Kant characterizes Critique of Pure Reason as “a treatise on the method”. But he does not clearly work out the Doctrine of Method of the Critique. Most interpreters of the Critique do not work out the Doctrine of Method either. This paper outlines the systematic place and significance of the Doctrine of Method within the structure of the Critique. It suggests that the Doctrine of Method supplies the methodological conditions, or systematic (...) laws, of possible cognitions of reason. In other words, the Doctrine of Method is the primary locus of critique or reason’s self-cognition, i.e., reason’s cognition of the laws that make its possible cognitions systematic. (shrink)

This paper deals primarily with theDoctrine of Method(DM) of Kant’sDoctrine of Virtue. First, I present an overview of theDM(1.1) and an explanation of how it is possible to teach virtue (1.2). Second, I address the following issues: Why is aDMnecessary at all (2.1)? How does theDMrelate to what Kant calls casuistry (2.2)? I will argue that wide duties have two essential characteristics: They command the right kind of moral motivation in terms of a moral maxim, and they allow for (...) latitude. The fact that wide duties command the right kind of motivation leads to theDM; the latitude of wide duties, however, leads to casuistry. To unfold this interpretation, it must also be shown that both imperfect and perfect duties are wide duties. (shrink)

In The Doctrine of God Dolf te Velde examines the interaction of method and content in three historically important accounts of the doctrine of God.

The chapter first discusses the general meaning of a 'doctrine of method' in Kant’s work, as well as the specific goals of the Doctrine of Method of the second Critique. The central section, then, focuses on the notion of 'receptivity to morality', which here has a central role and a quite distinct meaning. I argue that Kant’s main point in his account of how to 'make objective practical reason subjectively practical' (5:151) is that one ought to (...) lead the individual agent to become aware of his own dignity as a moral being. In Kant’s view, recognition of this point is relevant to the overall aim of the second Critique – to show that pure reason is practical – and of moral theory itself. The task of the Doctrine of Method is to show how it is possible to make agents aware of their basic moral capacities, and through that awareness to instil genuine moral dispositions. Accordingly, the Doctrine of Method is the completion of the Critique, confirming the conclusions of the Analytic through the common use of pure practical reason and connecting them with the experience of every moral agent. (shrink)

In this chapter I highlight the apparent tensions between Kant’s very stringent critique of metaphysical speculation in the “Discipline of Pure Reason” chapter and his endorsement of Belief (Glaube) and hope (Hoffnung) regarding metaphysical theses in the subsequent “Canon of Pure Reason.” In the process I will examine his distinction between the theoretical and the practical bases for holding a “theoretical” conclusion (i.e. a conclusion about “what exists” rather than “what ought to be”) and argue that the position is subtle (...) but coherent. In the second part of the paper I focus on Kant’s account of rational hope in the Doctrine of Method: its nature, scope, conditions, and role in the philosophy of religion generally. (shrink)

The verificationist defense of Kant's refutation of idealism is a specimen of the reconstructive work that needs to be done in evaluating Kant's transcendental philosophy. It is necessary to proceed piecemeal in the critical examination of each of Kant's arguments, fitting it to the proposed indirect proof model, and rethinking its soundness or unsoundness. There may be few conclusions that can stand just as they are. The justification of Kant's transcendental proof that there are unknowable things in themselves establishes an (...) important first step in this continuing inquiry. (shrink)

Most interpretations of Kant’s Critique of Pure Reason focus on its Doctrine of Elements, and ignore that the Doctrine of Elements needs to be grounded systematically in the Doctrine of Method. As a step toward remedying such neglect, this paper outlines the relation between the Doctrine of Elements and the Doctrine of Method within the Critique. It lays out the three systematic needs implied in the Doctrine of Elements, and shows that, in (...) Kant’s account, these needs can be satisfied only in the Doctrine of Method. In doing so, the paper reveals the systematic dependence of the elements of cognitions on the method of cognition from pure reason. (shrink)

