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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 view that Aristotle's position is somehow anachronistic and out-dated. As none of those bears scrutiny, Section IV addresses ten features of Aristotelianism that do not seem to sit well with contemporary moral philosophy and psychology: the genuine ‘cons’ of Aristotelianism. It is subsequently argued that if we want to avoid acquiring Aristotelianism on the cheap, those less attractive features need to be engaged head-on: reinterpreted, revised or simply rejected
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DOI 10.1111/1467-9752.12047
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References found in this work BETA

After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Modern Moral Philosophy.G. E. M. Anscombe - 1958 - Philosophy 33 (124):1 - 19.
Intelligent Virtue.Julia Annas - 2011 - Oxford University Press.
The Morality of Happiness.Julia Annas - 1993 - Oxford University Press.

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Pity: A Mitigated Defence.Kristján Kristjánsson - 2014 - Canadian Journal of Philosophy 44 (3-4):343-364.

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