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Jeanine M. Grenberg [20]Jeanine Marie Grenberg [1]
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Jeanine Grenberg
St. Olaf College
  1.  15
    Kant and the Ethics of Humility: A Story of Dependence, Corruption and Virtue.Jeanine M. Grenberg - 2007 - Philosophy and Phenomenological Research 75 (3):622-623.
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  2. Feeling, Desire and Interest in Kant's Theory of Action.Jeanine M. Grenberg - 2001 - Kant Studien 92 (2):153-179.
    Henry Allison's “Incorporation Thesis” has played an important role in recent discussions of Kantian ethics. By focussing on Kant's claim that “a drive [Triebfeder] can determine the will to an action only so far as the individual has incorporated it into his maxim,” Allison has successfully argued against Kant's critics that desire-based non-moral action can be free action. His work has thus opened the door for a wide range of discussions which integrate feeling into moral action more deeply than had (...)
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  3.  60
    The Phenomenological Failure of Groundwork III.Jeanine M. Grenberg - 2009 - Inquiry: An Interdisciplinary Journal of Philosophy 52 (4):335 – 356.
    Henry Allison and Paul Guyer have recently offered interpretations of Kant's argument in Groundwork III. These interpretations share this premise: the argument moves from a non-moral, theoretical premise to a moral conclusion, and the failure of the argument is a failure to make this jump from the non-moral to the moral. This characterization both of the nature of the argument and its failure is flawed. Consider instead the possibility that in Groundwork III, Kant is struggling toward something rather different from (...)
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  4.  18
    Autonomous Moral Education is Socratic Moral Education: The Import of Repeated Activity in Moral Education Out of Evil and Into Virtue.Jeanine M. Grenberg - 2018 - Educational Philosophy and Theory 51 (13):1327-1338.
    Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradiction with autonomous virtue. Furthermore, moral education seems to involve getting good at something through repetition; but Kant seems to eschew the notion of repeated natural activity as antithetical to autonomy. Things become even trickier once we remember that Kant also views autonomous human beings as radically evil: we are capable of choosing rationally and autonomously, (...)
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  5.  2
    Critique, Finitude and the Importance of Susceptibility: A Rossian Approach to Interpreting Kant on Pleasure.Jeanine M. Grenberg - 2021 - Philosophia 49 (5):1853-1874.
    In this paper, I take Philip Rossi’s robust interpretation of critique as an interpretive guide for thinking generally about how to interpret Kant’s texts. I reflect first upon what might appear to be a minor technical issue: how best to translate the term Fähigheit when Kant utilizes it in reference to the human experience of pleasure and displeasure. Reflection upon this technical issue will, however, end up being a case study in how important it is when we are interpreting Kant’s (...)
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  6. A Defense of First-Personal Phenomenological Experience: Responses to Sticker and Saunders.Jeanine M. Grenberg - 2018 - Con-Textos Kantianos 8:370-376.
    In this paper, I respond to questions Sticker and Saunders raise about integrating third-personal interactions within my phenomenological first-personal account of moral obligatedness. Sticker argues that third-personal interactions are more central for grounding moral obligatedness than I admit. Saunders turns things around and suggests we might not even be able to access third-personal interactions with others at the level one would need to in order to secure proper moral interactions with them. I argue in response that both these challenges misunderstand (...)
     
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  7. Deontological Eudaemonism.Jeanine M. Grenberg - 2021 - In Camilla Serck-Hanssen & Beatrix Himmelmann (eds.), The Court of Reason: Proceedings of the 13th International Kant Congress. De Gruyter. pp. 1431-1438.
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  8.  22
    Self-Deception and Self-Knowledge: Jane Austen’s Emma as an Example of Kant’s Notion of Self-Deception.Jeanine M. Grenberg - 2015 - Con-Textos Kantianos 1:162-176.
    In this paper, I address the theme of harmony by investigating that harmony of person necessary for obtaining wisdom. Central to achievement of that harmony is the removal of the unstable, unharmonious presence of self-deception within one’s moral character.
