Virtue ethics has been charged with being unable to provide solutions to practical moral issues. In response, the defenders of virtue ethics argue that normative virtue ethics exists. The debate is significant on its own, yet both sides of the controversy approach the issue from the assumption that moral philosophy has to tell us what we should do. In this essay, I would like to examine the question regarding the practicality of virtue ethics in a different way. Virtue ethics is (...) an ancient approach shared by both ancient Greek philosophers and classic Chinese Confucians, and indeed, ancient Greeks call ethics practical science. How, then, do the ancients themselves view the issue of practicality? This essay shows that there is a notion of practicality which is prominent in both ancient Greek and ancient Chinese virtue ethics but is neglected in today’s ethics. According to this notion, ethics is to transform one’s life. The essay also raises a prospect of the revival of this notion. (shrink)

While the conversations surrounding moral cultivation in Confucianism often focus on the debate regarding the starting point of moral learning (and corresponding features of the learning process) that is inspired by the disagreements between the _Mengzi_ 孟子 and the _Xunzi_ 荀子, there is another group of scholarship on moral cultivation which tends to the experiential qualities felt by the learning agents. This essay participates in the latter group of scholarship. The majority of discussions regarding the learning experience center around mental (...) states such as _an_ 安 (tranquility or equanimity) and _le_ 樂 (happiness, joy, or pleasure) of a special kind. There is, nonetheless, a minor trend that emphasizes the significance of _you_ 憂 (worry or distress). In this essay, I raise attention to the significance of _you_ and argue that in the _Analects_, an indispensable and significant part of Confucian moral cultivation is to learn to worry well, which involves learning to worry broadly about society in general, and to worry deeply about particular individuals standing in important relationship to us_._. (shrink)

This article explores Mencius’ extension of moral feelings and its potential to address a key challenge in cosmopolitan education: how to motivate students to expand their existing affection and obligations towards their family and community to the rest of the world. Rather than strong universalism, a Mencian orientation is aligned with rooted cosmopolitanism that takes into account localised and cultural contexts that underpin, determine and give value to social practices. Mencius’ approach, as argued in this essay, highlights the spontaneous human (...) reactions to ethical situations, innate human goodness, analogical reasoning, moral character and agency. A Confucian form of cosmopolitan education gives emphasis not only to the students’ moral imagination but also their instinctual responses, self-reflection and rationality. Such an education seeks to integrate emotions and reasoning through the utilisation of paradigm scenarios that identify and reinforce the natural compassionate feelings in the learner. (shrink)

This paper defends both an interpretation of Mencius' moral theory and that theory itself against alternative interpretive defences. I argue that the 'virtue ethics' reading of Mencius wrongly sees him as denying the distinction between moral philosophy and moral psychology. Virtue ethics is flawed, because it makes such a denial. But Mencius' moral theory, in spite of Mencius' obvious interest in moral psychology, does not have that flaw. However, I argue that Mencius is no rationalist. Instead, I show that he (...) upholds a coherentist moral theory, in which reason and psychology both have a role. The final third of the paper compares my interpretation with the work of various important Mencius scholars. I point out that the issue of the difference between moral philosophy and moral psychology is quite important in contemporary Western moral theory. (shrink)

In recent years, increasing attention has been given to virtue ethics in business. Aristotle's thought is often seen as the basis of the virtue ethics tradition. For Aristotle, the idea of phronësis, or 'practical wisdom', lies at the foundation of ethics. Confucian ethics has notable similarities to Aristotelian virtue ethics, and may embody some similar ideas of practical wisdom. This article considers how ideas of moral judgment in these traditions are consistent with modern ideas about intuition in management decision making. (...) A hypothetical case is considered where the complexity of ethical decision making in a group context illustrates the importance of intuitive, phronësis-like judgment. It is then noted that both Aristotelian and Confucian virtue ethics include suggestions about support for moral decision making that are also consistent with modern theory. (shrink)

On one view of ethical development, someone not yet virtuous can reliably progress by engaging in what meaningfully resembles virtuous conduct. However, if the well-intended conduct is psychologically demanding, one's character, precisely because one is not yet virtuous, may worsen rather than improve. This risk of degradation casts doubt on the developmental view. I counter the doubt through one interpretation and one application of the Mengzi. In passage 2A2, invoking the image of a farmer who “helped” the crop grow by (...) pulling the sprouts, MENG Ke cautions, “do not help it grow.” I defend a novel interpretation: do not advance with a naïve negligence about your psycho-physiological constitution. I also show how to advance with realistic care by pointing out an overlooked application of a much-discussed cultivation technique illustrated in Mengzi 1A7: ethical reflection can conciliate one with one’s ongoing or past advanced action, lowering the action’s risk of degradation. (shrink)

