Abstract
This article discusses three consequences of Deleuze’s approach to Kant’s philosophy of mathematics. First, that Deleuze develops Kant’s concept of intensive magnitude to propose an ontology for the sensory body. Second, that the Deleuzian approach shifts the conditioning role that the intensive plays in regards to the quantitative in the “possible experience in general”. Third, that the Deleuzian approach enrolls Kant under the circle of the so-called problematic (pedagogy of) mathematics. These consequences are illustrated through the instantiation of Kant’s and Deleuze’s mathematical-philosophical issues in some pedagogical settings related to the process of learning (how to swim and to develop a mathematical theorem). The subjects hereby discussed converge to the mathematics of the sensory body.
