One branch of virtue epistemology, Virtue-Responsibilism, has argued that the intellectual virtues are analogous in structure to Aristotelian moral virtues. Like Aristotelian moral virtues, intellectual virtues are acquired dispositions of motivation, emotion, action, and perception. Responsibilists argue that intellectual virtues, e.g., open-mindedness, intellectual courage, and intellectual autonomy, are praiseworthy character traits, over which we have some control and for which we are responsible. If Responsibilism is correct, is there (...) a distinction between moral virtues and intellectual virtues? I address two different arguments for the claim that there is a distinction, in the sense that the intellectual virtues are a special subset of the moral virtues. Both Linda Zagzebski and Jason Baehr have argued that the criteria for intellectual virtue include all of the criteria for moral virtue, but also include additional criteria that set the intellectual virtues apart from other moral virtues. I contend that Zagzebski’s and Baehr’s arguments fail. Ultimately, we won’t be able to determine whether Responsibilist intellectual virtues are distinct from moral virtues until we decide on the scope of ‘the moral’ and ‘moral virtue’. (shrink)

The commentaries on the Ethica nova and the Ethica vetus written by some masters of the arts – presumably operating in the Paris faculty – in the first half of the thirteenth century expound in an original way the doctrine of the virtutes consuetudinales which Aristotle, at the end of the first book of his Ethica (I 13), distinguishes into the two main classes of the “moral virtues” and the “intellectual virtues”. The present paper aims at (...) highlighting the particularly important task which is assigned to the intellectual virtues in these early commentaries: joining man to God directly, through a contemplation which becomes love. The masters of the arts maintain that the moral virtues, in spite of the definition given by Aristotle (habitus a quo quis bonus est et opus eius bene reddit), are not sufficient alone to bring man to perfection, but that other more perfect virtues, namely the intellectual ones, are needed in order to make him know and love the supreme good. Having no knowledge of the sixth book of the Ethica, in which Aristotle deals in particular with the intellectual virtues, our masters know only their general description and are concerned with clarifying their relationships with the moral virtues, compared to which they appear to be sometimes really distinct and sometimes united to them in sharing the recta ratio, so much that they may constitute a double virtue. Although the masters of the arts seem to be well-informed about the teaching of the theologians – which they often cite without opposing to it, albeit stressing their own philosophical point of view –, it is significant that no reference whatsoever is made by them to the theological virtues and that they have recourse to the themes of Avicennian mysticism such as the doctrine of the two faces of the soul. Besides presenting the commentaries on the Ethica vetus from a general point of view, I will focus on the Paris commentary in Ethicam veterem (Paris BN lat. 3804A, ff. 152ra-159vb, 241ra-247vb; Paris BN lat. 3572, ff. 226ra-235ra), of which I am preparing a critical edition. The Paris commentary contains in fact a special and original discussion of the doctrine of the virtutes intellectuales. (shrink)

This is the first book to bring together Western and Chinese perspectives on both moral and intellectual virtues. Editors Chienkuo Mi, Michael Slote, and Ernest Sosa have assembled some of the world’s leading epistemologists and ethicists—located in the U.S., Europe, and Asia—to explore in a global context what they are calling, "the virtue turn." The 15 chapters have never been published previously and by covering topics that bridge epistemology and moral philosophy suggest a widespread philosophical turn (...) away from Kantian and Utilitarian issues and towards character- and agent-based concerns. A goal of this volume is to show students and researchers alike that the turn toward virtue underway in the Western tradition is being followed by a similar turn toward virtue in Chinese philosophy. (shrink)

This is the first book to bring together Western and Chinese perspectives on both moral and intellectual virtues. Editors Chienkuo Mi, Michael Slote, and Ernest Sosa have assembled some of the world’s leading epistemologists and ethicists—located in the U.S., Europe, and Asia—to explore in a global context what they are calling, "the virtue turn." The 15 chapters have never been published previously and by covering topics that bridge epistemology and moral philosophy suggest a widespread philosophical turn (...) away from Kantian and Utilitarian issues and towards character- and agent-based concerns. A goal of this volume is to show students and researchers alike that the turn toward virtue underway in the Western tradition is being followed by a similar turn toward virtue in Chinese philosophy. (shrink)