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  9.  60
    Précis of Kant and the Ethics of Humility: A Story of Dependence, Corruption and Virtue. [REVIEW]Jeanine M. Grenberg - 2007 - Philosophy and Phenomenological Research 75 (3):622–623.
  10.  22
    Kant and the Empiricists: Understanding Understanding. [REVIEW]Jeanine M. Grenberg - 2006 - International Philosophical Quarterly 46 (3):375-377.
  11.  21
    Naturalism and Realism in Kant's Ethics by Frederick Rauscher.Jeanine M. Grenberg - 2017 - Journal of the History of Philosophy 55 (2):354-355.
    Making sense of how intelligible notions in Kant's moral philosophy make a place for themselves in the sensible, natural world is perhaps one of the greatest challenges to a Kantian moral philosopher. In this book, Rauscher takes on that question with great aplomb, by looking carefully at an impressive array of Kant's texts, and assessing the extent to which one can say Kant is a realist, or naturalist. Rauscher's intelligent and creative conclusion, in his words, is as follows: I have (...)
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  12.  23
    Kant’s Questions: What is the Human Being? By Patrick R. Frierson. [REVIEW]Jeanine M. Grenberg - 2014 - Mind 123 (490):592-598.
  13.  7
    Kant’s Theory of Action, by Richard McCarty.: Book Reviews. [REVIEW]Jeanine M. Grenberg - 2010 - Mind 119 (476):1198-1205.
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  14.  29
    Replies. [REVIEW]Jeanine M. Grenberg - 2007 - Philosophy and Phenomenological Research 75 (3):640–654.
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  15.  7
    Autonomous Moral Education is Socratic Moral Education: The Import of Repeated Activity in Moral Education Out of Evil and Into Virtue.Jeanine M. Grenberg - 2019 - Educational Philosophy and Theory 51 (13):1335-1346.
    Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradictio...
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  16.  9
    Audi, Robert. Means, Ends, and Persons: The Meaning and Psychological Dimensions of Kant’s Humanity Formula.Oxford: Oxford University Press, 2015. Pp. 192. $45.00. [REVIEW]Jeanine M. Grenberg - 2017 - Ethics 127 (2):466-470.
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  17.  11
    Patrick R. Frierson, Kant’s Empirical Psychology Cambridge: Cambridge University Press, 2014 Pp. 288 ISBN 9781107032651 $95.00. [REVIEW]Jeanine M. Grenberg - 2016 - Kantian Review 21 (1):130-137.
  18.  7
    Replies.Jeanine M. Grenberg - 2007 - Philosophy and Phenomenological Research 75 (3):640-654.
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  19. Response to Frierson’s “Kantian Feeling: Empirical Psychology, Transcendental Critique and Phenomenology”.Jeanine M. Grenberg - 2016 - Con-Textos Kantianos 3:372-380.
    In this paper, I reject Frierson’s interpretation of Kantian reductionist phenomenology. I diagnose his failure to articulate a more robust notion of phenomenology in Kant as traceable to a misguided effort to protect pure reason from the undue influence of sensibility. But in fact Kant himself relies regularly on a phenomenological and felt first personal perspective in his practical philosophy. Once we think more broadly about what Frierson calls “the space of reasons,” we must admit a robust role for attentive (...)
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  20.  10
    Humility in Kant's Account of Virtue.Jeanine M. Grenberg - 2001 - In Ralph Schumacher, Rolf-Peter Horstmann & Volker Gerhardt (eds.), Kant Und Die Berliner Aufklärung: Akten des Ix. Internationalen Kant-Kongresses. Bd. I: Hauptvorträge. Bd. Ii: Sektionen I-V. Bd. Iii: Sektionen Vi-X: Bd. Iv: Sektionen Xi-Xiv. Bd. V: Sektionen Xv-Xviii. De Gruyter. pp. 360-367.
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