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Aristotle on learning to be good

In Amélie Oksenberg Rorty (ed.), Essays on Aristotle's Ethics. University of California Press. pp. 69--92 (1980)

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  1. Borderline Personality Disorder and the Boundaries of Virtue.Katie Harster - 2021 - Neuroethics 14 (3):479-490.
    Individuals with conditions like borderline personality disorder experience chronic, pervasive impairments that interfere with moral functioning. Even in recovery these individuals are plagued by residual symptoms, requiring diligence and management. First, I stipulate that some individuals who recover from BPD act morally. I argue that by acting morally while managing residual symptoms these individuals expand the boundaries of traditional Aristotelian virtue. Individuals who recover from BPD are simultaneously virtuous and outside the boundaries of traditional Aristotelian virtue if they meet the (...)
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  • Essays in Philosophical Moral Psychology.Antti Kauppinen - 2008 - Dissertation, University of Helsinki
    This 183-page introductory part of my dissertation is an overview of some key debates in philosophical moral psychology and its methodology.
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  • Explaining Action.Kieran Setiya - 2003 - Philosophical Review 112 (3):339-393.
    Argues that, in acting for a reason, one takes that reason to explain one's action, not to justify it: reasons for acting need not be seen "under the guise of the good". The argument turns on the need to explain the place of "practical knowledge" - knowing what one is doing - in intentional action. A revised and expanded version of this material appears in Part One of "Reasons without Rationalism" (Princeton, 2007).
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  • An Introduction to the Special Issue on Wisdom and Moral Education.Kristján Kristjánsson - 2020 - Journal of Moral Education 49 (1):1-8.
    ABSTRACTThis essay introduces the present special issue on wisdom and moral education, which draws on a conference held in Oxford in 2017. Some of the seven contributions make use of the Aristotelian concept of phronesis, or practical wisdom, while others focus more on the wisdom concept as it has developed in contemporary psychology. One straddles the distinction between the two. All the contributions, however, address in different ways practical questions about how wisdom can be evaluated and how it relates to (...)
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  • Cultivating Virtue in Postgraduates: An Empirical Study of the Oxford Global Leadership Initiative.Jonathan Brant, Michael Lamb, Emily Burdett & Edward Brooks - 2020 - Journal of Moral Education 49 (4):415-435.
    ABSTRACT Although virtue ethics has emerged as an influential ethical theory within the academy, universities have not generally taken up the practical task of virtue cultivation. Some academics even resist the effort altogether. In response, this article presents an early-stage evaluation of one effort to cultivate virtue in postgraduate students, a theoretically derived and empirically measured character development programme at the University of Oxford. The study uses a pre- and post-test experimental design to assess whether participation results in measurable growth (...)
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  • Nonadmirable Moral Exemplars and Virtue Development.Koji Tachibana - 2019 - Journal of Moral Education 48 (3):346-357.
    ABSTRACTLinda Zagzebski’s exemplarist moral theory claims that admiration for a person is a necessary condition for her to be a moral exemplar. I argue that this claim is empirically unsupported. I provide two counterexamples, astronauts and brain data. I demonstrate that they play the role of exemplars well but receive no admiration and, accordingly, are entitled to be called nonadmirable moral exemplars. I conclude that my argument suggests why Aristotle, distinct from Zagzebski, does not emphasise the role of the praiseworthiness (...)
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  • Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
    ABSTRACTFull virtue and practical wisdom comprise the end of neo-Aristotelian moral development, but wisdom cannot be cultivated straight away through arguments and teaching. Wisdom is integrated with, and builds upon, habituation: the acquisition of virtuous character traits through the repeated practice of corresponding virtuous actions. Habit formation equips people with a taste for, and commitment to, the good life; furthermore it provides one with discriminatory and reflective capacities to know how to act in particular circumstances. Unfortunately, habituation is often understood (...)
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  • A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2020 - Journal of Moral Education 49 (1):111-128.
    In Aristotelian virtue theories, phronesis is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but (...)
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  • A Positive Role for Failure in Virtue Education.Nafsika Athanassoulis - 2017 - Journal of Moral Education 46 (4):347-362.
