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It is commonly assumed that Aristotle's ethical theory shares deep structural similarities with neo-Aristotelian virtue ethics. I argue that this assumption is a mistake, and that Aristotle's ethical theory is both importantly distinct from the theories his work has inspired, and independently compelling. I take neo-Aristotelian virtue ethics to be characterized by two central commitments: (i) virtues of character are defined as traits that reliably promote an agent's own flourishing, and (ii) virtuous actions are defined as the sorts of actions (...) |
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In Nicomachean Ethics 2.1, Aristotle draws a now familiar analogy between aretai ('virtues') and technai ('skills'). The apparent basis of this comparison is that both virtue and skill are developed through practice and repetition, specifically by the learner performing the same kinds of actions as the expert: in other words, we become virtuous by performing virtuous actions. Aristotle’s claim that “like states arise from like activities” has led some philosophers to challenge the virtue-skill analogy. In particular, Aristotle’s skill analogy is (...) |
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This essay draws on Adam Smith’s moral sentimentalism to critique primatologist Frans de Waal’s gradualist theory of human morality. De Waal has spent his career arguing for continuity between primate behavior and human morality, proposing that empathy is a primary moral building block evident in primate behavior. Smith’s moral sentimentalism—with its emphasis on the role of sympathy in moral virtue—provides the philosophical framework for de Waal’s understanding of morality. Smith’s notion of sympathy and the imagination involved in sympathy is qualitatively (...) |
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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. (...) No categories |
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To discuss moral behavior in organizations, a growing number of authors turn to a ‘virtue ethics’ approach. Central to this approach is the so-called moral character of individuals in organizations: a well-developed moral character enables organizational members to deal with the specific moral issues they encounter during their work. If a virtue ethics perspective is seen as relevant, one may ask how organizations can facilitate that their members can exercise and develop their moral character. In this paper, we argue that (...) |
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The idea that ethics might be fruitfully understood in analogy with, or indeed as a form of, medicine has enjoyed a long and distinguished history. A staple of ancient philosophical thinking, it also achieved wide expression in the Islamic world. This essay explores the role of the medical analogy in the work of the eleventh-century Muslim intellectual Abū Ḥāmid al-Ghazālī. Al-Ghazālī’s use of this analogy offers a unique vantage point for approaching several key features of his ethics of virtue, as (...) No categories |
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The widespread and growing use of new social media, especially social networking sites such as Facebook and Twitter, invites sustained ethical reflection on emerging forms of online friendship. Social scientists and psychologists are gathering a wealth of empirical data on these trends, yet philosophical analysis of their ethical implications remains comparatively impoverished. In particular, there have been few attempts to explore how traditional ethical theories might be brought to bear upon these developments, or what insights they might offer, if any. (...) |
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In this paper, I show that the conception of a virtue in positive psychology is a mishmash of two competing accounts of what virtues are: a Common Sense View and an Aristotelian View. Distinguishing the strengths and weaknesses of these two frameworks leads also to a reconsideration of an old debate, namely, that concerning the Unity of the Virtues thesis. Such thesis is rejected by positive psychologist, as well as by some philosophers among the virtue-ethical field, on the basis, I (...) |
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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 (...) |
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This article is the first one to offer an investigation, from a biological perspective, of “natural philia” or “kin-based” philia in Aristotle’s practical philosophy. After some preliminary considerations about its place in Aristotle’s ethical treatises, the discussion focuses on Aristotle’s biology. Here we learn that natural philia, couched in terms of a biological praxis rather than a trait of character, is widespread in the animal kingdom, although in different ways and to varying degrees. To account for such differences, Aristotle establishes (...) |
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This article examines Aristotle's views concerning the possibility of friendship between human beings and nonhuman animals. The suggestion that he denies this possibility is rejected. I reassess the textual evidence adduced by scholars in support of this reading, while adding new material for discussion. Central to the traditional reading is the assumption that animals, in Aristotle's view, cannot be friends in virtue of their cognitive limitations. I argue that Aristotle's account of animal cognition is perfectly consistent with the possibility of (...) |
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Bernadette M Tobin; An Aristotelian Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 195–211, https://doi. |
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Bernadette M Tobin; An Aristotelian Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 195–211, https://doi. No categories |
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It is often suggested that social media is a hostile environment for critical thinking and that a major source for epistemic problems concerning social media is that it facilitates emotions. We argue that emotions per se are not the source of the epistemic problems concerning social media. We propose that instead of focusing on emotions, we should focus on the affective scaffolding of social media. We will show that some affective scaffolds enable desirable epistemic practices, while others obstruct beneficial epistemic (...) |
