European Journal of Philosophy, EarlyView.

This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle's Politics , drawing on both the wider Aristotelian corpus and on examination of continuities with Plato's Laws . Part III : Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing (...) of a common end. Several versions of his second argument are considered, and the most promising of them is elaborated in connection with an examination of the links between instruction and legislation in the Laws . This yields what is probably the most compelling argument there is for the claim that public supervision of education is a necessary condition for a just society. (shrink)

Aristotle says that we are responsible (αἴτιοι) for our voluntary actions and character. But there’s a question about whether he thinks we are morally responsible and, if so, what he thinks makes it such that we are. Interpretations of Aristotle on this question range from libertarian, according to which Aristotle considers us morally responsible in part because we have undetermined choices, to deflationary, according to which Aristotle has no theory of moral responsibility. Despite putative evidence to the contrary, neither interpretation (...) captures Aristotle’s view on the matter, and their rejection paves the way for a compatibilist proposal, one that works both as an interpretation of Aristotle and as an independently attractive view. I detail this view and defend it against one prominent objection. (shrink)

In the last 70 years there has been an explosion of philosophical and theological work on the nature of virtue and the process of virtue formation. Yet philosophers and theologians have paid little attention to the phenomenon of temptation and its role in developing virtue. Indeed, little analytic work has been done on the nature of temptation. This study aims to fill this gap in moral philosophy and theology by offering an analytic moral conception of temptation and explicating its connection (...) to the development of virtue. This project deploys a new iteration of an older methodology of integrating philosophy and theology that may now appropriately be called “analytic moral theology.” In discerning the nature of temptation and its role in virtue formation, theological sources provide foundational guidance. Analytic moral philosophy provides illumination, coherence, and conceptual robustness to the theological foundation. The argument developed follows in the footsteps of John Hick’s soul-making theodicy by contending that the development of virtue requires a world that permits of experiences of temptation. This conclusion is substantiated by a close moral analysis of the nature of temptation that builds on key works done in philosophical moral psychology, philosophy of action, and philosophical theology. The emerging conceptualization of temptation is then compared and contrasted with the closely related moral phenomenon of akrasia and weakness of will, and finally interfaced with a neo- Aristotelian conception of virtue development. In the end, Thomas Aquinas’s understanding of infused virtue is employed as a theological test of the thesis and conditions the scope of the thesis. In light of this constructive analysis of the nature of temptation and its argument for temptation’s role in acquiring moral virtue, this project makes a contribution to philosophical Christian ethics. (shrink)

This chapter explores the topic of self-knowledge in ancient thought, asking in particular what the ancient concept (or concepts) of knowing oneself amounts to. The chapter begins by contrasting the issues which occupy ancient and contemporary discussions of self-knowledge, and the obvious points of continuity and discontinuity between the two. The author isolates two forms of self-knowledge: cognitive self-knowledge or knowledge of one’s own mental states, and dispositional self-knowledge or knowledge of one’s moral or intellectual dispositions, and traces the treatment (...) of these forms of self-knowledge in the works of Plato, Aristotle, Hellenistic philosophers, and Plotinus. In the course of discussing the texts of each thinker or school, and the relevant scholarship, this chapter also canvasses the ways in which the chapters in the rest of this volume seek to engage with some of the problems or issues that have emerged. (shrink)

En el artículo se examinan los dos intentos de Aristóteles por explicar el fenómeno de las acciones voluntarias e involuntarias: Ética Eudemia (EE) II 6-9 y Ética Nicomaquea (EN) III 1. Entre ambos tratamientos hay muchas coincidencias, pero también diferencias sustantivas, tanto en la caracterización de las acciones involuntarias como en la estrategia argumentativa general y la definición de lo voluntario. El artículo procura dar cuenta de dichas diferencias de contenido en función de la estrategia metodológica general por la que (...) opta Aristóteles en uno y otro caso. The article examines Aristotle's two attempts to explain the phenomena of voluntary and involuntary actions: Eudemian Ethics (EE) II 6-9 and Nicomachean Ethics (EN) III 1. Though there are notorious coincidences, there are also substantial differences between them in the characterization of involuntary actions, in the general argumentative strategy, and in the definition of voluntary actions. The paper endeavors to account for these material differences on the basis of the general methodological strategy used by Aristotle in each case. (shrink)