    Discussions of moral education tend to focus either on how the virtuous succeed, or on how the vicious fail on the road to virtue. Stories of success focus, for example, on the role of the virtuous agent, on how to make productive use of literature and on the influential position occupied by peers and family. Accounts of failure, on the other hand, try to, for example, understand the phenomenon of weakness of will, analyse the concept of 'vice' and investigate the (...)
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  • Aristotelian Character Education: A Response to Commentators.Kristján Kristjánsson - 2016 - Journal of Moral Education 45 (4):527-534.
    This article contains the responses of the author of Aristotelian Character Education, Kristján Kristjánsson, to responses by three commentators, Randall Curren, Daniel Laspley and Christian Miller, published in this same issue of JME.
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  • On Kristjánsson on Aristotelian Character Education.Christian B. Miller - 2016 - Journal of Moral Education 45 (4):490-501.
    I pursue three of the many lines of thought that were raised in my mind by Kristjánsson’s engaging book. In the first section, I try to get clearer on what exactly Aristotelian character education (ACE) is, and suggest areas where I hope the view is developed in more detail. In the second and longest section, I draw some lessons from social psychology about the pervasive role of what I call ‘Surprising Dispositions,’ and invite Kristjánsson to take up the difficult challenge (...)
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  • A Moral Experience Feedback Loop: Modeling a System of Moral Self-Cultivation in Everyday Life.Stephen A. Sherblom - 2015 - Journal of Moral Education 44 (3):364-381.
    This systems thinking model illustrates a common feedback loop by which people engage the moral world and continually reshape their moral sensibility. The model highlights seven processes that collectively form this feedback loop: beginning with one’s current moral sensibility which shapes processes of perception, deliberation, decision-making, embodying action, reflection on self-evaluation and other’s responses, and consolidation into one’s moral sensibility of the lessons learned. Improvements on previous models of moral engagement include recognizing moral sensibility as the grounding for moral engagement, (...)
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  • Motivational Aspects of Moral Learning and Progress.Randall Curren - 2014 - Journal of Moral Education 43 (4):484-499.
    This paper addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won't the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral motivation, perceptiveness, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the (...)
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  • Nietzsche and Moral Inquiry: Posing the Question of the Value of Our Moral Values.Adam Leach - 2018 - Dissertation, University of Essex
    The continued presence and importance of Christian moral values in our daily lives, coupled with the fact that faith in Christianity is in continual decline, raises the question as to why having lost faith in Christianity, we have also not lost faith in our Christian moral values. This question is also indicative of a more pressing phenomenon: not only have we maintained our faith in Christian values, we fail to see that the widespread collapse of Christianity should affect this faith. (...)
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  • Seeing What is the Kind Thing to Do: Perception and Emotion in Morality.Peter Goldie - 2007 - Dialectica 61 (3):347-361.
    I argue that it is possible, in the right circumstances, to see what the kind thing is to do: in the right circumstances, we can, literally, see deontic facts, as well as facts about others’ emotional states, and evaluative facts. In arguing for this, I will deploy a notion of non‐inferential perceptual belief or judgement according to which the belief or judgement is arrived at non‐inferentially in the phenomenological sense and yet is inferential in the epistemic sense. The ability to (...)
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  • Aristotle's Painful Path to Virtue.Howard J. Curzer - 2002 - Journal of the History of Philosophy 40 (2):141-162.
    Howard J. Curzer - Aristotle's Painful Path to Virtue - Journal of the History of Philosophy 40:2 Journal of the History of Philosophy 40.2 141-162 Aristotle's Painful Path to Virtue Howard J. Curzer [P]unishment . . . is a kind of cure . . . . We think young people should be prone to shame . . . . 1. Two Questions FOR ARISTOTLE, THE GOAL OF MORAL development is, of course, to become virtuous. Aristotle provides a partial description of (...)
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  • What Aristotelian Decisions Cannot Be.Jozef Müller - 2016 - Ancient Philosophy 36 (1):173-195.
    I argue that Aristotelian decisions (προαιρέσεις) cannot be conceived of as based solely on wish (βούλησις) and deliberation (βούλευσις), as the standard picture (most influentially argued for in Anscombe's "Thought and Action in Aristotle", in R. Bambrough ed. New Essays on Plato and Aristotle. London: Routledge, 1965) suggests. Although some features of the standard view are correct (such as that decisions have essential connection to deliberation and that wish always plays a crucial role in the formation of a decision), Aristotelian (...)
