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Pre-cognitive experience is important to Kant's epistemology, but for decades, the scholarship tended to leave this aspect aside. Pre-cognitive experience must be reintegrated, and several important works have made progress toward this goal. Some scholars maintain that the distinction between the A- and B- editions of the Critique of Pure Reason largely relates to the role of pre-cognitive experience in Kant's system. I offer an account of what Kant calls the "obscure functions of understanding," drawing from the third Critique, the Anthropology, and other writings in which Kant discusses pre-cognitive experience. I argue that the key to integrating pre-cognitive experience into Kantian epistemology lies in the proper analysis of sensus communis, or social feeling. Reflective judgment provides the logical structure by which both social feeling and the experience of the sublime come to be synthesized with cognitive experience. The result of my argument is a deepened and enhanced understanding of autonomy (which pervades the entire architectonic).

Social work practice requires that graduates be prepared to deal with complex, multifaceted problems which cannot be defined completely, do not have absolute, correct answers and can be approached from multiple perspectives. This study evaluated the influence of case-based instruction on MSW students' reflective judgment, an aspect of critical thinking associated with the ability to reason through ill-structured problems. (King, Wood, & Mines, 1990). The Reflective Judgment Model, which describes a developmental continuum based upon epistemic assumptions regarding the source and justification of knowledge claims, served as the theoretical framework for the assessment of reflective thinking in this mixed methods study. A quasi-experimental pre-post nonequivalent control group design was utilized to explore whether students who participated in a case method course demonstrated greater increases in reflective judgment than those who did not. MSW students enrolled in a case-based capstone course at a major metropolitan university in the southeast served as the intervention group, while foundation year students enrolled in a research methodology course served as the comparison group. Both groups completed the Reasoning about Current Issues Test (RCI), which is an online, standardized measure that has been widely used to assess reflective judgment (Wood, Kitchener, & Jensen, 2002) at pre and posttest. Content analysis procedures were used to facilitate assessment of students' initial and final case analysis papers for evidence of changes in the reflective thinking skills and problem-solving approaches utilized on initial and final case analysis papers. The case method participants' mean RCI scores remained unchanged between pre and posttest, while RCI posttest scores of participants in the control group decreased significantly. Pre and posttest comparison of students' case analysis papers using a customized rubric based on Wolcott's Steps for Better Thinking (2006) similarly indicated no mean changes in problem-solving approaches between pre and posttest. However, students who began the course using strategies associated with pre-reflective judgment increased their scores on the rubric significantly while those who exhibited higher levels of quasi-reflective judgment at pretest decreased at posttest. Strategies for designing a developmental curriculum to target the reflective judgment levels of MSW students are proposed.

Submitted by Marilene Donadel (marilene.donadel@unioeste.br) on 2017-11-16T21:17:45Z No. of bitstreams: 1 Tamara_H_R_Pasqualatto_2017.pdf: 1166230 bytes, checksum: 007027914a27193f56c50b9ac97f7fa6 (MD5) / Made available in DSpace on 2017-11-16T21:17:45Z (GMT). No. of bitstreams: 1 Tamara_H_R_Pasqualatto_2017.pdf: 1166230 bytes, checksum: 007027914a27193f56c50b9ac97f7fa6 (MD5) Previous issue date: 2017-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The relation between philosophy and poetry, showed by Kant in the Critique of Judgment, became the motivation to the thoughts of Friedrich Hölderlin, one of the first moderns poets-philosophers. Due to that, the aim of the presente work is to relate both authors: the philosopher and the poet. Each of them themed the aesthetic their way. Kant did it considering the reflective aspect while Hölderlin considered the perspective of poetic thought as produtive capacity. In order to demonstrate some specific differences between the projects of each author, we’ve exposed kantian’s and hölderlinian’s theories separately. At the beginning we themed the aesthetic foundation of the first and third Kant’s Critique to make explicit the activities of the faculty of the determinative and reflective judgment, through which the argumentation will be built regarding art’s foundation, and the poetry as occupying “the highest position”. On the other hand, in Hölderlin’s aesthetic project, we presented the way from the art’s theoretical assumptions taken out from Kant to the new emphasis the poet gives to the creative activity, producer of poetic genius that, due to the concession of more freedom to the faculty of