Journal of Moral Education 43 (4):468-483 (2014)

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The aim of this article is to reconstruct two counter-intuitive Aristotelian theses—about contemplation as the culmination of the good life and about the impossibility of undoing bad upbringing—to bring them into line with current empirical research, as well as with the essentials of an overall Aristotelian approach to moral education. I start by rehearsing those essentials. I then illustrate the two theses and their counter-intuitive ramifications by dint of three life stories of imaginary persons. Subsequently, I offer a reconstruction of Aristotle’s theses which, while going beyond the textual evidence, remains faithful to core elements of his moral and educational theory. I finally bring some considerations from the current literature on self-change to bear on this Aristotelian reconstruction, arguing that the effects of bad upbringing can be undone through contemplative activity. I also elicit some implications of the proposed argument for contemporary moral education and schooling.
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DOI 10.1080/03057240.2014.902809
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References found in this work BETA

Nicomachean Ethics.H. Aristotle & Rackham - 1968 - Harvard University Press.
Mortal Questions.Thomas Nagel - 1979 - Cambridge University Press.
A Treatise of Human Nature.David Hume & A. D. Lindsay - 1958 - Philosophical Quarterly 8 (33):379-380.
The Basic Works of Aristotle. Aristotle - 1941 - New York, NY, USA: Random House.
Moral Luck.B. A. O. Williams & T. Nagel - 1976 - Proceedings of the Aristotelian Society, Supplementary Volumes 50:115-151.

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Citations of this work BETA

Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
Should Education Be Transformative?Douglas W. Yacek - 2020 - Journal of Moral Education 49 (2):257-274.
Scrooge and Significant Moral Change.Angela Knobel - 2019 - Journal of Moral Education 48 (2):147-164.

View all 6 citations / Add more citations

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