One of the most pressing challenges facing virtue theorists is the conflation problem. This problem concerns the difficulty of explaining the distinction between different types of virtue, such as the distinction between moral virtues and intellectual virtues. Julia Driver has argued that only an outcomes-based understanding of virtue can provide an adequate solution to the conflation problem. In this paper, I argue against Driver’s outcomes-based account, and propose an alternative motivations-based solution. According to this proposal, (...) class='Hi'>intellectual virtues can be identified by the shared motivation for cognitive contact with reality, while moral virtues are identified by appeal to the characteristic motivations of kindness and justice. I defend the proposal by demonstrating that it produces plausible verdicts concerning the virtue status of candidate moral and intellectual virtues. (shrink)

I examine here whether reliability is a defining feature of (moral or intellectual) virtues. I argue (1) that reliability is not a defining feature of a virtue where virtues are conceived (as they often are) as “personal excellences,” but (2) that there is another (also intuitive and familiar) conception of a virtue according to which reliability is a defining feature. I also argue (3) that even on the former conception, a certain rational belief pertaining to reliability (...) is essential and (4) that reliability itself, while not a defining feature of a virtue thus conceived, nevertheless is a concomitant of it. (shrink)

This book is a wide-ranging treatment of central topics in epistemology. It provides conceptions of belief and knowledge, offers a theory of how they are grounded in our experience and in the social context of testimony, and connects them with the will and with action, moral responsibility, and intellectual virtue.

This chapter will argue that due to a lack of genuine consent, some of Russell’s practices in his romantic/sexual relationships are morally objectionable according to his own normative theory (utilitarianism) and these practices are intellectually objectionable according to his post-1913 meta-ethics (expressivism) and his understanding of rationality. On utilitarian grounds, Russell’s actions would maximize pleasure and minimize pain for all the parties affected by the relationship if the authenticity of his partners’ consent were maintained either by a more or less (...) equal social and political standing of the partners or, failing that, by the powerful partner’s exercise of the virtue of restraint; neither of these conditions was satisfied in Russell’s relationships with Vivien Eliot or Helen Dudley. On expressivist grounds, the expressions of desires upon which Russell’s romantic/sexual practices were based, such as the disregard for the humanity of women, conflict with his calls for world peace based on a concern for the well-being of humanity. (shrink)

Kant typically is not identified with the tradition of virtue epistemology. Although he may not be a virtue epistemologist in a strict sense, I suggest that intellectual virtues and vices play a key role in his epistemology. Specifically, Kant identifies a serious intellectual vice that threatens to undermine reason, namely enthusiasm (Schwärmerei). Enthusiasts become so enamored with their own thinking that they refuse to subject reason to self-critique. The particular danger of enthusiasm is that reason colludes in (...) its own destruction: enthusiasm occurs when self-conceit and reason’s desire to transcend its boundaries mutually reinforce each other. I conclude by sketching an account of Kantian intellectual virtue that is consistent with Kantian moral virtue. (shrink)

© The Author 2016. Published by Oxford University Press on behalf of The Analysis Trust. All rights reserved. For Permissions, please email: [email protected] intellectual virtue an obstacle to religious faith? The papers in this fine collection answer this question either directly or indirectly.1 The editors, Laura Callahan and Timothy O’Connor, are to be congratulated on requesting, and receiving, from the authors accessible papers that cover many of the relevant issues. In addition they have provided a clear introduction and useful (...) summaries....In this review, I first consider the way the editors explicate the question. Then I examine the authors' answers. Finally I draw some conclusions from the various papers.In their Introduction the editors remind us of the complexity of faith, which typically involves: various intellectual propensities, notably tenacity of belief; a world-view; a moral orientation and an ‘affective stance’. This last may well be the... (shrink)

Intellectual virtues like open-mindedness, clarity, intellectual honesty and the willingness to participate in rational discussions, are conceived as important aims of education. In this paper an attempt is made to clarify the specific nature of intellectual virtues. Firstly, the intellectual virtues are systematically compared with moral virtues. The upshot is that considering a trait of character to be an intellectual virtue implies assuming that such a trait can be derived from, (...) or is a specification of, the cardinal virtue of concern and respect for truth. Secondly, several (possible) misconceptions of intellectual virtues are avoided by making the required distinctions. For example, it is argued that our concept of an intellectual virtue should not be confused with a normative conception of intellectual virtuousness. (shrink)

