Kant advertises his Critique of Pure Reason as fulfilling reason's "most difficult" task: self-knowledge. As it is carried out in the Critique, this investigation is meant to be "scientific and fully illuminating"; for Kant, this means that it must follow a proper method. Commentators writing in English have tended to dismiss Kant's claim that the Critique is the scientific expression of reason's self-knowledge---either taking it to be sheer rhetoric, or worrying that it pollutes the Critique with an unfortunate residue of (...) rationalism. As a result, there is little sustained treatment of the method of the Critique in the secondary literature. Since Kant holds that the substantive insights of critical philosophy are not separable from the methodological context in which they come to light, this is a serious mistake. My dissertation corrects for this, by approaching the Critique through an examination of its method. In doing so, it yields a reading of the Transcendental Deduction that not only promises to resolve current debates about its "proof structure", but also fully accounts for the Deduction's pivotal role in the work as a whole. (shrink)

A comprehensive and practical study tool, introducing Kant's thought and key works and exploring his continuing influence.

This paper gives a contextualized reading of Kant's theory of real definitions in geometry. Though Leibniz, Wolff, Lambert and Kant all believe that definitions in geometry must be ‘real’, they disagree about what a real definition is. These disagreements are made vivid by looking at two of Euclid's definitions. I argue that Kant accepted Euclid's definition of circle and rejected his definition of parallel lines because his conception of mathematics placed uniquely stringent requirements on real definitions in geometry. Leibniz, Wolff (...) and Lambert thus accept definitions that Kant rejects because they assign weaker roles to real definitions. (shrink)

This paper tries to make sense of Kant's scattered remarks about conic sections to see what light they shed on his philosophy of mathematics. It proceeds by confronting his remarks with the source that seems to have informed his thinking about conic sections: the Conica of Apollonius. The paper raises questions about Kant's attitude towards mathematics and the way he understood the cognitive resources available to us to do mathematics.