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The beliefs both that sentimental education is a vital part of moral education and that habituation is a vital part of sentimental education can be counted as being at the ‘hard core’ of the Aristotelian tradition of moral thought and action. On the basis of an explanation of the defining characteristics of Aristotelian habituation, this paper explores how and why habituation may be an effective way of cultivating the sentimental dispositions that are constitutive of the moral virtues. Taking Aristotle’s explicit (...) |
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The revival of virtue ethics in contemporary moral philosophy had a major impact on business ethicists, among whom the virtues have become a staple subject of inquiry. Aristotle’s phronēsis is one of those virtues, and a number of texts have examined it in some detail. But analyses of phronēsis in business ethics have neglected some of its most significant and interesting elements. In this paper, I dissect two neglected components of practical wisdom as outlined in Book VI of the Nicomachean (...) |
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The following paper was written in 1999, as the opening speech at the Hobart FAPCA National Conference. I was, at the time, Chair of FAPCA. The keynote speaker at the conference was Professor Gareth Matthews from the University of Massachusetts at Amherst, and author of, among other books, The Philosophy of Childhood. As the paper was written as a speech, and not as an academic article, I did not cite all the points made in full academic mode. Rather, for publication (...) |
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Employee relations ethics, or the lack thereof, is a problem and an issue in both private and public organizations. This article is a case study in military ERE. A retired career Naval officer, I discuss problems of downsizing and retrenchment from a "military" perspective in terms of what I refer to as a "broken covenant.". |
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Moral particularism is often conceived as the view that there are no moral principles. However, its most fêted accounts focus almost exclusively on rules regarding actions and their features. Such action-centred particularism is, I argue, compatible with generalism at the level of character traits. The resulting view is a form of particularist virtue ethics. This endorses directives of the form ‘Be X’ but rejects any implication that the relevant X-ness must therefore always count in favour of an action. |
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Full 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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I argue that Aristotle believes that virtue comes in degrees. After dispatching with initial concerns for the view, I argue that we should accept it because Aristotle conceives of heroic virtue as the highest degree of virtue. I support this interpretation of heroic virtue by considering and rejecting alternative readings, then showing that heroic virtue characterized as the highest degree of virtue is consistent with the doctrine of the mean. |
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Ethical networks are an emerging form of social alliance based on collaboration between organizations that share a common ethical commitment. Grounded in a theoretical framework of virtue-based business ethics and focusing on nonprofit alliances, this study investigates the virtuousness of ethical networks; that is, how they trigger virtuous practices in their member nonprofit organizations. Adopting a qualitative grounded theory approach, the study focuses on one of the largest Italian ethical networks of nonprofit organizations operating in the social care sector. The (...) |
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According to the origin of the word "humanism" and the concept of humanitas where the former comes from, management could be called humanistic when its outlook emphasizes common human needs and is oriented to the development of human virtue, in all its forms, to its fullest extent. A first approach to humanistic management, although quite incomplete, was developed mainly in the middle of the 20th century. It was centered on human motivations. A second approach to humanistic management sprang up in (...) |
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The purpose of this paper is to examine the concept of Schadenfreude - the pleasure felt at another’s misfortune - and to argue that feeling it in the course of health care work, as elsewhere, is evidence of a deficient character. In order to show that Schadenfreude is an objectionable emotion in health care work, I first offer some conceptual remarks about emotions generally and their differential treatment in Kantian and Aristotelian thought. Second, I argue that an appreciation of the (...) |
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The paper develops and contrasts two views about the role of examples in moral education — one based on R.M. Hare's recent “two-level” conception of moral reasoning and one based on Aristotle's conception ofphronesis. It concludes that a Harean view leads to a harmful and impoverished form of moral education by encouraging children to ignore or distort the complexity of particular moral judgments. It also concludes that an Aristotelian view, by emphasizing the importance of rich examples such as those found (...) |
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Journal of Philosophy of Education, Volume 56, Issue 2, Page 342-355, April 2022. |
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This article argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the (...) |
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This article addresses two main questions: what is excellence and should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education’ implies possession of a certain breadth of general knowledge and understanding, then the term ‘excellence’ may imply a deep grasp of a (...) |
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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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I develop two different epistemic roles for emotion and desire. Caring for moral ends and people plays a pivotal though contingent role in ensuring reliable awareness of morally salient details; possession of various emotions and motives is a necessary condition for autonomous understanding of moral concepts themselves. Those who believe such connections compromise the "objective" status of morality tend to assume rather than argue for the bifurcated conception of reason and affect this essay challenges. |
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This paper is about the interplay between intuition and reason in Aristotle’s moral psychology. After discussing briefly some other uses of ‘intuition’ in Aristotle’s texts, I look closely at A... |