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  • Aristotle's Ethics and the Crafts: A Critique.Thomas Peter Stephen Angier - unknown
    This dissertation is a study of the relation between Aristotle’s ethics and the crafts (or technai). My thesis is that Aristotle’s argument is at key points shaped by models proper to the crafts, this shaping being deeper than is generally acknowledged, and philosophically more problematic. Despite this, I conclude that the arguments I examine can, if revised, be upheld. The plan of the dissertation is as follows – Preface: The relation of my study to the extant secondary literature; Introduction: The (...)
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  • Self-Cultivation, Moral Motivation, and Moral Imagination : A Study of Zhu Xi's Virtue Ethics.Chan Lee - unknown
    Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
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  • The Ethical Syllogism.Paula Gottlieb - 2008 - History of Philosophy & Logical Analysis 11 (1):197-212.
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  • Second Nature, Phronēsis, and Ethical Outlooks.Christoph Schuringa - forthcoming - International Journal of Philosophical Studies:1-18.
    The expression ‘second nature’ can be used in two different ways. The first allows phronēsis to count as the sort of thing a second nature is. The second speaks of second natures...
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  • Christian Morality in Ghanaian Pentecostalism: A Theological Analysis of Virtue Theory as a Framework for Integrating Christian and Akan Moral Schemes.Lord Abraham Elorm-Donkor - unknown
    This research was submitted to the University of Manchester by Lord Abraham Elorm-Donkor for the degree of Doctor of Philosophy. Its title, “Christian Morality in Ghanaian Pentecostalism: A Theological Analysis of Virtue Theory as a Framework for Integrating Christian and Akan Moral Schemes” indicates the scope of the research within African Pentecostal Studies. Although scholars and Christian leaders have indicated that there is marked separation between morality and spirituality in the Christian praxis of many Africans and that the African worldview, (...)
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  • John Doris' Excellence Adventure.Carrie Swanson - 2018 - Journal of Ancient Philosophy 12 (1):173.
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  • Emotional Depth.John M. Monteleone - 2018 - Philosophical Quarterly 68 (273):779-800.
    Some philosophers hold that the depth of an emotion is a question of how embedded it is among the person’s other mental states. That means, the emotion is inter-connected with other states such that its alteration or removal would lead to widespread changes in the mind. This paper argues that it is necessary to distinguish two different concepts of embeddedness: the inter-connections could either be rational or causal. The difference is non-trivial. This paper argues that the rational approach cannot admit (...)
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  • The Unity of Virtue: Plato’s Models of Philosophy.Mary Margaret McCabe - 2016 - Aristotelian Society Supplementary Volume 90 (1):1-25.
    Plato gives us two model philosophical figures, apparently in contrast with each other—one is the otherworldly philosopher who sees truth and reality outside the cave and has the knowledge to rule authoritatively within it; the other is the demotic figure of Socrates, who insists that he does not know but only asks questions. I consider Plato’s contrasting idioms of seeing and asking or talking, and argue that the rich account of perception that is represented in the Republic requires both idioms, (...)
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  • Emotion and Perception in Aristotle's Rhetoric.P. Nieuwenburg - 2002 - Australasian Journal of Philosophy 80 (1):86 – 100.
  • Indirect Learning and the Aims-Curricula Fallacy.Jonathan E. Adler - 1993 - Journal of Philosophy of Education 27 (2):223–232.
  • An Aristotelian Theory of Moral Development.Bernadette M. Tobin - 1989 - Philosophy of Education 23 (2):195-211.
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  • An Aristotelian Theory of Moral Development.Bernadette M. Tobin - 1989 - Journal of Philosophy of Education 23 (2):195–211.
  • Phronesis in Musical Performance.Jane O'dea - 1993 - Philosophy of Education 27 (2):233-243.
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  • Phronesis in Musical Performance.Jane O'dea - 1993 - Journal of Philosophy of Education 27 (2):233–243.
  • Colloquium 4.Michael Pakaluk - 1993 - Proceedings of the Boston Area Colloquium of Ancient Philosophy 9 (1):157-166.
