Motivational aspects of moral learning and progressFootnote

Randall Curren, Department of Philosophy, University of Rochester; The development and drafting of this article was completed at the Institute for Advanced Study, in Princeton, New Jersey, during my residency as the Ginny and Robert Loughlin Founders’ Circle Member for 2012–13. I owe thanks to the Loughlins and to the Institute’s School of Social Science for generously supporting this work. For valuable opportunities to present and discuss draft versions, I am also grateful to the organizers and participants in the conference on Moral Education: Ancient and Contemporary, at Northwestern University, on June 9, 2013, to my commentator at that conference, Darcia Narvaez, and to Emily Robertson, Barbara Applebaum, and the other participants in a reading group discussion of the article at Syracuse University, on December 5, 2013. I would also like to acknowledge the helpful comments and suggestions provided by a pair of anonymous referees for the journal.

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