My main aim in my thesis is to show that, contrary to the commonly held belief according to which Aristotle was the first to conceive and develop intellectual virtues, there are strong indications that Plato had already conceived and had begun developing the concept of intellectual virtues. Nevertheless, one should not underestimate the importance of Aristotle’s work on intellectual virtues. Aristotle developed a much fuller (in detail and argument) account of both, the concept of (...) ‘virtue’ and the concept of ‘intellect’, metaphysically, epistemologically and psychologically. Still, the first conception of intellectual virtues is to be found in the Platonic corpus. Such a realization is not only of historic interest, but most importantly, as I am going to show, the Platonic conception of intellectual virtues could prove promising in contemporary debates on virtue epistemology theories and in virtue-based approaches to education. Plato’s discussion of rational desires is the strongest indication of the presence of the concept of intellectual virtues in Platonic dialogues. Rational desires are constitutive of intellectual virtues: desires are dispositional; rational desires are dispositions to pursue rational goods. Intellectual virtues are such dispositions. Additionally, there is further evidence that Plato had conceived of intellectual virtues. His rigorous educational program in the Republic aims at the development of rational desires, while in the Symposium he discusses the intense rational desire to know the Good. Nevertheless, in order to be intellectually virtuous, one must not only have a desire for knowledge; one must also be systematically and reliably successful in achieving the end of their rational desires. I will show that the success component of Plato’s intellectual virtues can be found in his dialectic method. Plato’s dialectic is both a virtue developer and a reliable method used by philosophers in order to reach the objects of their rational desires. I will argue that episteme is one of Plato’s primary intellectual virtues. Towards this end, I will invoke Pritchard’s recent argument according to which understanding, which is distinct from knowledge, is a form of cognitive achievement and therefore what is finally valuable. I will argue, based on textual evidence from the middle Platonic dialogues and recent discussions in the exegetical literature, that Plato’s episteme, although commonly translated as knowledge, is closer to Pritchard’s conception of understanding. I will also show that Plato’s episteme, similarly to Pritchard’s conception of understanding, is a cognitive achievement that cannot be attained by luck or testimony. The Platonic conception of intellectual virtues has something unique to offer to contemporary virtue epistemology. Plato, unlike Aristotle, does not differentiate between theoretical and practical wisdom. A wise agent, according to Plato, is wise in both practical and theoretical matters. Moreover, Plato, unlike Aristotle does not make a sharp distinction between moral and intellectual virtues. Therefore, the Platonic conception of intellectual virtues, in comparison to the Aristotelian, offers a more suitable starting point for scholars who want to argue that intellectual virtues are but a subpart of moral. Furthermore, I will argue that the Platonic conception of intellectual virtues is also of significant merit for virtue-based approaches to education. Plato questioned whether we can attain knowledge but nevertheless went on to develop his Socratically inspired theory of education according to which we can teach learning without knowing. Socrates proclaimed his ignorance numerous times; nevertheless, he went on to educate the youth of Athens. This is what I will suggest that Plato’s notion of intellectual virtues can contribute to theories of education: we should teach children not by transferring knowledge to them directly but by building dispositions into them to seek and acquire the truth. I will argue that although somewhat ignored by contemporary scholars, Plato’s theory of education has much to teach us about epistemic character education today. The Platonic educational program does not advocate the direct transmission of knowledge from the teacher to the student but rather focuses on building the learners’ epistemic dispositions. Building upon the Socratic method, Plato’s educational program does not “spoon-feed” knowledge to the learners but rather fosters the growth of intellectual virtues through problem-solving. The Platonic decades long educational regime aims at training Philosopher-Kings in three types of virtue: (i) Moral Virtue; (ii) the Cognitive Virtue of Abstraction; (iii) the Cognitive Virtue of Debate. I will explain ways in which fostering intellectual virtues through problem-solving could be applied in classrooms today and I will argue that Plato’s rigorous education program is of definite merit for contemporary theories of education, especially given the fact that scholars in the field are looking for alternatives to the traditional methods of teaching. I will also dedicate a section to showing that Socrates was not a moral philosopher but rather an epistemic character builder. Socrates trained his students/interlocutors in desiring the truth without offering them any knowledge-education. I will also briefly highlight some of the most significant differences between the Platonic educational program, as described in the Republic, and the Socratic educational method. I will also discuss, before concluding my thesis, two different accounts of educational failure as presented by Plato in the Republic. The first one is the individuals employing the eristic method (as a result of failure in dialectic education) and the second is the individuals who correspond to the four imperfect societies (brought about again by the lack of proper education). I will argue that these two accounts can inform our understanding of what should be avoided when educating for epistemic (and moral) virtue nowadays. (shrink)