  • Commentary on Gill.Christopher A. Dustin - 1996 - Proceedings of the Boston Area Colloquium of Ancient Philosophy 12 (1):226-246.
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  • Proclus and Iamblichus on Moral Education.Robbert M. van den Berg - 2014 - Phronesis 59 (3):272-296.
    This paper studies moral education in Proclus and Iamblichus. The first section analyses Proclus’ theory of moral education and its psychological underpinnings. Especially important in this context is the identification of the faculty of choice with the passive or teachable intellect. The second section investigates the implementation of this theory into practice with the help of Iamblichus’ Letter to Sopater: On Bringing up Children. The final section demonstrates how Proclus’ famous tripartite division of poetry should be understood in the context (...)
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  • Social Psychology, Mood, and Helping: Mixed Results for Virtue Ethics.Christian Miller - 2009 - The Journal of Ethics 13 (2-3):145-173.
    I first summarize the central issues in the debate about the empirical adequacy of virtue ethics, and then examine the role that social psychologists claim positive and negative mood have in influencing compassionate helping behavior. I argue that this psychological research is compatible with the claim that many people might instantiate certain character traits after all which allow them to help others in a wide variety of circumstances. Unfortunately for the virtue ethicist, however, it turns out that these helping traits (...)
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  • On Conscience and Prudence.Mark Sultana - 2015 - Heythrop Journal 56 (4):619-628.
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  • Virtue as Mastery in Early Confucianism.Aaron Stalnaker - 2010 - Journal of Religious Ethics 38 (3):404-428.
    This essay explores the interrelation of skills and virtues. I first trace one line of analysis from Aristotle to Alasdair MacIntyre, which argues that there is a categorical difference between skills and virtues, in their ends and intrinsic character. This familiar distinction is fine in certain respects but still importantly misleading. Virtue in general, and also some particular virtues such as ritual propriety and practical wisdom, are not just exercised in practical contexts, but are in fact partially constituted by the (...)
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  • The Origin and Aim of Posterior Analytics II.19.David Bronstein - 2012 - Phronesis 57 (1):29-62.
    Abstract In Posterior Analytics II.19 Aristotle raises and answers the question, how do first principles become known? The usual view is that the question asks about the process or method by which we learn principles and that his answer is induction. I argue that the question asks about the original prior knowledge from which principles become known and that his answer is perception. Hence the aim of II.19 is not to explain how we get all the way to principles but (...)
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  • Plato's Anti‐Kohlbergian Program for Moral Education.Mark E. Jonas - 2016 - Journal of Philosophy of Education 50 (2):205-217.
    Following Lawrence Kohlberg it has been commonplace to regard Plato's moral theory as ‘intellectualist’, where Plato supposedly believes that becoming virtuous requires nothing other than ‘philosophical knowledge or intuition of the ideal form of the good’. This is a radical misunderstanding of Plato's educational programme, however. While Plato claims that knowledge is extremely important in the initial stages of the moral development of young adults, he also claims that knowledge must be followed by a rigorous process of imitation and habituation. (...)
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  • The Problem of Kierkegaard's Socrates.Daniel Watts - 2017 - Res Philosophica (4):555-579.
    This essay re-examines Kierkegaard's view of Socrates. I consider the problem that arises from Kierkegaard's appeal to Socrates as an exemplar for irony. The problem is that he also appears to think that, as an exemplar for irony, Socrates cannot be represented. And part of the problem is the paradox of self-reference that immediately arises from trying to represent x as unrepresentable. On the solution I propose, Kierkegaard does not hold that, as an exemplar for irony, Socrates is in no (...)
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  • Good Friendships Among Children: A Theoretical and Empirical Investigation.David Ian Walker, Randall Curren & Chantel Jones - 2016 - Journal for the Theory of Social Behaviour 46 (3):286-309.
    Ethical dimensions of friendship have rarely been explicitly addressed as aspects of friendship quality in studies of children's peer relationships. This study identifies aspects of moral virtue significant for friendship, as a basis for empirically investigating the role of ethical qualities in children's friendship assessments and aspirations. We introduce a eudaimonic conception of friendship quality, identify aspects of moral virtue foundational to such quality, review and contest some grounds on which children have been regarded as not mature enough to have (...)