imagination, exceed what the genius was able to do in Kant’s conception. We conducted a brief presentation of the novel Hyperion by Hölderlin to illustrate this creative ability of the poetic thought. That work, for being inserted in the context of German Idealism, dialogues with the problems discussed during this period. Without intent to a theoretical speculation, Hölderlin poetically shows his conclusions over the task of unification of the oppositions between subject and object, nature and freedom, etc. He can, thus, produce a aesthetic solution that is expressed on the eccentric path’s image lived by the novel’s character, through which he reachs, after some experiences, the dissolution of dissonances, the harmony between nature and freedom, being able to unify the oppositions manifested in it. / A relação entre filosofia e poesia, explicitada por Kant na Crítica da faculdade do juízo, tornou-se motivação do pensamento de Friedrich Hölderlin, um dos primeiros poetas-filósofos modernos. Partindo disso, o presente trabalho busca relacionar esses dois autores: o filósofo e o poeta. Cada um deles tematizou a estética a seu modo. Kant o fez desde o aspecto reflexivo ao passo que Hölderlin desde a perspectiva do pensamento poético enquanto capacidade produtiva. Visando demonstrar algumas diferenças específicas entre os projetos de cada autor, expusemos separadamente a teoria kantiana da hölderliniana. Inicialmente tematizamos os fundamentos estéticos da primeira e da terceira Crítica de Kant, explicitando as atividades da faculdade do juízo determinante e reflexionante, sobre a qual será edificada a argumentação referente à fundamentação da arte, e da poesia como ocupando “a posição mais alta”. Por sua vez, no projeto estético de Hölderlin, apresentamos o caminho percorrido desde os pressupostos teóricos da arte extraídos de Kant até a nova ênfase que o poeta dá à atividade criativa e produtora do gênio poético que, devido à concessão de uma maior liberdade à faculdade da imaginação, ultrapassa aquilo que podia o gênio na concepção kantiana. Conduzimos aqui uma sucinta apresentação do romance Hipérion de Hölderlin para ilustrar essa capacidade criativa do pensamento poético. Esta obra, por estar inserida no contexto do Idealismo alemão, dialoga com o problemas debatidos nesse período. Sem pretender uma especulação teórica, Hölderlin apresenta poeticamente suas conclusões acerca da tarefa de unificação das oposições entre sujeito e objeto, natureza e liberdade, etc. Ele consegue, assim, produzir uma solução estética que se expressa na imagem da via excêntrica vivida pelo personagem do romance, através da qual ele alcança, após várias experiências, a dissolução das dissonâncias, a harmonia entre natureza e liberdade, sendo capaz, assim, de unificar as oposições manifestadas nessa via.

Indiana University-Purdue University Indianapolis (IUPUI) / For nursing students to be successful in current and future practice they must be proficient critical thinkers and be able to use reflective judgment skills to manage the daily dilemmas of healthcare practice. Critical thinking and reflective judgment are not elements of nursing curricula unless faculty explicitly design learning activities to develop these skills. This study examined the relationship between reflective judgment and critical thinking by comparing a measure of reflective judgment, the Reasoning about Current Issues (RCI) test, with a measure of critical thinking in nursing (the HESI Exit Exam) in a sample population of senior associate degree nursing (ADN) students (N = 108). The descriptive variables of individual ADN student’s age, grade point average (GPA) in nursing courses and the number of completed college/university credit hours were also examined. A modest correlation (r = .370, p < .01) was found between critical thinking and reflective judgment indicating a positive relationship between these two variables. However, the results supported the hypothesis that these are separate concepts; while the students achieved an acceptable level on the measure of critical thinking, they did not exhibit the skill level of an effective reflective thinker. Positive correlations were found between reflective judgment and individual student age and nursing program GPA (p < .01). Critical thinking was also positively correlated with age (r = .351) and GPA (r = .426). There were no statistically significant correlations noted between the number of credits or previously earned baccalaureate degrees with either reflective judgment or critical thinking. An appreciation of the unique commonalities and differences between reflective judgment and critical thinking is essential for the development of innovative strategies and pedagogies meant to advance teaching/learning within schools of nursing with an explicit focus on both concepts and an ultimate goal of improving competence in newly graduated nurses. The implication for nurse educators is in changes and innovations that can lead to more effective thinkers. Careful pedagogical planning and a mindful inclusion of learning activities to develop both reflective judgment and critical thinking skills may lead to increased competence as nursing students and as new graduate nurses.

