In the Eudemian Ethics II 1, 1219a34–b8, Aristotle defines happiness as ‘the activity of a complete life in accordance with complete virtue’. Most scholars interpret a complete life as a whole lifetime, which means that happiness involves virtuous activity over an entire life. This article argues against this common reading by using Aristotle’s notion of ‘activity’ (energeia) as a touchstone. It argues that happiness, according to the Eudemian Ethics, must be a complete activity that reaches its end at any and (...) every moment. The upshot of this reading is that life reaches completeness within a lifetime and that death cannot be the requirement for making life complete. (shrink)

This paper focuses on Aristotelian phronesis and aims at highlighting its nature as an eye on particulars with general ends in sight. More specifically, it challenges the particularistic interpretation of phronesis and Aristotelian ethics in order to argue for a “qualified generalism.” After sketching a radical Particularistic Reading (PR), the paper defends an interpretation it calls the Priority of Particulars Reading (PPR). First, it shows how PPR effectively accounts for the Aristotelian priority assigned to practical perception while at the same (...) time counterbalancing that priority by means of two interpretive strategies. Then it offers further support to PPR by appealing to its own reading of Aristotle's phronesis. It aims to show that it is possible to defend a legitimate form of PPR without ending in holding PR, and that Aristotle's own theory and work ground the moderate reading. Finally, it draws some implications by analyzing educational practice. (shrink)

This article investigates how Plato thinks we secure necessary motivational conditions for inquiry. After presenting a typology of zetetic breakdowns in the dialogues, I identify norms of inquiry Plato believes all successful inquirers must satisfy. Satisfying these norms requires trust that philosophy will not harm but benefit inquirers overall. This trust cannot be secured by protreptic argument. Instead, it requires divine intervention—an extra-rational foundation for rational inquiry.

I argue that Christians have at least two reasons to reject eudaimonism, interpreted as the view that attaining eudaimonia—or happiness—is what fulfills the moral life. First, I contend Christian conceptions of eudaimonia should encompass more than realized moral excellence and its requirements. Second, I claim Christians should construe the love at the heart of their moral life as fully realizable even if it is not evidently reciprocated. Both affirmations contradict eudaimonism by implying that eudaimonia depends on more than fulfilling the (...) moral life—the former by rendering eudaimonia more subject to luck than eudaimonists can allow, the latter by depicting the moral life as less subject to luck than eudaimonists can accept. These affirmations also enable Christians to regard God’s love integral to eudaimonia apart from its role in realizing moral excellence and to deny all inability to attain eudaimonia manifests moral failure. (shrink)

This paper reconsiders Aristotle’s arguments inNicomachean Ethics9.9 concerning the claim that a virtuous friend is naturally desirable. The paper demonstrates that a virtuous friend, according to Aristotle, is naturally desirable not only because he is good, but also because he is one’s own. Although the two are different ways of being desirable, the paper shows that Aristotle takes being one’s own to consist in a distinctive kind of being good. This enables him to extend the grounds of virtue-friendship beyond the (...) good character narrowly conceived, and thus explain why a friend is preferable to other virtuous people. (shrink)

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 (...) decisions sometimes must include non-rational desires such as appetite. Consequently, any exegetical account of Aristotle’s notion of decision must be able to accommodate this feature. (shrink)

It is much debated whether Aristotle’s conception of happiness includes all valuable goods or only intellectual activity of a certain kind . Our analysis of movement and activity yields a number of distinguishing features to which the eulogy for contemplation in EN X, 6-8 is referring. Moreover, good practice has the same ontological features as producing, certainly not a candidate for happiness. Man has many powers that can be actualised in their limit of perfection, but only one is an activity (...) and that is contemplation. So an analysis of the ontological basis of Aristotelian ethics leads to the conclusion that happiness must be understood along the lines of exclusivism. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...) the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position (...) – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow. One could provide a list of the most crucial maxims that a teacher must absolutely not violate. We surely need these Kantian maxims in the teachers’ pedagogical ethics, although they tell us very little about the properties that good and moral teachers should possess. In teacher education we must of course elaborate on the ethical code of the teacher (maxims), but we must also consider (...) the properties of a morally good teacher. A good source in endeavouring to find these properties is the book Aristotle wrote over 2,000 years ago, Nicomachean Ethics. According to Aristotle, a virtuous citizen must be educated. Without virtues (άρετή) – at least a certain degree of virtues – the polis community is impossible. Virtues are the human properties or action dispositions which facilitate the existence of telos, the purpose of a human being.” The telos of a man is to live a life worth living (eudaimon). Man achieves his telos by living a good life, which is a life lived according to certain virtues. In this article we consider what kind of a person a virtuous teacher is and what kind of a friend she is to her pupils. (shrink)