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  • Should Eudaimonia Structure Professional Virtue?Andreas Eriksen - 2016 - Journal of Philosophy of Education 50 (4):605-618.
    This article develops a eudaimonistic account of professional virtue. Using the case of teaching, the article argues that professional virtue requires that role holders care about the ends of their work. Care is understood in terms of an investment of the self. Virtuous role holders are invested in their practice in a way that makes professional excellence part of their own good. Failure to care about the ends of professional practice reveals a lack of appreciation of the value of professional (...)
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  • There is Something About Aristotle: The Pros and Cons of Aristotelianism in Contemporary Moral Education.Kristján Kristjánsson - 2014 - Journal of Philosophy of Education 48 (1):48-68.
    The aim of this article is to pinpoint some of the features that do—or should—make Aristotelianism attractive to current moral educators. At the same time, it also identifies theoretical and practical shortcomings that contemporary Aristotelians have been overly cavalier about. Section II presents a brisk tour of ten of the ‘pros’: features that are attractive because they accommodate certain powerful and prevailing assumptions in current moral philosophy and moral psychology—applying them to moral education. Section III explores five versions of the (...)
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  • Harmonia, Melos and Rhytmos. Aristotle on Musical Education.Elena Cagnoli Fiecconi - 2016 - Ancient Philosophy 36 (2):409-424.
    In this paper, I reconstruct the reasons why Aristotle thinks that musical education is important for moral education. Musical education teaches us to enjoy appropriately and to recognize perceptually fine melodies and rhythms. Fine melodies and rhythms are similar to the kind of movements fine actions consist in and fine characters display. By teaching us to enjoy and recognise fine melodies and rhythms, musical education can train us to recognize and to take pleasure in fine actions and characters. Thus, musical (...)
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  • Practicing Hope.Rebecca Konyndyk Deyoung - 2014 - Res Philosophica 91 (3):387-410.
    In this essay, I consider how the theological virtue of hope might be practiced. I will first explain Thomas Aquinas’s account of this virtue, including its structural relation to the passion of hope, its opposing vices, and its relationship to the friendship of charity. Then, using narrative and character analysis from the film The Shawshank Redemption, I examine a range of hopeful and proto-hopeful practices concerning both the goods one hopes for and the power one relies on to attain those (...)
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  • A Topical Bibliography of Scholarship on Aristotle’s Nicomachean Ethics: 1880 to 2004.Thornton C. Lockwood - 2005 - Journal of Philosophical Research 30:1-116.
    Scholarship on Aristotle’s NICOMACHEAN ETHICS (hereafter “the Ethics”) flourishes in an almost unprecedented fashion. In the last ten years, universities in North America have produced on average over ten doctoral dissertations a year that discuss the practical philosophy that Aristotle espouses in his Nicomachean Ethics, Eudemian Ethics, and Politics. Since the beginning of the millennium there have been three new translations of the entire Ethics into English alone, several more that translate parts of the work into English and other modern (...)
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  • Sartre's Theory of Character.Jonathan Webber - 2006 - European Journal of Philosophy 14 (1):94-116.
    Various influential ethical theories propose that we should strive to develop morally sound character traits, either because good actions are those that issue from good character traits, or because good traits are those that generally incline us toward actions that are good for some independent reason such as the intentions with which they are performed or the consequences of performing them. This proposal obviously raises questions about the nature and origins of character traits, and our degree of control over them. (...)
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  • Virtues of Art.Peter Goldie - 2010 - Philosophy Compass 5 (10):830-839.
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  • The Continence of Virtue.Geoffrey Scarre - 2013 - Philosophical Investigations 36 (1):1-19.
    Many recent writers in the virtue ethics tradition have followed Aristotle in arguing for a distinction between virtue and continence, where the latter is conceived as an inferior moral condition. In this paper I contend that rather than seeking to identify a sharp categorical difference between virtue and continence, we should see the contrast as rather one of degree, where virtue is a continence that has matured with practice and habit, becoming more stable, effective and self-aware.
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  • Virtue Ethics and Nursing: On What Grounds?Roger A. Newham - 2015 - Nursing Philosophy 16 (1):40-50.
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