In this thesis it is argued that Kant's Copernican turn depends on his doctrine of the imagination, and that by understanding the role of imagination as symbolic rather than schematic, the resources are provided to show that his critical philosophy has more radical possibilities than those of his post-Kantian critics. To display this, it is first pointed out that the crucial role the imagination plays in Kant's Copernican turn is not fully developed in his first Critique. Next, it is argued that Kant's doctrine of the imagination is not fully realized until the third Critique in which Kant radicalizes his notion of constructivism by introducing a distinction between determinative and reflective judgments. Finally, it is suggested that while Hegel believes that Kant?s idealism is not dynamic enough to support a full-fledged constructivism, in fact, when Kant?s mature doctrine of the imagination is taken into account, this is no longer the case because Kant believes that our particular experiences of the world unfold artistically and creatively according to the work of the imagination. It is suggested, therefore, that in many ways Kant anticipates the developments of thinkers such as Hegel and other post- Kantians and may even continue to lie beyond them.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In the Critique of the Power of Judgment Kant is concerned with the problem of Beauty s transcendental philosophy, seeking the possibility of a universally valid, a priori and necessary aesthetic judgment. The strategy adopted by the author starts by defining what the Beauty is not (in this case, a judgment of knowledge). Among other things, the complacency in Beauty is distinguished from complacency in Good, being the former disinterested, whereas the latter has an interest in the existence of the judged object. This difference is already made in the opening paragraphs of the first book of the Analytic of the Beauty. Nevertheless, insofar as Kant advances in his analysis of the feeling of the Beauty (and later, the Sublime), the author suggests that the separation between an aesthetic judgment (of the Beauty) and a moral judgment (of the Good) is not necessarily abrupt and sometimes such judgments constitute an ambiguous relationship. The work to be done intend to investigate the sinuosity of the Kantian discourse developed along the third Critique about the problem of the Beauty and the Good, especially the apparent change in Kant s argument at the §§16 and 17, and affirmation of the "Beauty as a Symbol of Morality" [KU, B253] in § 59 of this book. / Na Crítica da Faculdade do Juízo Kant preocupa-se com o problema da filosofia transcendental do Belo, buscando a possibilidade de um juízo