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This paper is about the interplay between intuition and reason in Aristotle’s moral psychology. After discussing briefly some other uses of ‘intuition’ in Aristotle’s texts, I look closely at A... |
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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 (...) |
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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 (...) |
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The ancient philosophers aimed to turn us away from thinking about particularizing affection to thinking about justifiable human relations. The aim of their protreptic discourses was to get their readers, who were citizens, sons, and fathers, to think about their lives by putting these relations into question. I show how this conversion works and explore its political consequences by reading the accounts of friendship in Plato, Aristotle, and Cicero, and then comparing those accounts with the views on the causes and (...) No categories |
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The purpose of the paper is to study the interrelatedness of rationality, virtue, and practical wisdom in Aristotle’s Nicomachean Ethics by offering a critical interpretation of the bipartition of the soul presented in Chap. 13 of the first book. Aristotle relies on the partition of the soul into a rational and a non-rational part when he distinguishes between ethical and intellectual virtues. The paper will question the adequacy of these divisions and show that Aristotle himself casts doubt on them while (...) |
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Este texto busca apresentar duas teses absolutamente incompatíveis acerca do caráter. uma delas, denominada situacionista, baseada em investigações da psicologia moral contemporânea, sustenta que não há traços robustos que nos definam, que não há a ideia mesma de caráter, e que que todas as ações são determinadas pelas circunstâncias. Outra apresenta uma visão dura acerca do caráter a partir da ética aristotélica, sustentando que há algo que nos define, o caráter, e que uma vez adquirido, torna-se incontornável. Por fim, o (...) No categories |
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: The paper argues that care ethics should be subsumed under virtue ethics by construing care as an important virtue. Doing so allows us to achieve two desirable goals. First, we preserve what is important about care ethics (for example, its insistence on particularity, partiality, emotional engagement, and the importance of care to our moral lives). Second, we avoid two important objections to care ethics, namely, that it neglects justice, and that it contains no mechanism by which care can be (...) |
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The paper argues that care ethics should be subsumed under virtue ethics by construing care as an important virtue. Doing so allows us to achieve two desirable goals. First, we preserve what is important about care ethics. Second, we avoid two important objections to care ethics, namely, that it neglects justice, and that it contains no mechanism by which care can be regulated so as not to be become morally corrupt. |
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A recent special issue in the Journal of Business Ethics gathered together a variety of papers addressing the challenges of putting virtue ethics into practice :563–565, 2013). The editors prefaced their outline of the various papers with the assertion that exploring the practical dimension of virtue ethics can help business leaders discover their proper place in working for a better world, as individuals and within the family, the business community and society in general :563–565, 2013). Scholars are yet to explore (...) |
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During the course of life, it is common to make some decisions that prove to be correct. Some of these choices are made without a specific reason, but only out of habit or intuitively, while others are based on judgments and motivations. However, when we claim that a decision is “right”, what kind of judgment are we referring to? On the one hand, the term “right” (or “wrong”) often refers to abstract norms. Usually, truth and falsehood serve as criteria in (...) |
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Based on a modern reading of Aristotle’s theory of friendship, we argue that virtual friendship does not qualify as genuine friendship. By ‘virtual friendship’ we mean the type of friendship that exists on the internet, and seldom or never is combined with real life interaction. A ‘traditional friendship’ is, in contrast, the type of friendship that involves substantial real life interaction, and we claim that only this type can merit the label ‘genuine friendship’ and thus qualify as morally valuable. The (...) |
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This article discusses some aspects of animal ethics from an Aristotelian virtue ethics point of view. Because the notion of friendship (philia) is central to Aristotle’s ethical theory, the focus of the article is whether humans and animals can be friends. It is argued that new empirical findings in cognitive ethology indicate that animals actually do fulfill the Aristotelian condition for friendship based on mutual advantage. The practical ethical implications of these findings are discussed, and it is argued that eating (...) |
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We argue that some sports test athletes’ capacities to endure specific types of suffering, and in such cases the suffering is constitutive of the sport: the sporting contest would not be a good sporting contest if that capacity were not tested. We then argue that it is morally acceptable for athletes to experience pleasure (Schadenfreude) in response to the constitutive suffering of competitors insofar as that pleasure is compatible with pity or sympathy for non-constitutive suffering. We use the case of (...) |
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The renewed engagement with Aristotle’s concept of practical wisdom in management and organization studies is reflective of the wider turn towards practice sweeping across many disciplines. In this sense, it constitutes a welcome move away from the traditional rationalist, abstract, and mechanistic modes of approaching ethical decision-making. Within the current engagement, practical wisdom is generally conceptualized, interpreted or read as a form of deliberation or deliberative judgement that is also cognizant of context, situatedness, particularity, lived experience, and so on. We (...) |
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