In this paper I argue that the basic form of good luck (eutuchia) that Aristotle identifies in his Eudemian Ethics 8.2 is the divine good luck, which is not also natural good luck, as is commonly assumed by interpreters. The property of being lucky is neither a primitive nor a natural property, nor such that it is based on some natural property, but a property bestowed by god. Hence, the only satisfactory explanation of good luck must be theological. Furthermore, I (...) argue that Aristotle’s account is neutral in regard to character, intellectual, and physical dispositions of those who are subject to good luck. (shrink)

Aristotle tells us that contemplation is the most self-sufficient form of virtuous activity: we can contemplate alone, and with minimal resources, while moral virtues like courage require other individuals to be courageous towards, or courageous with. This is hard to square with the rest of his discussion of self-sufficiency in the Ethics: Aristotle doesn't generally seek to minimize the number of resources necessary for a flourishing human life, and seems happy to grant that such a life will be self-sufficient despite (...) requiring a lot of external goods. In this paper I develop an interpretation of self-sufficiency as a form of independence from external contributors to our activity, and argue that this interpretation accounts both for Aristotle's views on contemplation and for the role self-sufficiency plays in his broader account of human happiness. (shrink)

This paper concerns the problem of moral luck—the fact that our moral judgements appear to depend, perhaps unjustifiably, on matters of luck. The history and scope of the problem are discussed. It is suggested that our result-sensitive sentiments have their origin in views about moral pollution we might now wish to reject in favour of a volitionalist ethics.

We can clarify a certain difficulty with regard to the phrase ‘the best and most perfect virtue’ in Aristotle’s definition of the human good in Nicomachean Ethics I 7 if we make use of two related distinctions: Donnellan’s attributive–referential distinction and Kripke’s distinction between speaker’s reference and semantic reference. I suggest that Aristotle is using the phrase ‘the best and most perfect virtue’ attributively, not referentially, and further that even though the phrase may refer to a specific virtue (semantic reference), (...) Aristotle is not using the phrase to refer to a specific virtue (speaker’s reference). (shrink)

Scholars have often thought that a monistic reading of Aristotle’s definition of the human good – in particular, one on which “best and most teleios virtue” refers to theoretical wisdom – cannot follow from the premises of the ergon argument. I explain how a monistic reading can follow from the premises, and I argue that this interpretation gives the correct rationale for Aristotle’s definition. I then explain that even though the best and most teleios virtue must be a single virtue, (...) that virtue could in principle be a whole virtue that arises from the combination of all the others. I also clarify that the definition of the human good aims at capturing the nature of human eudaimonia only in its primary case. (shrink)

The concept of wisdom is largely ignored by contemporary philosophers. But given recent movements in the fields of ethics and epistemology, the time is ripe for a return to this concept. This article lays some groundwork for further philosophical work in ethics and epistemology on wisdom. Its focus is the distinction between practical wisdom and theoretical wisdom or between phronesis and sophia . Several accounts of this distinction are considered and rejected. A more plausible, but also considerably more complex, account (...) is offered. The discussion sheds light on the relation between practical wisdom and theoretical wisdom, and on the positive character of each. (shrink)

This chapter discusses the first part of Aristotle's Posterior Analytics A-33, 88b30-89a10. I claim that Aristotle is not concerned with an epistemological distinction between knowledge and belief in general. He is rather making a contrast between scientific knowledge (which is equivalent to explanation by the primarily appropriate cause) and some explanatory beliefs that falls short of capturing the primarily appropriate cause.