In this paper I argue that Kant’s doctrine of definitions, as it is developed in theTranscendental Doctrine of Method(TDM) and in the lectures on logic, lays down the semantic background of the problem of the objective reality of the categories and of the solution Kant provides for it in theTranscendental Analytic. The distinction between nominal and real definitions introduces a two-dimensional element in Kant’s theory of concepts, and this, I argue, provides a compelling explanation for the assumption (...) Kant makes in §13 that it is possible to possess a concept without knowing the conditions of its legitimate application. This view is supported by the parallels between Kant’s discussion of empirical, mathematical, and philosophical concepts in §13 and in theTDM. And, it allows clarifying the sense in which the arguments that prove the objective reality of the categories are, at the same time, counterfactual reflections that give us (incomplete) insight into their real definitions. (shrink)

Synopsis: We are often told that the doctrine of creation has not been refuted by modern science, but we cannot judge whether that is true unless we know exactly what the doctrine is, and that is seldom explained. I first offer an interpretation of the doctrine, then defend this as an interpretation, and finally argue that we should use not scientific but forensic methods to decide whether the doctrine, so interpreted, is true.

Published in 1797, the Doctrine of Right is Kant's most significant contribution to legal and political philosophy. As the first part of the Metaphysics of Morals, it deals with the legal rights which persons have or can acquire, and aims at providing the grounding for lasting international peace through the idea of the juridical state. This commentary analyzes Kant's system of individual rights, starting from the original innate right to external freedom, and ending with the right to own property (...) and to have contractual and family claims. Clear and to the point, it guides readers through the most difficult passages of the Doctrine, explaining Kant's terminology, method and ideas in the light of his intellectual environment. One of the very few commentaries on the Doctrine of Right available in English, this book will be essential for anyone with a strong interest in Kant's moral and political philosophy. (shrink)

This article first outlines the importance of Brentano’s doctrine of inner perception both to his understanding of the science of psychology in general in his Psychology from an Empirical Standpoint and to his new science of descriptive psychology in particular which he later advances in his lecture courses on ‘Descriptive Psychology’ at the University of Vienna in the 1880s and early 1890s. It then examines Husserl’s critique of that doctrine in an ‘Appendix: Inner and Outer Perception: Physical and (...) Psychical Phenomena’, which Husserl added to the 1913 re-issue of his Logical Investigations. This article argues that, though Husserl promotes a very different method in phenomenology to the method of ‘inner perception’ which Brentano designs for descriptive psychology, one cannot fully understand the significance of the method that Husserl advocates in phenomenology, both in the Logical Investigations and in Ideas I, without distinguishing four different meanings for ‘inner perception’ in Brentano’s thought and addressing the problematic issue of the particular kind of scientific method for his new science of descriptive psychology which Brentano bequeaths to Husserl. (shrink)

The doctrine of idols is one of the most famous aspects of Bacon's thought. Yet his claim that the idols lead to madness has gone almost entirely unnoticed. This paper argues that Bacon's theory of idols underlies his diagnosis of the contemporary condition as one of ‘universal madness’. In contrast to interpretations that locate his doctrine of error and recovery within the biblical narrative of the Fall, the present analysis focuses on the material and cultural sources of the (...) mind's tendency towards error. It explains the idols in terms of Bacon's materialist psychology and his exposé of the debilitating effects of language and traditional learning. In so doing, it highlights the truly radical nature of the idols. For Bacon, the first step towards sanity was to alert people to the prevailing madness. The doctrine of idols was intended as a wake-up call, preparing the way for a remedy in the form of his new method of inquiry. The paper concludes by indicating how Bacon's method aimed to treat ‘universal madness’, and it suggests that his diagnosis influenced John Locke. (shrink)

The author examines Kant’s transcendental doctrine of space and time in order to find out possible anthropological connotations of the German philosopher’s topology. The analysis allows us to draw the following conclusions: 1) the anthropological features of space and time significantly correct the transcendental understanding of space and time as forms of sensual intuition; 2) the anthropological connotations of the forms of space and time make it impossible to have both noumenal, intellectual intuition of things and intuition based on (...) a different topology, on configurations of the world that are different from those familiar to humans; 3) Kant’s achievement is his work «Metaphysical Foundations of Natural Science» (1786), which demonstrates the effectiveness of the transcendental method, in particular transcendental aesthetics, in substantiating the natural sciences (physics) of the time, which made it possible to prove the close connection of the natural sciences with the transcendental conditions of experience. (shrink)

