An Aristotelian Model of Moral Development

Journal of Philosophy of Education 49 (3):382-398 (2015)

Abstract

Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the article, it is argued that the Aristotelian categories of the ‘morally indifferent’, ‘un-self-controlled’, ‘self-controlled’ and ‘properly virtuous’ can be interpreted as the successive stages or levels of a comprehensive developmental model. For each stage, it will be made clear whether people are committed to virtue, whether they act virtuously or not, whether they act with pleasure or pain, and which desires and reasons they have for acting. The article closes with suggestions about what needs to be done if the proposed Aristotelian account of moral development is to become psychologically more realistic and educationally useful

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References found in this work

Intelligent Virtue.Julia Annas - 2011 - Oxford University Press.
Modern Moral Philosophy.G. E. M. Anscombe - 1958 - Philosophy 33 (124):1 - 19.
The Morality of Happiness.Julia Annas - 1993 - Oxford University Press.

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Citations of this work

Purpose as a Moral Virtue for Flourishing.Hyemin Han - 2015 - Journal of Moral Education 44 (3):291-309.
Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
A Spinozistic Model of Moral Education.Johan Dahlbeck - 2017 - Studies in Philosophy and Education 36 (5):533-550.

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