It is a commonly-held belief that ignorance excuses. But what of moral ignorance? Is a person blameless who acts from “false” moral principles? In this paper I shall try to show that such a person is blameworthy. I shall produce an argument that connects the acceptance of moral principles with character, character with moral responsibility, and moral responsibility with the justifiability of blame.

This article explores two contrasting theories of virtue ethics, namely the unity theory of virtue and the disunity theory of virtue. The unity thesis asserts that virtues are unified in some sense, or that possession of one virtue is inextricably related to the possession of all others. Meanwhile, the disunity thesis argues that virtues are disunited, or that there is a lack of unity among the virtues. But still, there are many empirical observations that seem to contradict these two theses (...) at every turn. Thus, this article offers a moral-psychological analysis of the plausibility of the unity of virtues, and argues that the unity among the virtues is possible only if we seriously consider the integration of moral and intellectual virtues as a condition of unification. In conclusion, it suggests a way of unification which is in accord with Aristotle’s moral psychological interpretation of the division of the soul and practical wisdom, or phronesis, which is often overlooked in virtue epistemology. (shrink)

The decline of empirical research on ethical decision-making based on ethical theories might imply a tacit consensus has been reached. However, the exclusion of virtue ethics, one of the three main normative ethical theories, from this stream of literature calls this potential consensus into question. This article investigates the role of all three normative ethical theories—deontology, utilitarianism and virtue ethics—in ethical decision-making of corporate executives. It uses virtue ethics as a dependent variable thus studying the interconnectivity of all three normative (...) ethical theories in specific circumstances. We find that managers use different ethical theories in different circumstances (business vs. private life, formal vs informal ethical leadership, etc.). A predictive model of ethical decision-making, however, cannot be established. We also find that only a limited number of variables influence the choice of ethical theory, which leans business ethics towards postmodern management paradigm. We suggest that moral pragmatism could provide the answer to ethical decision-making. (shrink)

In ‘Virtue and Character’ A. D. M. Walker claims that kindness and justice are incompatible in certain important ways and that a person can be kind or just without possessing the other virtue. Walker argues that virtues must lead to ‘effective and intelligent action’ and that a virtue ceases to exist if ‘it leads to violation of the minimal requirements of any other virtue’. On this view kindness and justice function independently to produce effective action. Kindness requires a direct caring (...) for the individual in particular circumstances, while justice involves a commitment to impartiality that abstracts from an individual's situation. Walker argues that, as long as the minimal requirements of other virtues are met, one can be kind without weighing considerations of justice. He cites with approval kind behaviour which human beings learn as young children. Such behaviour may be a deeply engrained personality trait, and the individual passing through different situations in life may have no need to consider questions of justice. ‘He will merely need to be able to recognize and respond to certain types of considerations as overriding the values promoted by kindness’. (shrink)

The different sorts of virtuous people who display various virtues to a remarkable degree have brought the issue of individualisation of moral character to the forefront. It signals a more personal dimension of character development which is notoriously ignored in the current discourse on character education. The case is made that since in practice, the individualisation of moral character must, by necessity, advance side by side with the cultivation of virtues, a full account of character education needs to give consideration (...) to both concerns. After analysing the specific ways which temperament, social roles, and occupations respectively contribute to the individualisation of moral character, some practical implications are drawn to shed new light on the common practice of the inculcation of virtues. Firstly, since the varieties of moral personality is the norm, it is appropriate to encourage the educated to become virtuous people of different sorts. Secondly, given the influence that temperament may exert on virtue, having good knowledge of each child’s temperament, identifying the specific difficulties possibly confronting him/her accordingly, and then providing more opportunities to strengthen the cultivation of the related virtues are crucial. Thirdly, since children with different temperaments are inclined to identify with different sorts of moral exemplars, it is valuable to present them a great variety of moral models, from which they can choose the kind of virtuous people they would want to emulate. Lastly, since assuming different occupations and social roles is liable to result in various moral characters, character formation cannot be confined to the family or school. Among others, workplaces and communities are also important variables. (shrink)

The dissertation is centered around the Moral Virtuosity Project . The central task of the dissertation is to examine what other philosophers have had to say on this topic and ultimately to successfully complete this project. ;Chapter One is concerned exclusively with Aristotle's attempt to complete the Moral Virtuosity Project. I defend the view that Aristotle holds that each moral virtue is a disposition toward proper practical reasoning, action, and emotion within a certain sphere. I critically examine Aristotle's argument for (...) the unity of the virtues. I then try to point to some areas where Aristotle's views on moral virtue fail to correspond with our ordinary common sense views on moral virtue. ;Chapter Two has three main parts. First, I consider Immanuel Kant's attempt to complete the Moral Virtuosity Project. I develop an interpretation of Kant's views on this topic. Second, I take up the topic of the relationship between Aristotle's views on moral virtue and Kant's views on moral virtue. Third, I examine some objections to Kant's views on moral virtue. I conclude that Kant's account of moral virtue goes wrong because it is inextricably tied up with the concept of moral obligation. ;Chapter Three is devoted to critical discussions of contemporary attempts to complete the Moral Virtuosity Project. Authors whose views are discussed include: G. H. von Wright, Philippa Foot, Judith Thomson, Linda Zagzebski, and Thomas Hurka. I conclude that each view has serious problems. ;In Chapter Four I develop a novel account of moral virtue by appealing to the concept of admirability. Drawing on work on virtue by Michael Slote, I try to shed some light on the concept of admirability and distinguish the concept from related concepts. I then appeal to the concept of admirability to explicate the concept of a moral virtue, thus completing the Moral Virtuosity Project. I discuss a number of other topics, including "hard cases", excessive virtue, and two sorts of morally virtuous persons: the Good Hearted Hero and the Conflicted Hero. (shrink)