In the following work, I will try to trace, in general lines, the way in which the matter of happiness is perceived in The Nicomachean Ethics. At the same time, I will also touch on the subject of the perspectives that emerge and reflect from the considered work. For that matter, I will follow the way in which Aristotle has enunciated the matter, so that then call into requisition various perspectives in order to emphasize that happiness can’t be pursued or (...) methodically conceived. Even though the matter is methodically transposed and traced, the simple browsing makes it emerge from the directions established in the initial program. What I am here pleading for is that the work doesn’t have an amphibological structure, not because it respects by itself certain norms demanded by the logics’ common sense, but because it couldn’t be conceived in exclusively logic terms. If we follow Aristotle’s ethic, we will see, without difficulty, that the work’s purpose is practical. From where we can easily indicate that the need to methodically articulate the ethic’s program is no longer necessary by itself. (shrink)

For any normative domain, we can theorize about what is good in that domain. Such theories include utilitarianism, a view about what is good morally. But there are many domains other than the moral; these include the prudential, the aesthetic, and the intellectual or epistemic. In this last domain, it is good to be knowledgeable and bad to ignore evidence, quite apart from the morality, prudence, and aesthetics of these things. This dissertation builds a theory that stands to the epistemic (...) domain as utilitarianism stands to the moral domain. It builds an epistemic value theory. (shrink)

My interests lie in consideration of conceptions of authenticity and inauthenticity from the perspective of ethical theories which conceive of the good for man with reference to human nature and concomitant beliefs regarding the most appropriate realisation of human capacities. Here, I find particular interest in the philosophical styles embodied by the existentialist and Lebensphilosophie movements. Such approaches sit outside the traditional frames of reference provided by deontological and utilitarian approaches to ethical reasoning and yet do I shall argue, share (...) significant similarities with ancient aretaic styles of ethics. Here, I take Aristotle to represent those aspects of ethical thought which are quintessentially of this period of intellectual history. I find not merely points of comparison but a fruitful way in which to re-examine the thought of thinkers such as Nietzsche, Scheler, Heidegger and Sartre with reference to styles of ethical enquiry which place primacy upon an objective conception of happiness which centres upon the appropriate realisation of human capacity understood with reference to Aristotle's Function Argument. I argue that phenomenological analysis shares a conception of self-perspicuity in which the agent reflects upon the full contents of their conscious experience. By this means, certain self-delusions which impede entry into the ethical life, may be removed. Additionally, whilst Aristotle's 'non-law' conception of ethics shares with existentialist thought an understanding of the human situation and its normative concerns in isolation from dualistic and theistic metaphysical speculation, such philosophy is still able to provide clear and objective ethical standards - standards often lacking within existentialism. For instance, whilst Nietzsche's pronouncement of the 'death of God' signals the death also of Christian morality, we find that such philosophy is not without normative implications and in fact can be derived to a large degree from assent towards a radical and more severe ethical self-discipline. Indeed, central certainly to the thought of Nietzsche, Heidegger and Sartre is an understanding of the role of self-deception in the human condition. Here a useful distinction may be made between those types of self-deception which may be understood as structural that is to say which are representative of an essential characteristic of human being at the abstract level - and those types of self-deception which may be described as 'motivated' or 'psychological' which relate to more specific types of self-deceptive engagement. I believe it is useful to examine both Nietzsche, Heidegger and Sartre through the lens of such interpretation, I find for instance that it is of use to examine the early Sartre as having a purely structural interpretation of bad faith (described by Jeanson as 'natural' bad-faith) whilst moving towards a psychological account in his later work, an account which has more specific moral implications with the possibility of 'willed conversion' to authenticity (Santoni). Additionally with Nietzsche, we also find a similar distinction between a self-deception which is in some sense preconditional and a motivational account of self-deception in which the agent infused with ressentiment falsifies reality in favour of subjective needs which are ultimately destructive of life-enhancement. In this sense the vicious individual can be said to have achieved merely a false optimum, and moreover, false from an objective standpoint. (shrink)

I develop a positive interpretation of Democritus' theory of agency and responsibility, building on previous studies that have already gone far in demonstrating his innovativeness and importance to the history and philosophy of these concepts. The interpretation will be defended by a synthesis of several familiar ethical fragments and maxims presented in the framework of an ancient problem that, unlike the problem of free will and determinism, Democritus almost certainly did confront: the problem of the causes of human goodness and (...) success. I will argue that Democritus' account of the virtues and success is naturally interpreted as an intellectualist one. His focus on our intellectual powers as the source of our own agency and cause of our success led him to remarkable breakthroughs in moral psychology, including the development of a kind of cognitive-behavioral therapy for stress and anxiety, and the proposal of an autonomous source of moral sanction. (shrink)