칸트의 『도덕형이상학』 덕론 편에 있는 윤리학적 교수법은 윤리학적 방법론의 핵심으로서 덕의 획득에 대한 칸트의 교육방법을 이해하는데 필수적인 부분이다. 본 논문에서는 윤리학적 교수법에 대한 덕론의 설명에 포함된 모호하거나 논쟁적인 부분들을 검토하면서 윤리학적 교수법의 성격과 실천적 의의를 탐색한다. 먼저 덕이 획득되는, 일종의 후천적인 도덕성인 이유와 덕의 획득을 위해 이론적 가르침에 해당하는 윤리학적 교수법과 수양적 훈련에 해당하는 윤리학적 수양법이 필요한 이유를 살펴보면서 윤리학적 방법론의 구조를 탐색한다. 또한 목표와 내용, 그리고 방법의 차원에서 윤리학적 교수법을 면밀히 검토하여 그 성격을 규명하고 윤리학적 교수법을 대표하는 도덕적 문답법이 (...) 도덕원칙에 대한 이해라는 목표에 한정되지 않는다는 점, 강제적이거나 독단적이지 않다는 점, 그리고 소크라테스적 방법에 해당한다는 점 등을 밝힌다. 나아가서 도덕원칙과 덕규칙에 대한 이해에서 의무를 준수하려는 결단으로 나아갈 수 있도록 돕는 요인들 그리고 그러한 이해가 간접적으로 야기하는 감정 교육적 효과 등을 논의하면서 윤리학적 교수법의 실천적 의의를 고찰한다. (shrink)