The idea of a virtue has traditionally been important in ethics, but only recently has gained attention as an idea that can explain how we ought to form beliefs as well as how we ought to act. Moral philosophers and epistemologists have different approaches to the idea of intellectual virtue; here, Michael DePaul and Linda Zagzebski bring work from both fields together for the first time to address all of the important issues. It will be required reading for (...) anyone working on either side of the debate. (shrink)

Robert Roberts and Jay Wood criticize St Thomas Aquinas’ distinction between intellectual and moral virtues. They offer three objections to this distinction. They object that intellectual virtues depend on the will in ways that undermine the distinction, that the subject of intellectual virtues is not an intellectual faculty but a whole person, and that some intellectual virtues require that the will act intellectually. They hold that each of these is sufficient (...) to undermine the distinction. I defend Aquinas’ distinction and respond to each of their objections. I then briefly motivate why this is a distinction worth keeping. (shrink)

_Virtue and Vice, Moral and Epistemic_ presents a series of essays by leading ethicists and epistemologists who offer the latest thinking on the moral and intellectual virtues and vices, the structure of virtue theory, and the connections between virtue and emotion. Cuts across two fields of philosophical inquiry by featuring a dual focus on ethics and epistemology Features cutting-edge work on the moral and intellectual virtues and vices, the structure of virtue theory, and (...) the connections between virtue and emotion Presents a radical new moral theory that makes exemplars the foundation of ethics; and new theories of epistemic vices such as epistemic malevolence and epistemic self-indulgence Represents one of the few collections to address both the moral virtues and the epistemic virtues Explores a new approach in epistemology - virtue epistemology - which emphasizes the importance of intellectual character traits. (shrink)

Robert Roberts and Jay Wood criticize St Thomas Aquinas’ distinction between intellectual and moral virtues. They offer three objections to this distinction. They object that intellectual virtues depend on the will in ways that undermine the distinction, that the subject of intellectual virtues is not an intellectual faculty but a whole person, and that some intellectual virtues require that the will act intellectually. They hold that each of these is sufficient (...) to undermine the distinction. I defend Aquinas’ distinction and respond to each of their objections. I then briefly motivate why this is a distinction worth keeping. (shrink)

The contemporary problem of disagreement has two prominent solutions. The Conciliationists think that after discovering a case of disagreement one should be less certain of one’s original position. Those who favor Conciliatory views tend to think that disagreement is epistemically significant because it causes problems for one’s rationality. The Steadfasters, on the other hand, think that one should maintain one’s belief in the face of a disagreement; thus, disagreement appears a less epistemically significant problem to them. But neither of these (...) solutions address the actual problem of disagreements: that the very same faculties which cause me to trust myself provide you a differing opinion. Therefore, we need a solution for disagreement that responds to the issues it presents to one’s self-trust rather than secondary factors, like the likelihood of peerhood or the truth of the Uniqueness Thesis. Such an account ought to be regulative in nature. That is, it should offer insight to epistemic agents. The best of the regulative accounts can be found in virtue epistemology, because its practical nature is grounded in a holistic appraisal of epistemic agents. In cases of disagreement, to be epistemically virtuous, an agent needs to balance her intellectual fortitude with her intellectual humility and open-mindedness. But in order to balance these virtues when they appear to be in conflict, we need another resource that is able to govern them. For this purpose, I introduce intellectual phronesis. Like its moral counterpart, intellectual phronesis can help one to discern the particularity of situations in order to determine the appropriate response. Accordingly, intellectual phronesis is the ideal tool to adjudicate which intellectual virtue is appropriate for a particular disagreement. (shrink)