estético universalmente válido, a priori e necessário. A estratégia adotada pelo autor inicia por definir o que o Belo não é (no caso, um juízo de conhecimento). Dentre outras coisas, distingue-se o comprazimento no Belo do comprazimento no Bom, sendo aquele desinteressado, ao passo que este contém um interesse na existência do objeto ajuizado. Esta diferença é feita já nos parágrafos iniciais do primeiro livro da Analítica do Belo. Não obstante, na medida em que Kant avança em sua análise sobre o sentimento do Belo (e posteriormente, do Sublime), o autor deixa transparecer que a separação entre um juízo estético (do Belo) e um juízo moral (do Bom) não é necessariamente abrupta e, por vezes, tais juízos constituem uma relação ambígua. No trabalho a ser realizado pretendo investigar a sinuosidade do discurso kantiano desenvolvido ao longo da terceira Crítica acerca da questão do Belo e do Bom, em especial a aparente mudança na argumentação de Kant a partir dos §§16 e 17, e afirmação da Beleza como Símbolo da Moralidade [KU, B253] no § 59 desta obra.

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Made available in DSpace on 2016-04-26T20:28:10Z (GMT). No. of bitstreams: 1 Luis Aurelio Sposito Lima.pdf: 1157908 bytes, checksum: ff037a1601342b5a06004c85f7eb2b6b (MD5) Previous issue date: 2008-10-30 / The present work will study two possible perspectives regarding the Kantian view. We will analyze the possible approximation of the humanist Kantian view and the relativist individualism present in this society. Then we will analyze the appropriation made by Hannah Arendt of the Kantian aesthetic judgment, considering such judgment from the point of view of the whole mankind. We shall study the Introduction and the first half of Immanuel Kant s Critique of Judgment . Then, we will analyze the appropriation by Hannah Arendt of said judgment by studying her Lectures on Kant's Political Philosophy ; in this book, Arendt uses the reflective judgment to lay the basis for a judgment in which the corner stone is the observation of a particular event from the point of view of the whole of humanity. Such judgment is only possible when employed the broaden thought / O presente trabalho estudará duas possíveis perspectivas do sujeito kantiano. Analisaremos a possível aproximação entre o sujeito kantiano humanista e o individualismo relativista presente em nossa sociedade. Depois analisaremos a apropriação realizada por Hannah Arendt do juízo estético kantiano, tendo em vista um julgamento do ponto de vista de toda a humanidade. Trata-se de uma perspectiva humanista do sujeito kantiano, que entende possível o seu resgate para a pós-modernidade. Estudaremos a introdução e a primeira metade da Crítica da