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  1. Nonadmirable Moral Exemplars and Virtue Development.Koji Tachibana - 2019 - Journal of Moral Education 48 (3):346-357.
    ABSTRACTLinda Zagzebski’s exemplarist moral theory claims that admiration for a person is a necessary condition for her to be a moral exemplar. I argue that this claim is empirically unsupported. I provide two counterexamples, astronauts and brain data. I demonstrate that they play the role of exemplars well but receive no admiration and, accordingly, are entitled to be called nonadmirable moral exemplars. I conclude that my argument suggests why Aristotle, distinct from Zagzebski, does not emphasise the role of the praiseworthiness (...)
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  • La educación como fundamento del régimen político en Aristóteles.Viviana Suñol - 2015 - Endoxa 36:53.
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  • There is Something About Aristotle: The Pros and Cons of Aristotelianism in Contemporary Moral Education.Kristján Kristjánsson - 2014 - Journal of Philosophy of Education 48 (1):48-68.
    The aim of this article is to pinpoint some of the features that do—or should—make Aristotelianism attractive to current moral educators. At the same time, it also identifies theoretical and practical shortcomings that contemporary Aristotelians have been overly cavalier about. Section II presents a brisk tour of ten of the ‘pros’: features that are attractive because they accommodate certain powerful and prevailing assumptions in current moral philosophy and moral psychology—applying them to moral education. Section III explores five versions of the (...)
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  • The Gap Between Philosophy and the Philosophy of Education in Japanese Academia: A Statistical Survey of the Largest Competitive Research Funding Database in Japan.Koji Tachibana - 2017 - Sentanrinri Kenkyu (Studies on Advanced Ethics) (11):17-32.
    This short article is based on my special lecture entitled "Aristotle and the Philosophy of Education" at Tamagawa University Research Institute in Tokyo on September 19, 2015, through a recording of the spoken language transcribed in written form with some corrections. The lecture delivered on that day consists of two parts: referring to historical research and a statistical survey, the first half focuses on uncovering the fact that the philosophy of education has been slighted both in Japanese and Western academia (...)
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