This article discusses Aristotle’s doctrine of intellectual virtues in Nicomachean Ethics. The author describes all the intellectual virtues that Aristotle indicates, but mainly focuses on some “secondary” virtues that clarify the concept of reasonableness, with a detailed unpacking of the concepts of “consideration” and “consideration for others”. In addition to commenting on the interrelation of the moral and intellectual virtues, the article also shows why Aristotle must recognize “natural virtues” along with (...) the virtues in the substantive sense of the word. (shrink)

Intellectual virtues are an integral part of adequate environmental virtue ethics; these virtues are distinct from moral virtues. Including intellectual virtues in environmental virtue ethics produces a more fine-grained account of the forces involved in environmental exploration, appreciation, and decision making than has been given to date. Intellectual virtues are character traits that regulate cognitive activity in support of the acquisition and application of knowledge. They are virtues because they further (...) the human quest for knowledge and true belief; possessing these traits improves us epistemically. Five intellectual virtues illustrate the nature and relevance of intellectual virtues to environmental ethics: thoroughness, temporal/structural sensitivity, flexibility, intellectual trust, and humility. While these virtues share many features of the moral virtues, there are differences between them that have practical implications and give sound reasons for considering these two types as distinct kinds. Intellectual virtues bear a structural relation to knowledge that moral virtues do not, and it is this epistemological stamp that sets them apart. Additionally, the two types of virtue can be possessed independently of one another. Ideally, intellectual virtues will combine with moral virtues such as respect, compassion, and humility to facilitate environmentally respectful behavior. The moral and intellectual virtues are thus importantly distinct and mutually reinforcing. Both should be present in a truly excellent human being, and both have a role to play in fully developed environmental virtue ethics. (shrink)

: On the Aristotelian picture of virtue, moral virtue has at its core intellectual virtue. An interesting challenge for this orthodoxy is provided by the case of universal love and its associated virtues, such as the dispositions to exhibit grace, or to forgive, where appropriate. It is difficult to find a property in the object of such love, in virtue of which grace, for example, ought to be bestowed. Perhaps, then, love in general, including universal love, is (...) not necessarily exhibited for reasons. This is the view that, with the help of Heidegger's notion of a fundamental emotional attunement, I defend. The problem is to show how universal love, and its manifestation in the virtues of universal love, can then be seen as rational. Showing this is the task of the essay. (shrink)

Discussions of virtue signaling to date have focused exclusively on the signaling of the moral virtues. This article focuses on intellectual virtue signaling: the status-seeking advertising of supposed intellectual virtues. Intellectual virtue signaling takes distinctive forms. It is also far more likely to be harmful than moral virtue signaling, because it distracts attention from genuine expertise and gives contrarian opinions an undue prominence in public debate. The article provides a heuristic by which to (...) identify possible instances of intellectual virtue signaling. When people with no relevant expertise rapidly move to offer their opinions on a wide range of topics as soon as these topics become fashionable or newsworthy, and especially when these opinions are contrarian, we should suspect them of intellectual virtue signaling. (shrink)

This chapter contains sections titled: Introduction The Possibility of Universal Love Lovingness and Heidegger's Notion of a Grundstimmung Grace Universal Love as Arational Universal Love as Reasonless Acknowledgments References.

Out of the ferment of recent debates about the intellectual virtues, Roberts and Wood have developed an approach they call 'regulative epistemology'. This is partly a return to classical and medieval traditions, partly in the spirit of Locke's and Descartes's concern for intellectual formation, partly an exploration of connections between epistemology and ethics, and partly an approach that has never been tried before. Standing on the shoulders of recent epistemologists - including William Alston, Alvin Plantinga, Ernest Sosa, (...) and Linda Zagzebski - Roberts and Wood pursue epistemological questions by looking closely and deeply at particular traits of intellectual character such as love of knowledge, intellectual autonomy, intellectual generosity, and intellectual humility. Central to their vision is an account of intellectual goods that includes not just knowledge as properly grounded belief, but understanding and personal acquaintance, acquired and shared through the many social practices of actual intellectual life. This approach to intellectual virtue infuses the discipline of epistemology with new life, and makes it interesting to people outside the circle of professional epistemologists. It is epistemology for the whole intellectual community, as Roberts and Wood carefully sketch the ways in which virtues that would have been categorized earlier as moral make for agents who can better acquire, refine, and communicate important kinds of knowledge. (shrink)

