This paper suggests a general interpretative strategy for reading Religion within the Boundaries of Mere Reason namely, as an attempt to find a middle ground between what Kant considers two forms of excess: the appeal to a transcendent conception of God and the denial of any claim that presupposes God’s existence. To make my case, I use the example of two contemporary thinkers (Wolterstorff and Rorty) and trace their dispute to the antinomic character of “religious reason.” Putting things this way (...) underscores the originality of Kant’s view: the wake-up call of an antinomy serves us to motivate Kant’s solution to the problem raised by dogmatic religious claims, as well as to capture what is the distinctive ethical function he reserved for religion in the critical system, i.e., the support of the non-individualistic virtues involved in shared undertakings and common pursuits. Throughout the discussion, I show the importance that radical evil had in Kant’s “constructing” the idea of God. (shrink)

This is a review of Gordon Michalson's book on Kant and religion.

In this paper I argue against two prevailing views of Kant’s Religion. Against commentators such as Michalson and Quinn, who have argued that Kant’s project in Religion is riddled with inconsistencies and circularities, I show that a proper understanding of Kant’s views on grace reveals these do not exist. And contra commentators that attribute to Kant at best a minimalist conception of grace, I show that Kant’s view of it is remarkably robust. I argue that Kant works with three (...) different conceptions of grace. These are: a) grace and the God within, b) grace and the transformation of the fundamental orientation, and c) grace that can be laid hold of; the first and the last play a significant role in his philosophy of religion. (shrink)

The competence is the second must important need for a person, after autonomy. The competence is an indicator for a social integration, for quality of participation in groups. The current definition of competence used in education is proposed from a III- stage of culture, but our definition is from V cultural stage (David Logan). In our work we compare the human condition with the light. We are in the same time individual person and also parts in a supra-individual systems. Between (...) this two position we must found the middle way to be and act. From modern physical theory to religion, from Heidegger to Patsy Rodemburg Presence, from Berne transactional analyse Buber I-Tou and nonviolent communication, from classical education limits to modern coaching perspective (Tim Gallwy), the most important cultural point of view is integrated in a equilibrated perspective that respect individual condition and understand the importance of cultures. I recognized three level of participation - to itself, in relation and to social systems cultures. After introduction that present this new perspective, the part two is dedicated to personal perspective, the next part to relation, including unconditional love, and the four part to culture importance. In the last part I try to take a look to the competence development. (shrink)