Proposal Information: In this paper it is argued that although Spinoza, unlike other great philosophers of the Enlightenment era, never actually wrote a philosophy of education as such, he did – in his Ethics – write a philosophy of self-improvement that is deeply educational at heart. When looked at against the background of his overall metaphysical system, the educational account that emerges is one that is highly curious and may even, to some extent at least, come across as counter-intuitive in (...) a contemporary setting. This is so because it grounds the greater social and political endeavors of humanity in the individual’s striving for an ever-increasing power of acting. Hence, education, for Spinoza, is a decidedly individualistic affair, but then again, so is the making of society. Since, for Spinoza, every instance of knowledge bears the unique mark of the individual body that expresses it, one might conclude that at the foundation of every social structure is an encounter between concrete bodies; each expressing a particular perspective from where to grasp the world. I would argue, based on this, that one of Spinoza’s main contributions to educational theory is his grounding of larger social endeavors in the striving of the individual. Hinged on the striving to be more rational, as dictated by the doctrine of the conatus, education appears to offer a way of grounding the structure of the human social world in the same principles as those guiding the individual. Spinoza’s doctrine of the imitation of affects thereby offers a way of linking the egoistic striving for power on behalf of the individual with the educational goal of building a sustainable society. It does so as it conditions self-improvement by the human characteristic to imitate what others desire. By being surrounded with people who desire to be more rational, one can utilize this desire for the good and become strengthened in one’s own striving for increasing one’s degree of existence. Consequently, the teaching situation is geared for guiding students towards a more rational life, at the same time as it is geared for the self-improvement of the teacher. This aspect of self-improvement is, ultimately, what will motivate the teacher in striving to enhance the lives of his or her students in the first place. Being unable to self-improve in isolation, the doctrine of the imitation of affects dictates that the rational person will be moved toward a life of generosity, not primarily for altruistic reasons, but out of a desire to become more rational and thus to gain in his or her own power of acting. The question that follows from this, of course, is how does one go about when inculcating a desire to be more rational in one’s students?Education, from a Spinozistic point of view, is ultimately about the cultivation of the potential that lies dormant in each individual, so that a person may live a happier life as a result of understanding, more adequately, their place in the natural world. The challenge, then, becomes one of overcoming the many obstacles that prevent a person from developing their potential. Pedagogy, from this point of view, may be understood in terms of the art of offering the right amount of resistance. This notion is based on the assumption that if a student encounters no resistance – or too much resistance – his or her potential remains just that – a potential. In order to develop this potential the student needs to overcome certain barriers. With regards to this, the role of the teacher may be conceived in terms of the one balancing the amount of resistance so that the student is properly challenged but at the same time not overwhelmed. Methodology or Methods/ Research Instruments or Sources Used: The paper makes for an attempt to outline a Spinozistic philosophy of education based on readings of Spinoza’s texts – primarily the Ethics – and some of the relevant secondary literature such as Della Rocca’s influential reading of Spinoza. As such it is a philosophical inquiry seeking to interconnect some key aspects of Spinoza’s philosophy with some of the major issues of education. Methodologically, this paper argues, in line with Melamed, that rather than turning to the history of philosophy in order to identify ‘precursors to [our] own views’, so as to validate what we already believe we know, it is more fruitful to turn to past philosophers in order to ‘challenge our most basic beliefs and intuitions by studying texts that are both well-argued and strongly opposed to our commonsense’. Accordingly, turning to Spinoza marks an attempt to revisit and reconceptualize some key aspects of educational thought. Conclusions, Expected Outcomes or Findings: A conclusion of this paper is that a Spinozistic philosophy of education would need to focus on resolving the tension between Spinoza’s egoism and education as a social project. To this end it identifies Spinoza’s doctrine of the imitation of affects as a possible link between the individual’s striving for power and the collective agenda of improving human well-being at large. It is also suggested that, in aspiring to inculcate a desire to be more rational in his or her students, the challenge for the Spinozistic teacher is to prompt the students to aspire to reach beyond the temporary satisfactions of the passions so as to acquire a more enduring sense of satisfaction and so that their well-being is more fully under their own command rather than under the command of various external influences. This, in turn, is connected with the notion of resistance in the sense that in experiencing the volatility of fortune – and thereby understanding the instability of relying on one’s passions – a person would appear to be more inclined to strive for a more enduring sense of happiness, even if this would mean giving up on some of the temporary pleasures that one has grown accustomed to. The resistance, then, may be conceived in terms of the overcoming of temporary pleasures that stand in the way of the developing of one’s potential. In this scenario the role of the teacher may be understood in terms of someone offering a well-balanced amount of resistance. This means that to accommodate one’s students – in the sense that one approaches them in terms of prospective customers, aspiring to satisfy their demands – is inimical to education insofar as the wants and desires of students are, generally speaking, caused by passive affects rather than their rational wills. References: Aloni, N.. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy. Educational Philosophy and Theory 40, pp. 531–544.Della Rocca, M.. Spinoza. New York: Routledge.Della Rocca, M.. Rationalism, Idealism, Monism, and Beyond. In: E. Förster & Y. Y. Melamed Spinoza and German Idealism. Cambridge: Cambridge University Press, pp. 7–26.Derry, J.. The Unity of Intellect and Will: Vygotsky and Spinoza. Educational Review, 56, pp. 113–120.Lloyd, G.. Spinoza and Educating the Imagination. In: A. O. Rorty Philosophers on Education: Historical Perspectives. London: Routledge, pp. 157–172.Melamed, Y. Y.. Spinoza’s Metaphysics: Substance and Thought. Oxford: Oxford University Press.Nadler, S.. Eternity and Immortality in Spinoza’s Ethics. Midwest Studies in Philosophy 26, pp. 224–244.Poulimatka, T.. Spinoza’s Theory of Teaching and Indoctrination. Educational Philosophy and Theory 33, pp. 397–410.Spinoza, B.. The Ethics. In: E. Curley A Spinoza Reader: The Ethics and Other Works. Princeton: Princeton Unive. (shrink)

The doctrine of the twelve Kālīs is one of the earliest developments of the Śākta tradition of the Kālīkula/Kālīkrama/Mahānaya and it is well known in the later exegetical works of Abhinavagupta, Kṣemarāja, and Maheśvarānanda. Although the twelve Kālīs have been treated to some extent in secondary literature, a systematic study of the development and reception of this doctrine has not been undertaken yet. This is mainly due to the fact that most of the Kālīkula scriptures are available in (...) manuscript form, and methodical analysis of their contents remains a desideratum. In this article, I intend to examine selected tantric scriptures teaching the doctrine of the twelve Kālīs, focusing on the development of the constituent elements of this doctrine, as they appear in different tantric sources. This article traces the origins of the twelve Kālīs to the esoteric teaching of the Sun-Goddess, linked to the tradition of the Skeleton of Kālī. It will argue that in the subsequent phase of the doctrine’s development the solar context gradually diminished and an emphasis on the twelve goddesses’ function as the destroyers of time became more and more pronounced. This tendency, in turn, influenced the codification of the twelve Kālīs as the fully-fledged doctrine of time-consumption, popular in the Trika and the Trika-inspired Krama sources. (shrink)