Faculdade do Juízo de Immanuel Kant. Depois analisaremos a apropriação realizada por Hannah Arendt do juízo reflexivo, a partir de um estudo de suas Lições sobre a Filosofia Política de Kant . Nesta obra, Arendt aproveitará do juízo reflexivo para lançar bases a um julgamento que tenha como ponto central a observação de um acontecimento particular do ponto de vista de toda a humanidade. Tal julgamento é possível apenas a partir do pensamento alargado

康德（Immanuel Kant）對「構想力」（Imagination / Einbildungskraft）的看法，隨其思想發展而轉變。然而這出於康德對構想力觀點的修正，抑或主張同一種能力的不同表現？學者們各有見解。在我們看來，構想力的論爭與各家觀點，都可在文本中獲得佐證，難以輕言對錯。這除了是出於研究者對問題意識的趨向，可採取時間性的縱軸，研究構想力的發展歷程；抑或採取空間性的橫軸，探究構想力在特定領域（理論認識或審美活動）的效能；亦可針對問題本身，去論析構想力某種特定功能的轉變。在此同時，也顯示康德對構想力的看法不如其他認識能力（知性、判斷力、理性）的功能來得清晰明確；可是我們也可以大膽地假設，這是因為構想力本身就不是能夠被定義與完全闡明的能力。構想力的某些運作方式，究竟它如何產生的過程，至今仍是個謎團，超出人類目前所知的範圍。 我們將採取問題意識的研究路徑，主張構想力可作為理解康德思路轉變與發展的指標，因為構想力不但在其知識論與美學中扮演重要的角色，並且使得思想的整合與貫通成為可能。在《判斷力批判》之審美判斷力的部分，構想力獲得最自由的表現，「審美判斷力的批判」則被公認為康德的美學理論，因此我們以「康德美學中的構想力」為研究主題。然而構想力的自由，又是相對於它在理論認識中受到知性原理的規定而言的，所以我們必須先釐清在《判斷力批判》之前，構想力是否曾出現過一種前概念的、不受制於知性規範的綜合之自由，才能主張構想力在康德美學中表現得比知識論中更突出、更卓越。為此，我們的研究溯及構想力出現在最為人熟知的脈絡，即《純粹理性批判》的兩版「純粹知性概念的先驗演繹」與「純粹知性概念的圖式論」，以對比構想力的自由在理論認識與審美活動之間的差異。此外，我們認為構想力有許多功能與任務，就主體能力而言，構想力兼具感性與知性能力的特質；就對象知識的構成而言，構想力的先驗圖式亦介於概念與直觀之間，使得抽象概念應用於感性雜多成為可能；就審美活動而言，構想力是與知性或理性之間相互一致或不一致的作用。無論如何，由於康德賦予構想力某種中介的任務，它的功能始終要與其他認識機能一起進行的情況下，才能施展開來。因此，我們是將構想力置於它與判斷力的關係中探討。這是因為我們審視自然世界，無論採取認知的或審美的觀點，我們都在下判斷，即動用到我們心靈中的判斷力。然而無論是規定的判斷力在理論認識中，形成認知判斷；抑或反思的判斷力在審美活動中，形成優美及崇高判斷，判斷力的運用都需要藉助構想力的功能，才能完成一個判斷。因此，構想力在理論認識與審美活動的不同表現，更合適理解為返回到主體認識諸機能及其原理之中，考察構想力與判斷力的兩種運用之成果。 因此，我們便將構想力置於判斷力之運用的框架下，提出討論。論文共分七章，第一章導論與第七章結論之外，將以「反思判斷力與自然的合目的性原理」、「構想力與先驗演繹」、「構想力與圖式論」、「構想力與鑑賞判斷」及「構想力與崇高判斷」為主題依序闡述，至於闡述的明晰性（clarity），我們考量到康德所說的，「可建立在憑藉概念的推理的（邏輯的）明晰性，亦可建立在憑藉直觀的直覺的（感性的）明晰性，即憑藉實例或其他具體說明的明晰性。」 因此，我們希望既做到前後連貫的理論推演，也盡可能地運用例證來輔助說明。以下扼要闡述各章要點。 第二章「反思判斷力與自然的合目的性原理」，是我們正式進入構想力與判斷力運用關係之探討前的預備工作。由於康德是將美學（即審美判斷力的批判）置於其哲學體系的架構中處理，優美與崇高判斷是反思判斷力及其自然的合目的性原理之應用之一，我們就必須理解康德賦予《判斷力批判》的系統任務，才知美學理論在系統哲學中的地位，進而釐清構想力在美學中的作用。換言之，我們先綜觀全貌再轉進問題的核心，以避免見樹不見林的危險。本章就《判斷力批判》的〈導論〉為本，先論康德指出人類心靈具有三種高階的認識機能：知性、判斷力、理性；介於中間的判斷力具有兩種運用方式（規定的與反思的），其中反思判斷力才是《判斷力批判》的焦點。再論康德推得反思判斷力有其自身的先驗原理——即自然的合目的性原理，卻非將自然「認知」為蘊含目的因，而是指出我們對自然的經驗探究，主體必先採取一種假設的觀點：即自然「好像是」（as if）蘊含一個經驗法則的系統，它在一超越的理智之中被統一起來，並且正好契合了我們的認識能力及目的。最後，我們將分析自然的合目的性原理在三方面的應用：（1）作為知性認識系統化的規約性原理；（2）作為主觀的審美情感之規定性原理；（3）作為道德經驗與自然經驗的統一性之超感性的底基。 其中與本文直接相關者，在於經驗的個殊者、反思判斷力以及主觀情感，它們三者形成一藝術的領域，是前兩大批判尚未被探討的地帶；此地帶隱含了兩個領域獲得連結的可能性。 第三章「構想力與先驗演繹」，我們將先釐清康德在「形上演繹」中，提及「構想力的一般綜合」之意涵；再指出康德對構想力的兩種立場：第一，構想力的綜合先於知性的概念化綜合；第二，構想力的綜合隸屬於知性的綜合之下，是知性概念對感性對象的初步應用。在A版的主觀演繹中，康德談及一個判斷或對象知識的形成，通過「三重綜合」（threefold synthesis）的作用：直觀中領會的綜合（the synthesis of apprehension in intuition）、構想力中再生的綜合（the synthesis of reproduction in imagination）及概念中認定的綜合（the synthesis of recognition in a concept）。