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Kant (A)

Abstract

introduction Immanuel Kant’s philosophical and scientific production is impressive: more than thirty volumes published in the edition of the Prussian Academy of Sciences (1910-1983), including 9 volumes of works, 4 volumes of correspondence, 11 volumes of reflections and novel manuscripts, and 6 volumes of lessons collected by students. It is in this edition that we will give all references to Kant’s text (number of volume in Roman numerals, followed by pagination).a. Critic/pre-critical, often dividing Kant’s philosophical career into two periods: the ‘pre-critical’ period (when Kant profited from dogmatic rationalism close to Leibniz and Wolff, then humist scepticism (Puech: 272)), and the ‘critical’ period (when Kant deployed its system of transcendental idealism, referring back to dogmatism and scepticism). However, a large number of theses considered to be typically critical have been in place since the 1760s: the indecision of metaphysical debates, the dynamic nature of the coexistence of objects in space, the non-substantial nature of space, the existence of prima facie forms of sensitivity, the assertion that existence is not a real prediction (II, 73), the importance of newtonian attraction, the superiority of moral faith over faith in more than one place, etc. Kant is responsible for the works of these years: it is sufficient to consider that a book such as the single possible basis for proof of God (1762) has four reeditions until 1794.b. A “academic” philosophy is often said to be the first great academic philosophy (after Wolff). Indeed, some of these works have matured in the form of courses at the University of Koenigsberg, such as its anthropology course taught from 1772 to 1795, which will appear in 1798 under the title Anthropology from a pragmatic point of view. Let us not conclude that the teacher and the researcher exactly overlap. His scripts bear a trace of his teaching, without being confused with him. For example, Kant has been running a Logic course since 1765, following a handbook by G.F. Meier edited in Halle in 1752. In another of these courses, Kant brought the field of philosophy back to four questions: “What can I know? What do I have to do? What can I expect? What is man? ’ (IX, 25). This is typically a pedagogical exhibition process, which divides knowledge into metaphysical, moral, religion and anthropology, with a view to a cosmopolitics (welıürgerlich) of philosophy, mindful of the ultimate aim of human reason, as opposed to school design, which is concerned with conceptual virtuosity. However, Kant also defended and illustrated the school-based conception of philosophy, referring to the ‘systematic nature of knowledge, its cohesion based on a principle’ (III, 428), continuing to update a ‘pure reason system’ (V, 543), built around the problem of unifying the faculties of human mind: the ability to know, the ability to want, the ability of pleasure and unpleasance. In short, apparently very simple cardinal issues, to which Kant reproduces philosophy, are also subject to complex and permanent overhaul at home (as evidenced, for example, by the two versions of the Introduction to the Critic of the Faculty of Juger). Another example is: the Lessons on philosophical theory of religion (1783-1784) only partially reflect the Kantian theory that the existence of God remains indeterminable by the theoretical reason. In many respects, they do not correspond to the arguments put forward by the Critic of pure reason (1781), let alone those of La Religion within the bounds of the simple reason, if only because Kant does not propose the same object to it. At a first stage, it is proposed to return Kant’s entire philosophical trajectory through a kind of intellectual biobibliography. Rather than summing up it at the time of loading, we will try to revisit the driving son (s) travelling on Kant’s work. Subsequently, a number of operations specific to the way in which it is carried out will be detailed. It is in its exhibition and discussion processes that Kant emerges, perhaps more than in the “themes” or “thesis” supported.

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