The article is devoted to the analysis of the theological-academic ontological doctrine of the three types of being formulated within the framework of the Russian theological-academic philosophy of the 19th century. The study of this problem in the context of the general analysis of the phenomenon of theological-academic philosophy allows expanding our understanding of the genesis of Russian philosophy and its religious-philosophical component. The main aim of the article is the historical-philosophical analysis (on the material of philosophical courses of (...) Russian theological academies and original works of professors of academies) of the doctrine about three types of being, which was developed within the framework of the theological-academic philosophy in Russia in the 19th century. The set goal is achieved by means of textual and religious analysis methods, as well as historical-functional, historical-genetic, and comparative research methods. The authors conclude that the specificity of theological-academic philosophizing was determined by confessional affiliation and consisted in its theistic form: the transversal theme of all theological-academic interpretations was the problem of being. Thus, theological-academic ontology took the form of the doctrine of God as an absolute being and the world as its derivative. The theological-academic doctrine of the three types of being and the synthesizing function of the absolute in relation to theological and material being cannot be characterized as quite logical and consistent. The notion of God as an absolute being is conditioned by the aspiration of theological-academic philosophers not to go beyond traditional orthodoxy and is one of the main specific features of theological-academic philosophical interpretations of religious consciousness. At the same time, the historical and philosophical analysis of the works of professors from Russian theological academies allows tracing how the powerful ideological and theoretical potential accumulated in Russian theological academies after their reforms in the 19th century contributed to the development of professional philosophy in Russia, the development of a philosophical categorical apparatus and the systematic formation of Russian philosophical thought. The development of this theme responds to the urgent research tasks of the history of philosophy. Further, this topic is very interesting not only for historians of philosophy but also for historians of religion, historians of orthodoxy, and culturologists. (shrink)

The aim of this paper is to show the unity and consistency of Kant’s reflections throughout all three sections of the Canon of Pure Reason. More specifically, I argue that Section 3, which is devoted to the issue of Fürwahrhalten, or taking-to-be-true, is crucial to achieving the methodological goal of the Canon, which is to justify the legitimacy of the speculative assumptions of pure reason. After examining the historical roots of Kant’s notion of a transcendental doctrine of method, (...) I focus on the methodological role that the practical element plays in the first two sections of the Canon. I then show how the limitations of Kant’s argument necessitate the introduction of a third crucial section, which serves both an analytic and an orientative function. (shrink)

The editor has raised what for me is the central present problem of Lonergan studies. His invitation to me is that I provide an etching of the problem, a brief basis for discussion. Immediately I think of Fr. Fred Crowe’s old question, What functional speciality are you working in?, and my reply has to be an honest “none.” This seems to me to be an important but simple aspect of the present problem. If one takes Lonergan’s methodological doctrine, as (...) described in Method in Theology , seriously, then one has to attempt some contribution to its implementation. (shrink)

Scanlon (2008) has argued that his theory of permissibility (STP) has more explanatory power than the Doctrine of Double Effect (DDE). I believe this claim is wrong. Borrowing Michael Walzer’s method of inquiry, I will evaluate the explanatory virtue of these accounts by their understanding of actual moral intuitions originated in historical cases. Practically, I will evaluate these accounts as they explain cases of hostage crises. The main question in this context is: is it permissible that nation-states act (...) with military force in order to liberate hostages, even if those actions put the lives of the hostages at risk? The first part of this paper has an operative reconstruction of the relevant theories. In the second section, two cases of hostage crises will be considered: the Moscow theater hostage crisis of 2002, and the Jaque Operation, which occurred in Colombia in 2008. Additionally, it will be shown that DDE explains these cases better than STP. Finally, this paper offers a critical analysis of Scanlon’s account of the explanatory power of both STP and DDE. (shrink)

