This article has three interrelated aims. The first is to analyze the concept of grief; the second is to argue for the putative rationality of grief (against Donald Gustafson’s contention to the contrary); and the third is to offer a moral justification of grief along broadly Aristotelian lines as an intrinsically valuable trait of character—a virtue. With regard to this third and ultimate aim, I argue not only that grief plays an unappreciated positive role in our moral experiences but flesh (...) out a case for what exactly that positive moral role is. More precisely, I argue that grief is best justified as an Aristotelian desert-based emotional trait, incorporating two distinct desert-motivated desires, one specifically directed at the memory of the dead person as deserving of homage, the other more cosmically focusing on the general undeservingness of good people passing away. The argument goes against the grain of most previous instrumental justifications of grief and palpably violates David Konstan’s contention that grief involves “no reference to desert.”. (shrink)

Introduction -- What selves are -- Exploring selves -- The emotional self -- Self-concept : self-esteem and self-confidence -- The self as moral character -- Self-respect -- Multicultural selves -- Self-pathologies -- Self-change and self-education.

This book develops a conception of student flourishing as the overarching aim of education. Taking as its basis the Aristotelian concept of eudaimonia, it provides a theoretical study of the foundations of flourishing that goes well beyond Aristotle's approach. Flourishing as the Aim of Education argues that the 'good life' of the student, to which education should contribute, must involve engagement with self-transcendent ideals and ignite awe-filled enchantment. It allows for social, individual and educational variance within the concept of flourishing, (...) and it engages with a host of socio-political as well as 'spiritual' issues that are often overlooked in literature discussing character education. Each chapter closes with food for thought for practitioners who can directly facilitate student flourishing. An outgrowth of the author's previous monograph Aristotelian Character Education, this book follows new directions in questioning how to educate young people towards a life of overall flourishing. It will be of great interest to researchers, academics and post-graduate students in the fields of character education, moral education and moral philosophy, as well as to educators and policy-makers. (shrink)