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  1. National Injustice, Caring Institutions and Cosmopolitan Motivation.Joshua Hobbs - 2022 - Res Publica 28 (2):229-248.
    This paper examines the relationship between strategies of cosmopolitan education intended to motivate citizens of affluent countries to care about distant others facing injustice, and injustices within the borders of these affluent countries. I argue that promoting justice within affluent countries and motivating citizens to act to address global injustices, are potentially complementary rather than competing projects. I make two claims. Injustices within national borders can undermine the development of cosmopolitan concern. National institutions delivering health and social care play a (...)
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  • Commencing Character: A Case Study of Character Development in College.Michael Lamb, Elise M. Dykhuis, Sara E. Mendonça & Eranda Jayawickreme - 2022 - Journal of Moral Education 51 (2):238-260.
    ABSTRACT In the last century, higher education has witnessed a shift away from explicit character education. Although scholarship has recently reemerged on the importance of character in college, there are almost no empirical investigations of courses intentionally designed to impact student character at the college level. The current study examines an innovative course intervention called ‘Commencing Character’ designed to intentionally teach 16 target virtues through direct instruction, application of seven research-based strategies of character development, and engagement with over 40 commencement (...)
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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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  • Undoing Bad Upbringing Through Contemplation: An Aristotelian Reconstruction.Kristján Kristjánsson - 2014 - Journal of Moral Education 43 (4):468-483.
    The aim of this article is to reconstruct two counter-intuitive Aristotelian theses—about contemplation as the culmination of the good life and about the impossibility of undoing bad upbringing—to bring them into line with current empirical research, as well as with the essentials of an overall Aristotelian approach to moral education. I start by rehearsing those essentials. I then illustrate the two theses and their counter-intuitive ramifications by dint of three life stories of imaginary persons. Subsequently, I offer a reconstruction of (...)
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  • Pity: A Mitigated Defence.Kristján Kristjánsson - 2014 - Canadian Journal of Philosophy 44 (3-4):343-364.
    The aim of this article is to offer a mitigated moral justification of a much maligned emotional trait, pity, in the Aristotelian sense of ‘pain at deserved bad fortune’. I lay out Aristotle's taxonomic map of pity and its surrounding conceptual terrain and argue – by rehearsing modern accounts – that this map is not anachronistic with respect to contemporary conceptions. I then offer an ‘Aristotelian’ moral justification of pity, not as a full virtue intrinsically related to eudaimonia but as (...)
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  • Connecting Virtues: Introduction.Michel Croce & Maria Silvia Vaccarezza - 2018 - Metaphilosophy 49 (3):191-203.
    This article introduces the special issue “Connecting Virtues,” which aims to advance virtue theory by bringing into a conversation works on the virtues in epistemology, ethics, and political philosophy. The collection covers several key themes within virtue theory. It includes ground‐breaking articles offering original solutions to long‐standing issues in virtue theory, such as the plausibility of different lists of virtues, the relationship between virtues and their opposing vices and the connection between moral and intellectual virtues. In addition, the collection offers (...)
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  • Wisdom and Care as the Two Faces of Educational Action.Cristian Simoni - 2020 - Journal of Philosophy of Education 54 (1):95-106.
    Journal of Philosophy of Education, EarlyView.
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  • Shu and Zhong as the Virtue of the Golden Rule: A Confucian Contribution to Contemporary Virtue Ethics.Joseph Emmanuel D. Sta Maria - 2017 - Asian Philosophy 27 (2):100-111.
    I aim to show how Confucian philosophy can contribute to the contemporary resurgence of virtue ethics education by arguing that it has the resource to address a lacuna in Aristotelian ethics. Aristotelian ethics, which is arguably the main resource of contemporary virtue ethics, lacks a virtue that corresponds to the notion of loving each person as one’s self or the Golden Rule. To be more precise, Aristotelian ethics has no virtue about loving all people as one’s self, although philia comes (...)
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