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Kate Moran
Brandeis University
  1. For Community's Sake: A (Self-Respecting) Kantian Account of Forgiveness.Kate A. Moran - forthcoming - Proceedings of the XI International Kant-Kongress.
    This paper sketches a Kantian account of forgiveness and argues that it is distinguished by three features. First, Kantian forgiveness is best understood as the revision of the actions one takes toward an offender, rather than a change of feeling toward an offender. Second, Kant’s claim that forgiveness is a duty of virtue tells us that we have two reasons to sometimes be forgiving: forgiveness promotes both our own moral perfection and the happiness of our moral community. Third, we have (...)
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  2.  38
    Community and Progress in Kant's Moral Philosophy.Kate A. Moran - 2012 - Catholic University of America Press.
    Denis, Lara. Moral Self-Regard: Duties to Oneself in Kant's Moral Theory. New York: Garland Publishing. 2001. Engstrom, Stephen. “The Concept ofthe Highest Good in Kant's Moral The- ory.” Philosophy and Phenomenological Research 52, ...
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  3. Can Kant Have an Account of Moral Education?Kate A. Moran - 2009 - Journal of Philosophy of Education 43 (4):471-484.
    There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related 'fact of reason' argument suggest that we learn the content and application of the moral law on our own. On the other hand, Kant has a sophisticated and detailed account of moral education that goes well beyond (...)
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  4.  24
    Neither Justice nor Charity? Kant on ‘General Injustice’.Kate A. Moran - 2017 - Canadian Journal of Philosophy 47 (4):477-498.
    We often make a distinction between what we owe as a matter of repayment, and what we give or offer out of charity. But how shall we describe our obligations to fellow citizens when we are in a position to be charitable because of a past injustice on the part of the state? This essay examines the moral implications of past injustice by considering Immanuel Kant's remarks on this phenomenon in his lectures and writings. In particular, it discusses the role (...)
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  5.  8
    Can Kant Have an Account of Moral Education?Kate A. Moran - 2009 - Philosophy of Education 43 (4):471-484.
    There is an apparent tension between Immanuel Kant's model of moral agency and his often-neglected philosophy of moral education. On the one hand, Kant's account of moral knowledge and decision-making seems to be one that can be self-taught. Kant's famous categorical imperative and related ‘fact of reason’ argument suggest that we learn the content and application of the moral law on our own. On the other hand, Kant has a sophisticated and detailed account of moral education that goes well beyond (...)
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  6.  17
    For Community’s Sake – A Self-Respecting Kantian Account of Forgiveness.Kate A. Moran - 2013 - In Margit Ruffing, Claudio La Rocca, Alfredo Ferrarin & Stefano Bacin (eds.), Kant Und Die Philosophie in Weltbürgerlicher Absicht: Akten des Xi. Kant-Kongresses 2010. De Gruyter. pp. 419-430.
  7.  9
    The Emergence of Autonomy in Kant's Moral Philosophy Ed. By Stefano Bacin and Oliver Sensen.Kate A. Moran - 2020 - Journal of the History of Philosophy 58 (2):407-409.
    Kant introduces autonomy in the Groundwork of the Metaphysics of Morals as "the characteristic of the will by which it is a law to itself". Autonomy is Kant's solution to a puzzle about how to describe and account for moral obligation, which binds necessarily and cannot, therefore, be derived from any independent desire or interest. But Kant's pithy description of autonomy raises more questions than it settles. How is self-legislation possible in the first place? How is autonomy related to the (...)
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    Misunderstanding Duty: Vices of Culture, ‘Aggravated’ Vice, and the Role of Casuistical Questions in Moral Education.Kate A. Moran - 2018 - Educational Philosophy and Theory 51 (13):1339-1349.
    This paper considers the role of ‘vices of culture’ in Immanuel Kant’s account of radical evil and education. I argue that Kant was keenly aware of a uniquely human tendency to allow a self-centered concern for status to misunderstand or co-opt the language of dignity and equal worth for its own purposes. This tendency lies at the root of the ‘vices of culture’ and ‘aggravated vices’ that Kant describes in the Religion and Doctrine of Virtue, respectively. When it comes to (...)
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    Misunderstanding Duty: Vices of Culture, ‘Aggravated’ Vice, and the Role of Casuistical Questions in Moral Education.Kate A. Moran - 2019 - Educational Philosophy and Theory 51 (13):1361-1371.
    This paper considers the role of ‘vices of culture’ in Immanuel Kant’s account of radical evil and education. I argue that Kant was keenly aware of a uniquely human tendency to allow a self...
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  10.  11
    Review: Timmons, Mark and Baiasu, Sorin, Kant on Practical Justification[REVIEW]Kate A. Moran - 2014 - Archiv für Geschichte der Philosophie 96 (4).
  11. Kant on Freedom and Spontaneity.Kate A. Moran (ed.) - 2018 - Cambridge ; New York: Cambridge University Press.
    Spontaneity – understood as an action of the mind or will that is not determined by a prior external stimulus – is a theme that resonates throughout Immanuel Kant's theoretical and practical philosophy. Though spontaneity and the concomitant notion of freedom lie at the foundation of many of Kant's most pivotal theses and arguments regarding cognition, judgment, and moral action, spontaneity and freedom themselves often remain cloaked in mystery, or accessible only via transcendental argument. This volume brings together a distinguished (...)
     
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