساء دعائم المدرسة المغربية الجديدة، فإن مراجعة طرائق التدريس أصبح أمرا لا محيد عنه للحاق بمتطلبات العصر ومقتضيات الحداثة التعليمية في السياسة التربوية. ترى ما هي (...) الطريقة الأنجح في ظل هذه الحداثة، لتدريس مادة اللغة العربية في السلك الثانوي التأهيلي؟ و هل مازالت الكتب المدرسية الحالية لمادة اللغة العربية في ظل هذا الطور صالحة للتدريس بالبيداغوجيا المستحدثة؟ إن مفهوم الطريقة في الحقل التربوي، يختلف باختلاف وجهات نظر المتخصصين، حول النظرة إلى مفهوم المنهج و دور المعلم والمتعلم في العملية التعليمية التعلمية، إذ تهدف العملية حسب بعضهم « إلى إحداث تغيرات مرغوبة في سلوك المتعلم، من خلال إكسابه المعلومات والمعارف والمهارات والاتجاهات والقيم المرغوبة، من أجل تحقيق هذه الأهداف التي تسعى إلى إحداث تلك التغيرات السلوكية، إذ تعد طريقة التدريس، هي الأداة أو الوسيلة الناقلة للعلم والمعرفة والمهارة، و كلما كانت ملائمة للموقف التعليمي ومنسجمة مع عمر المتعلم وذكائه وقابلياته وميوله، كانت الأهداف التعليمية المتحققة عبره أوسع عمقا وأكثر فائدة»(1). و من تم، فإن طريقة التدريس هي تلك الخطة التي يوجه بها المعلم متعلميه داخل جماعة القسم، و يبني عليها توجهه العام لبناء الدرس. بل و هي الأسلوب الأمثل الذي يستعين به المعلم لشرح محتويات الدرس و توجيه نشاط المتعلمين من أجل تحقيق التعليم المنشود لديهم. إنها أيضا: الإجراء العملي والعلمي الذي يؤدي تطبيقه الكامل إلى التعليم والفهم. (shrink)

The chapter shows how Kant’s ethical thought as reflected in the lectures, responds to Baumgarten’s works on moral philosophy. I argue that Kant chose Baumgarten’s textbooks for his classes for genuinely philosophical reasons. The thorough discussion of Baumgarten’s views provided Kant with important clues for developing an original position, even if mostly in opposition to Baumgarten. I illustrate this complex role of Baumgarten with a few significant examples, that also highlight some original aspects of Baumgarten’s position in comparison to Wolff’s: (...) (1) Kant follows Baumgarten’s in focusing on obligation as the crucial issue in moral philosophy, but Kant regards Baumgarten’s account as not satisfying. (2) Baumgarten’s sharply theistic foundation of morality is rejected by Kant. (3) Kant rejects also several significant aspects of Baumgarten’s division of ethical duties, thereby revealing profound differences in their conceptions of morality. (shrink)

How serious was Kant about his suggestion, in the first edition Preface to Religion within the Bounds of Bare Reason (6:10), that he hoped his book would be suitable for use as compulsory reading for a philosophy class that theology students of the future would be required to take in their final year of study? This chapter (of a forthcoming anthology that will include chapters on all of Kant's lecturing activity) begins by sketching the pedagogical themes that develop progressively throughout (...) Religion, becoming more prominent as the text proceeds. I then turn to Kant’s own lectures, especially his Lectures on the Philosophical Doctrine of Religion and relevant passages from the various editions of his Lectures on Metaphysics, with the goal of answering two additional questions. First, do the student notes for lectures delivered prior to 1792 provide evidence that Kant followed his own, subsequently-articulated theory of moral-religious pedagogy when he taught university courses relating to religion and/or theology? And second, do the lectures notes (including those relating to lectures given after 1792) provide any evidence that Kant’s views on moral pedagogy within a religious community predated his writing of Religion? (shrink)

In der Kritik der Urteilskraft vertritt Kant noch die analogische Beziehung zwischen Schönheit und Sittlichkeit (KU, AA 05: 351–354). Aber wir befinden uns hier in einem ganz anderen Zusammenhang. Und dies nicht nur, weil die Erörterung dieser analogischen Beziehung eine Lösung für das Problem der Verknüpfung zwischen theoretischer und praktischer Vernunft beansprucht. Die Reflexionen in den Vorlesungen über Anthropologie über die pragmatische Dimension des Geschmacks setzten die Möglichkeit dieser Verknüpfung bereits voraus, bevor Kant eine kritische Begründung derselben erreichte. Wir dürfen (...) aber diese Reflexionen nicht als das Ergebnis unreifer Versuche zur Lösung dieses kritischen Problems der Rationalitätstheorie Kants deuten. Während der Paragraph 59 der Kritik der Urteilskraft Teil der spekulativen Philosophie ist, wird die Kritik des Geschmacks in den Vorlesungen über Anthropologie vielmehr insofern sinnvoll, da sie zu einem pragmatischen, populären und aufgeklärten Bildungsprogramm der Anthropologie Kants gehört. (shrink)

There are at least five ‘core’ notions of community found in Kant's works: 1. The scientific notion of interaction. This concept is introduced in the Third Analogy and developed in the Metaphysical Foundations of Natural Science. 2. A metaphysical idea. The idea of a world of individuals (monads) in interaction. This idea was developed in Kant’s precritical period and can be found in his metaphysics lectures. 3. A moral ideal. The idea of a realm of ends. 4. A political ideal. (...) The idea of a juridical community (or community of communities) governed by juridical laws. 5. A theological ideal. What Kant calls ‘the kingdom of heaven’, and which can be thought of as a community of holy beings, or angels. In this paper I focus on the relationship between the first, second and fourth of these notions. My argument is that Kant’s notion of a juridical community governed by juridical laws is modelled on the metaphysical idea of the world. This metaphysical idea of a world is, in turn, modelled on the category of community introduced in the first Critique and developed in his logic lectures. (shrink)

This is a draft of the introduction to a forthcoming volume that brings together all of J. G. Herder's student notes from Immanuel Kant's lectures. It is intended as a volume in Kant's gesammelte Schriften (de Gruyter). These are the earliest notes (1762-64) we have from Kant's lectures (which span from 1755 to 1796) and the only notes before his professorship began in 1770. Included are improved transcriptions of Herder's notes on metaphysics, moral philosophy, logic, physics, and mathematics, and the (...) first transcription of his notes from Kant’s physical geography lectures. (shrink)