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  1. On the light doves and learning on mistakes.Vuk Uskoković - 2009 - Axiomathes 19 (1):17-50.
    Each type of learning is proposed as being a three-stage process, composed of: (i) recognition of a perceptual situation and performance of an action corresponding thereto; (ii) observation of a deviation of the action result from an expected outcome; (iii) re-arrangement of the conceptual framework of reasoning to meaningfully assimilate the observed deviation. In order to evaluate a general, systemic significance of the concept of learning proposed hereby, the latter is assessed from perspectives that correspond to diverse levels of organizational (...)
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  • Responses to Critics: What Makes Mysticism Critical?Stephen R. Palmquist - 2021 - Kantian Review 26 (1):137-162.
    After summarizing the content of my book, Kant and Mysticism, I warn against four preliminary misconceptions. The book never argues that Kant viewed himself as a mystic, fully acknowledges Kant’s negative view of mysticism, offers no comprehensive overview of mystical traditions, and aims to initiate a dialogue, not to have the final word. I then respond to the foregoing essays by the five critics.
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  • Kant’s Model for Building the True Church: Transcending “Might Makes Right” and “Should Makes Good” through the Idea of a Non-Coercive Theocracy.Stephen Palmquist - 2017 - Diametros 54:76-94.
    Kant’s Religion postulates the idea of an ethical community as a necessary requirement for humanity to become good. Few interpreters acknowledge Kant’s claims that realizing this idea requires building a “church” characterized by unity, integrity, freedom, and unchangeability, and that this new form of community is a non-coercive version of theocracy. Traditional theocracy replaces the political state of nature with an ethical state of nature ; non-coercive theocracy transcends this distinction, uniting humanity in a common vision of a divine legislator (...)
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