The aim of this study was to highlight the analysis and the interpretations of the Muslim scholars over the Christian doctrine of the Trinity, emphasizing the relationship between the Christianity and Islam over this concept. The study adopted a comparative and phenomenological approach to study the doctrine of Trinity as it required a comparison of the Christian ideology with the Islamic. The use of the inductive method further helped n collecting and examining scientific material from its sources (...) and analyzing them in the light of the religious texts like the Bible, the Quran and the Sunnah. The study constantly referred to the Quran, and the Sunnah to build the foundation for all criticism of this doctrine. The study revealed that the views and opinions of the Muslim scholars aimed primarily to clarify the doctrine of the Trinity. They unanimously refuted this doctrine of Trinity as having neither any monotheistic meaning nor any authenticity in religious terms. The study concludes that neither the Quran nor the Bible allowed doctrines such as the Trinity to be practiced and believed in. All the Muslim scholars selected for this study denied and exposed the falsehood of the doctrine of Trinity and refuted it logically, calling on people to abandon and cease believing in it. These findings clarified that Jesus was a human prophet sent by Allah and ascribing him the status of a god is against the monotheistic belief of both Islam and Christianity. (shrink)

Transcript and English translation of La naissance de la paix -- Analysis of La naissance de la paix -- Did Descartes write La naissance de la paix? -- Descartes's doctrine of the will -- The power of the will -- Controlling bodily desires -- Willing the good -- The sources of willing -- Did Descartes read Corneille? -- Descartes's political philosophy -- Evidence and methods of construction -- The sovereign state -- Descartes's life and politics -- Discours de la (...) methode -- Constitution of a Swedish Academy -- Arts and sciences -- Les passions de l'âme. (shrink)

Gabriele Gava's new monograph makes sense of Kant's obscure claim that the Critique of Pure Reason is a "doctrine of method" for the science of metaphysics. Gava does this by offering a reading of the whole Critique as aiming to show that metaphysics can become an "architectonic" science. The book shows impressive range; it covers diverse topics throughout the Aesthetic, Analytic, Dialectic, and Method, brings out appealing parallels between them, and relates them to the task of exhibiting (...) metaphysic's architectonic unity. But, I argue, it stops short of a full explanation of how the Critique is meant to outline or anticipate the whole of metaphysics in advance of actually completing that science. (shrink)

In two often neglected passages of the Critique of Pure Reason, Kant submits that the Critique is a 'treatise' or a 'doctrine of method'. These passages are puzzling because the Critique is only cursorily concerned with identifying adequate procedures of argument for philosophy. In this book, Gabriele Gava argues that these passages point out that the Critique is the doctrine of method of metaphysics. Doctrines of method have the task of showing that a given science (...) is indeed a science because it possesses 'architectonic unity' – which happens when it realizes the 'idea' of a science. According to Gava's novel approach, the Critique establishes that metaphysics is capable of this unity, and his reading of the Critique from this perspective not only illuminates the central role of the Transcendental Doctrine of Method within it, but also clarifies the relationship between the different parts of the work. (shrink)

Purpose: The study evaluates Luther’s theory of sola fide and its relevance to the doctrine of salvation in The Apostolic Church Nigeria, Southwest Zone. The doctrine of sola fide typically entails the notion that salvation is through faith only. Unfortunately, in contemporary times, the concept of salvation has suffered much misunderstanding. It has been a subject of much controversy characterised with so much variations and confusion of thoughts in its art of teaching. Materials and Methods: Employing the tool (...) of hermeneutics and critical assessment, the study comparatively examined the theo-linguistic implications of Luther’s sola fide and TACN’s doctrine of salvation. Findings: The study discovers that TACN’s doctrine of salvation shares fundamental similarities but TACN’s doctrine of salvation extends the doctrine of salvation further than Luther’s sola fide by emphasizing the possibility of a Christian losing his salvation. However, it is discovered and argued that TACN’s commitment to the doctrine of sola fide has not been balanced in practice. While the church professes that salvation is attained through faith only, her officials and members are observed to lay significant emphasis on salvation through works. Implications to Theory, Practice and Policy: This study therefore recommends that the church should be consistent in its commitment to sola fide both in doctrine and practice. This can be achieved through consistency in the art of teaching what is believed by the church. (shrink)

My response to Gabriele Gava’s Kant’s Critique of Pure Reason and the Method of Metaphysics (2023) focuses on Kant’s conception of the role of critique in the Critique of Pure Reason. On my account, Gava’s emphasis on the constructive elements of the Critique downplays the critique of former metaphysics elaborated in all three parts of the Transcendental Doctrine of Elements. After some comments on Kant’s conception of the Critique as a doctrine of method, I support this (...) view by discussing the relation between transcendental philosophy and transcendental critique, Kant’s analysis of the faculties, and his transcendental deduction of space. (shrink)