David Nivison has argued that Mèngzǐ 孟子 postulates only one source of moral motivation, whereas Mèngzǐ’s rival thinkers such as Gàozǐ 告子 or the Mohist Yí Zhī 夷之 additionally postulate “maxims” or “doctrines” that are produced by some sort of moral reasoning. In this essay I critically examine this interpretation of Nivison’s, and alternatively argue that moral emotions in Mèngzǐ, basically understood as concern-based construals, are often an insufficient source of moral action, and an additional source of moral motivation, specifically (...) a conviction or judgment of what is the right thing to do in a certain situation in question, is often necessary for one to complete a moral action. This implies that Mèngzǐ should be interpreted to postulate two sources of moral motivation just as his rival thinkers do, namely moral emotion on one hand and judgment and practical reasoning on the other. (shrink)

Socially extended knowledge has recently received much attention in mainstream epistemology. Knowledge here is not to be understood as wholly realised within a single individual who manipulates artefacts or tools but as collaboratively realised across plural agents. Because of its focus on the interpersonal dimension, socially extended epistemology appears to be a promising approach for investigating the deeply social nature of epistemic practices. I believe, however, that this line of inquiry could be made more fruitful if it is connected with (...) the critical notion of epistemic responsibility, as developed in feminist responsibilism. According to feminist responsibilists, at the core of epistemic responsibility is a critical disposition toward correcting epistemic injustice. This epistemic idea is highly relevant to the epistemological context of illness, where patient testimony is often disregarded. Hence, though restricted to the epistemological context of the experience of illness, this chapter delves into epistemic injustice and its robust mechanisms. I thus explore what responsible epistemic practices should involve in order to redress that injustice and how epistemic responsibility should be socially extended. The discussion proceeds as follows. First, by relying on Arthur Frank’s innovative work on illness narratives, I focus on chaotic bodily messages from patients overwhelmed by suffering and then explain why these messages should count as genuine narratives or testimonies despite their inarticulateness. Second, I elaborate on how epistemic injustice concerning such narratives (i.e., chaos narratives) is produced and reproduced, in particular how both a dominant sociocultural norm and our inherent vulnerability can contribute to its production and reproduction. Finally, I propose an extended form of epistemic responsibility that ameliorates this aspect. Laying particular emphasis on the epistemic role of mature empathy, I characterise the extended epistemic responsibility in terms of extended empathic knowledge. (shrink)

While the traditional interpretation takes Mengzi 孟子 to be trying to persuade King Xuan 宣 of Qi 齊, I take him to be manipulating King Xuan with insincere flattery. My interpretation has several advantages. On the traditional interpretation, Mengzi is naïve about King Xuan’s motives, and confused about basic aspects of his own views, but my interpretation makes Mengzi into a canny sage with a clear, comprehensive grasp of his doctrines. My interpretation also brings the dialog into harmony with the (...) rest of the book, and with common sense on several points. It thus makes the dialog a more nuanced, coherent, and plausible work. Next, my interpretation shows Mengzi to possess a more complete list of virtues, and a longer list of character improvement strategies than is usually thought. Finally, by attributing to Mengzi a promising strategy for curing rulers prone to rages, lust, and greed, I show that Mengzi’s work fills a pressing contemporary need. (shrink)

The Confucian philosopher Mengzi believes that ‘extending’ one's kindness facilitates one's moral development and that it is intimately tied to performing morally good actions. Most interpreters have taken Mengzian kindness to be an emotional state, with the extension of kindness to centrally involve feeling kindness towards more people or in a greater number of situations. I argue that kindness cannot do all the theoretical work that Mengzi wants it to do if it is interpreted as an emotion. I submit that (...) Mengzi's notion of extending kindness is best understood as the exercise of a capacity for intelligently performing kind actions. (shrink)

The purpose of this study is to explore early Buddhist ethics in comparison with classical Confucianist ethics and to show similarities. The study suggests that the popular belief that the two ethical systems are radically different from each other needs to be reconsidered. When a focus is given to the development, transformation, and realization of the self, a similar framework is revealed in the two ethical systems. Furthermore, this study intends to reject the popular thesis: early Buddhism is only self-liberation-concerned (...) soteriology and classical Confucianism is only society-concerned thought requiring self-effacement. ;My understanding of the core virtue of self-transformation is as compassion in early Buddhism and benevolence in classical Confucianism. So this study is focused on the analysis of compassion and benevolence by examining their metaphysical grounds, their functional mechanisms, their applications, and their meta-ethical nature. ;The metaphysical groundworks of morals are explained in terms of the rebirth and kamma theory, and the theory of Mandate of Heaven. For a person to develop and achieve these core virtues, this study shows the significant role of self-restraining or self-overcoming, the principle of extension from near to far, self-oriented motivation for the core virtue, both-regarding position , and the important role of both sympathetic feeling and reason. In the domain of social interaction, compassion and benevolence appear in the area of education and politics as tools for achieving happiness for both oneself and others. In politics, the paradigmatic model is adopted: a ruler as an embodiment of the virtue rules a country by being a moral example to the people. ;The analysis of the core virtues in terms of moral objective shows the inseparability of factual knowledge from moral practice, the universal acceptability of the virtue, and the possibility of maintaining objectivity by taking both-regarding action. (shrink)