A virtuous person has a distinctive grasp of what is important in the light of which she chooses what to do. In what does this grasp consist? According to the intellectual tradition, moral virtue requires you always to be able to have an explicit, conscious grasp of the reasons why your action is right. Recently, this view has been defended by Julia Annas. I do not think that her argument establishes her conclusion, and I provide further defense of (...) intellectualism, finishing with some conclusions about the importance of moral philosophy. (shrink)

For Hume virtues are character traits that are useful and agreeable to ourselves and to others. Such traits are wide-ranging, from moral virtues such as benevolence to intellectual virtues such as courage of mind and penetration. This paper focuses on Hume’s account of the latter. I argue that Hume is a virtue epistemologist, principally interested in the role that intellectual character traits play in social interactions rather than in the justifiedness of particular beliefs. I (...) shall argue that this interpretation is consonant with his mitigated skepticism, and that it calls for a reappraisal of the marshalling of Hume and Reid into the contemporary debate between reductionists and non-reductionists with respect to the epistemology of testimony. (shrink)

This book reconceives virtue epistemology in light of the conviction that we are essentially social creatures. Virtue is normally thought of as something that allows individuals to accomplish things on their own. Although contemporary ethics is increasingly making room for an inherently social dimension in moral agency, intellectual virtues continue to be seen in terms of the computing potential of a brain taken by itself. Thinking in these terms, however, seriously misconstrues the way in which our individual (...) flourishing hinges on our collective flourishing. Green’s account of virtue epistemology is based on the extended credit view, which conceives of knowledge as an achievement and broadens that focus to include team achievements in addition to individual ones. He argues that this view does a better job than alternatives of answering the many conceptual and empirical challenges for virtue epistemology that have been based on cases of testimony. The view also allows for a nuanced interaction with situationist psychology, dual processing models in cognitive science, and the extended mind literature in philosophy of mind. This framework provides a useful conceptual bridge between individual and group epistemology, and it has novel applications to the epistemology of disagreement, prejudice, and authority. (shrink)

Robert Roberts and Jay Wood criticize St Thomas Aquinas’s distinction between intellectual and moral virtues. They offer three objections to this distinction. They object that intellectual virtues depend on the will in ways that undermine the distinction, that the subject of intellectual virtues is not an intellectual faculty but a whole person, and that some intellectual virtues require that the will act intellectually. They hold that each of these is sufficient (...) to undermine the distinction. I defend Aquinas’s distinction and respond to each of their objections. I then briefly motivate why this is a distinction worth keeping. (shrink)

I attempt to clarify the connection between two late texts by V.S. Solov''ëv: Justification of the Good and Theoretical Philosophy. Solov''ëv drew attention to the intrinsic connection between moral and intellectual virtues. Theoretical Philosophy is the initial -- unfinished -- sketch of the dynamism of mind seeking truth as a good. I sketch several parallels and analogies between the doctrine of moral experience set out in Justification and the account of the intellect''s dynamism based on immediate (...) certitude set out in Theoretical Philosophy. Solov''ëv can thus be considered as a virtue epistemologist in the current meaning given to this description. I conclude by suggesting that Solov''ëv''s position on these questions does not easily cohere with the impersonalism he appears to defend in Theoretical Philosophy. (shrink)

The idea that moral virtues form some sort of “unity” has received considerable attention from virtue theorists. In this paper, I argue that the possibility of unity among intellectual virtues has been wrongly overlooked. My approach has two main components. First, I work to distinguish the variety of different views that are available under the description of a unity thesis. I suggest that these views can be categorised depending on whether they are versions of standard unity (...) or of strong unity. Standard unity claims that the possession of one virtue implies possession of all the others. Strong unity claims that the virtues are, in some sense, all the same thing. By exploring what these different versions of unity would look like when applied to intellectual virtues, I aim to provide a menu of options for future work in virtue epistemology. I then develop and defend one of these options in more detail, arguing that the initially less plausible strong unity has merit when applied to the intellectual sphere. In these two ways, I aim to show that the possibility of unity among the intellectual virtues is deserving of serious consideration. (shrink)

