This Volume contains seven works of Kant, newly translated and edited, with Introductions. What does it mean to orient oneself in thinking? 1786 (Allen Wood) On the miscarriage of all philosophical trials in theodicy. 1791 (George di Giovanni Religion within the boundaries of mere reason. 1793 (George di Giovanni) The end of all things. 1794 (Allen Wood) The conflict of the faculties. 1798 (Mary J. Gregor & Robert Anchor) Preface to Reinhold Bernhard Jackmann's examination of the Kantian Philosophy of Religion. (...) 1800 (Allen W. Wood) Lectures on the philosophical doctrines of religion (1817) (Allen W. Wood -/- . (shrink)

While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper demonstrates that the core (...) ideas of Kant's moral philosophy are also present in his pedagogy. This means that the problem of moral education must be solved within the transcendentalist framework. It is finally claimed that Kant himself outlines a solution to this problem in his pedagogical lectures. (shrink)

After reviewing Kant’s well-known criticisms of the traditional proofs of God’s existence and his preferred moral argument, this paper presents a detailedanalysis of a densely-packed theistic argument in Religion within the Bounds of Bare Reason. Humanity’s ultimate moral destiny can be fulfilled only through organized religion, for only by participating in a religious community (or “church”) can we overcome the evil in human nature. Yet we cannot conceive how such a community can even be founded without presupposing God’s existence. Viewing (...) God as the internal moral lawgiver, empowering a community of believers, is Kant’s ultimate rationale for theistic belief. (shrink)

When this work was first published in 1960, it immediately filled a void in Kantian scholarship. It was the first study entirely devoted to Kant's _Critique of Practical Reason_ and by far the most substantial commentary on it ever written. This landmark in Western philosophical literature remains an indispensable aid to a complete understanding of Kant's philosophy for students and scholars alike. This _Critique_ is the only writing in which Kant weaves his thoughts on practical reason into a unified argument. (...) Lewis White Beck offers a classic examination of this argument and expertly places it in the context of Kant's philosophy and of the moral philosophy of the eighteenth century. (shrink)

Most philosophers do not read Kant’s philosophy of religion as providing a foundation for Christianity, or even as in line with it. Recently, however, a number of so-called “affirmative Kantians” have argued that Kant’s philosophy of religion explicitly aims at recovering the spirit of Christianity. In this article I scrutinize this claim with regard to Kant’s conceptualization of “grace” as a supplement to his moral theory. Contrary to these “affirmative Kantians,” I argue that Kant’s account of grace stems from Kant’s (...) moral pessimism, not from any sense of the shortcomings of human beings in fulfilling their duties or the religious need for supernatural cooperation. Kant’s concept of grace tries to moderate this pessimism by providing what is needed for the possibility of moral progress. But simply by the way in which Kant regards grace as a rational concept needed for his moral theory, it seems to me that his philosophy of religion runs counter to certain central convictions of Christianity. (shrink)

The term Urbild (translated variously as archetype, prototype, or original image) is used throughout Kant’s critical writings to designate particular representations that convey universal ideas. I explain how this term plays a crucial role in Kant’s endeavors to mediate between the abstract ideas of practical reason and phenomenal reality as historically and culturally informed. Focusing on the role of Urbilder allows us to deepen our understanding of the role of historical representations in Kant’s ethics and philosophy of religion, and to (...) show the consistency of the critical project in addressing these cultural representations. The manner in which Kant draws upon specific cultural representations for pedagogical purposes, and critically assesses them in light of ideals, is explained and clarified. (shrink)

Kant follows Christian tradition by asserting that humanity is sinful by nature, that our sinful nature burdens us with an infinite debt to God, and that it is possible for us to undergo a moral transformation that iberates us from sin and from its debt. Most of the secondary literature has focused on either Kant’s account of sin or our liberation from it. Far less attention has been paid to the debt in particular. The purpose of this paper is to (...) explore the nature of this debt, why Kant regards it as infinite, and what becomes of it for those who undergo a moral ransformation. (shrink)

An interdisciplanary collection of essays focused on Kant's work on the concept of community.

THIS PAPER IS A STUDY OF KANT’S ATTEMPT TO RECONSTRUCT THE CHRISTIAN DOCTRINE OF ATONEMENT WITHIN THE LIMITS OF REASON. IT BEGINS WITH A BRIEF SKETCH OF ANSELM’S SATISFACTION-THEORETIC ACCOUNT OF ATONEMENT AND THEN PRESENTS THE MAIN OBJECTIONS TO THAT ACCOUNT. NEXT KANT’S ACCOUNT OF ATONEMENT IS GIVEN A DETAILED EXPOSITION, AND IT IS SHOWN THAT IT AVOIDS THE DIFFICULTIES THAT PLAGUE ANSELM’S ACCOUNT. KANT’S ACCOUNT IS THEN SUBJECTED TO CRITICISM.

There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related 'fact of reason' argument suggest that we learn the content and application of the moral law on our own. On the other hand, Kant has a sophisticated and detailed account of moral education that goes well beyond (...) the kind of education a person would receive in the course of ordinary childhood experience. The task of this paper will be to reconcile these seemingly conflicting claims. Ultimately, I argue, Kant's philosophy of education makes sense as a part of his moral theory if we look not only at individual moral decisions, but also at the goals or ends that these moral decisions are intended to achieve. In Kant's case, this end is what he calls the highest good, and, I argue, the most coherent account of the highest good is a kind of ethical community and end of history, similar to the Groundwork 's realm of ends. Seen as a tool to bring about and sustain such a community, Kant's philosophy of moral education exists as a coherent and important part of his moral philosophy. (shrink)

Against those who dismiss Kant's project in the "Religion" because it provides a Pelagian understanding of salvation, this paper offers an analysis of the deep structure of Kant's views on divine justice and grace showing them not to conflict with an authentically Christian understanding of these concepts. The first part of the paper argues that Kant's analysis of these concepts helps us to understand the necessary conditions of the Christian understanding of grace: unfolding them uncovers intrinsic relations holding between God's (...) justice and grace. Parts two and three provide an analysis of two concepts of grace used by Kant. Getting clear on their differences is the key to understanding why Kant's account is not Pelagian. (shrink)