我們將指出三重綜合的結果顯示，先驗統覺作為經驗對象之同一性的先天根據，而構想力的綜合則促使直觀的雜多與統覺的統一性獲得連結，是形成理論知識的第三種能力。然而「本源的綜合統一性」指向先驗統覺，亦指向純粹的構想力，這與構想力是否是比感性與知性（統覺的思維）更基礎的能力有關。在B版的先驗演繹中，我們則探討「理智的綜合」（intellectual synthesis）與「圖象的綜合」（figurative synthesis）之區分與關係，並推論構想力的先驗綜合（圖象的綜合）如同知性的先驗綜合（理智的綜合）一般，必然服膺於範疇的規範。最後，我們將比較兩版先驗演繹中，構想力地位的轉變，並提出康德轉變的理由以及構想力的可能發展。 第四章「構想力與圖式論」，我們先確認圖式論與先驗演繹的關係，討論學者間對兩者任務是否重疊而引起的爭論；並提出我們的看法，即先驗演繹在於論證範疇是作為統覺的統一性之必要條件，著重在範疇與先驗統覺的關係；圖式論則指出範疇如何被運用於感性直觀上，強調範疇與感性直觀的關係，前者是理論的證明，後者卻是理論的應用。然而要回答範疇的經驗應用如何可能，應當關注構想力（作為一種中介的機能）在闡釋圖式論時所扮演的角色，意即構想力「如何」使知識的兩大主幹——知性與感性——一起和諧運作的問題。因此，我們根據康德的安排，將圖式論置於「判斷力的先驗學說」下，也就是一般判斷力與構想力的關係中，探討康德賦予圖式的種種意涵。康德將「先驗圖式」（transcendental schemata）與「經驗圖象」（empirical images）做出區別，並主張先驗圖式才是「先驗的時間規定」（transcendental determinations of time），後者僅是再生的構想力的經驗產物，而先驗圖式才使經驗圖象的產生成為可能。最後，我們將探討先驗的構想力（亦為生產性的構想力）如何運用先驗圖式而使直觀與概念被綜合為知識的過程，並藉由先驗圖式的特質，指出康德在先驗演繹與圖式論中，對於構想力之各種看法的關連性。 第五章「構想力與鑑賞判斷」，我們將指出反思判斷力是在一種沒有明確概念的規定，而以「自然與我們的認知機能契合一致」之不確定的概念為指導下，形成普遍可傳達的判斷。這種反思判斷力的運用，是以審美判斷力為典範，其形成的純粹的鑑賞判斷，具有四個構成環節或契機（moments）：無利害關心的愉快（質）、無概念的普遍性（量）、無目的的合目的性（關係）、以及主觀的必然性（模態）。我們將指出四個契機的關連性，以及在此類判斷中，構想力與知性如何在一個既予的表象上自由遊戲（free play），因而產生愉快的心靈狀態。相對於此，在「美的理想」（ideal of beauty）與「美的藝術」（fine art）的討論中，構想力是與理性具有內在的關連。我們將指出美的理想與美的藝術都不是康德意義下純粹的鑑賞判斷，卻有助於理解示範之普遍有效性的意涵，因為有某些個殊者（individuals）（無論理想或經驗的）表現出康德所說的典範的（exemplary）作用，並從典範中發現「新規則」（new rules）的產生，這當中隱含了康德對反思判斷力如何在不進一步尋求規則下遵循規則，即自由活動又合規律的情況下，形成普遍有效的判斷之見解。因此在「美的理想」中，將分別探討美的理想作為鑑賞原型，而且美的理想必須具備兩個構成要素：感性的規格理念與理性理念。再以這兩者為尺度下，推得世上一切物種中，唯有人才能成為美的理想。接著在「美的藝術」中，我們將先談康德對藝術的看法，進而指出美的藝術只能作為天才的藝術。康德指出天才的四個特質：原創性、典範性、自然性、以及藝術性，然而就天才內心的各種機能的運用來說，康德認為天才是展示「審美理念的能力」（the ability to aesthetic ideas）（CPJ, §57, 5:344）。我們將指出，構想力在經驗知識的構成中，為展示一個知性概念而提供圖式；在藝術創作中，構想力則為展示一個理性理念而提供了審美理念，意即就構想力「激發」（to stimulate）理性起作用來說，構想力的審美理念提供了理性諸理念某種非認識的展示可能。最後，我們探討鑑賞判斷與道德判斷的關係上，康德主張「美作為道德的象徵」，用意在指出美可作為道德的預備，因為審美的教化有助於人從感性的束縛中掙脫，提升到超感性的道德層次，因而使自然的存有者更輕易地過渡為道德的存有者。 第六章「構想力與崇高判斷」，我們將先提出崇高概念的歷史意義，才能瞭解崇高何以單獨成為一個審美範疇。接著探討優美與崇高的異同，指出崇高判斷亦是審美的反思判斷之一，因而前章討論過優美之鑑賞判斷的四個契機，亦合適於對崇高判斷的說明。然而康德也提出兩者在對象的形式或無形式、不確定的知性或理性概念、愉快與質或量的關係、直接或間接的愉快、以及形式的合目的性之差異，並主張合目的性的表現方式最為不同。我們在文中將指出，崇高與優美在合目的性上的表現差異，主要在於主體與客體關係的改變，以及主體內在諸機能之間協調作用的方式，在崇高比在優美的鑑賞活動中更為複雜的結果，因而造成的愉快亦有直接與間接之別。為此，我們將在先就主體與客體的關係上，探討兩種崇高之特質：「數學的崇高」（the mathematically sublime）與「力學的崇高」（the dynamically sublime），並分析得出崇高只能針對內心的各種理性理念，而非在對象之中。然而，兩種崇高經驗所激起的理性理念與主觀感受，又出於主體內在諸機能之協作關係的不同而有別。於是，我們將在最後探討在數學的崇高經驗中，我們如何藉由偉大的可感事物，誘發我們體會到自己內心具有無限而絕對的總體理念，因而表現出構想力與理論理性的交互作用，由不一致轉為一致的合目的性關係。在力學的崇高經驗中，我們則從有力量的可感事物，促使我們體察到自己內心具有高於自然的道德理念，因而表現出構想力與實踐理性的內在關連性。所以，康德要指出，兩種崇高判斷乃基於我們將自己內心所有的理性理念，應用到偉大或有力的事物身上，才將它們評判為崇高的。在我們看來，康德對崇高的分析，同時涉及理論理性與實踐理性的理念，被以構想力與理性在一個既予的對象上和諧作用的合目的性關係來體現，此時人便是作為一個完整的存有者，因為這意味著我們在鑑賞活動中，我們彷彿感受（feel）到客體與主體之間的和諧關係，因而超感性自然與自由的道德主體便可在理性自身之中，供作反思運用的合目的性的原理為根據之下，獲得統一的可能。