I present here a case against the evidentialist approach that claims that in so far as our interests are epistemic what should guide our belief formation and revision is always a strict adherence to the available evidence. I go on to make the stronger claim that some beliefs based on admittedly “insufficient” evidence may exhibit epistemic virtue. I propose that we consider a form of courage to be an intellectual or epistemic virtue. It is through this notion of courage (...) that we can see a weakness in the evidentialist position. Adopting a doxastically courageous approach allows us to acknowledge the role that evidence has in epistemic justification and its connection with promoting epistemic value, but it avoids the narrowness of an evidentialist position. The epistemically courageous agent is not one who disregards the evidence entirely, but she also realizes that taking risks will not necessarily keep her from her epistemic goals. Believing something in the face of insufficient evidence is not always an epistemic vice to be avoided, and the agent that recognizes this is better off for it. (shrink)

Addressing the ‘virtue conflation’ problem requires the preservation of intuitive distinctions between virtue types, that is, between intellectual and moral virtues. According to one influential attempt to avoid this problem proposed by Julia Driver, moral virtues produce benefits to others—in particular, they promote the well-being of others—while the intellectual virtues, as such, produce epistemic good for the agent. We show that Driver's demarcation of intellectual virtue, by adverting to the self-/other distinction, leads (...) to a reductio, and ultimately, that the prospects for resolving the virtue conflation problem look dim within an epistemic consequentialist approach to the epistemic right and the epistemic good. (shrink)

In this paper I elucidate various ways in which understanding can be seen as an excellence of the mind or intellectual virtue. Along the way, I take up the neglected issue of what it might mean to be an “understanding person”—by which I mean not a person who understands a number of things about the natural world, but a person who steers clear of things like judgmentalism in her evaluation of other people, and thus is better able to take (...) up different perspectives and view them with a sympathetic eye. Being an understanding person in this sense seems to be a character-level virtue that interestingly combines moral and epistemic elements; it also seems to be a virtue particularly needed in our age of deep political division, where it is commonly said that failures of mutual understanding are partly to blame for this problem. (shrink)

Social robots are increasingly developed for the companionship of children. In this article we explore the moral implications of children-robot friendships using the Aristotelian framework of virtue ethics. We adopt a moderate position and argue that, although robots cannot be virtue friends, they can nonetheless enable children to exercise ethical and intellectual virtues. The Aristotelian requirements for true friendship apply only partly to children: unlike adults, children relate to friendship as an educational play of exploration, which is (...) constitutive of the way they acquire and develop virtues. We highlight that there is a relevant difference between the way we evaluate adult-robot friendship compared to children-robot friendship, which is rooted in the difference in moral agency and moral responsibility that generate the asymmetries in the moral status ascribed to adults versus children. We look into the role played by imaginary companions (IC) and personified objects (PO) in children’s moral development and claim that robots, understood as Personified Robotic Objects (PROs), play a similar role with such fictional entities, enabling children to exercise affection, moral imagination and reasoning, thus contributing to their development as virtuous adults. Nonetheless, we argue that adequate use of robots for children’s moral development is conditioned by several requirements related to design, technology and moral responsibility. (shrink)

I attempt to clarify the connection between two late texts by V.S. Solov'ëv: Justification of the Good and Theoretical Philosophy. Solov'ëv drew attention to the intrinsic connection between moral and intellectual virtues. Theoretical Philosophy is the initial -- unfinished -- sketch of the dynamism of mind seeking truth as a good. I sketch several parallels and analogies between the doctrine of moral experience set out in Justification and the account of the intellect's dynamism based on immediate (...) certitude set out in Theoretical Philosophy. Solov'ëv can thus be considered as a ‘virtue epistemologist’ in the current meaning given to this description. I conclude by suggesting that Solov'ëv's position on these questions does not easily cohere with the ‘impersonalism’ he appears to defend in Theoretical Philosophy. (shrink)

Emotions are important for virtue, both moral and intellectual. This chapter aims to explain the significance of emotion for intellectual virtue along two dimensions. The first claim is that epistemic emotions can motivate intellectual inquiry, and thereby constitute ways of 'being for' intellectual goods. As a result, such emotions can constitute the motivational components of intellectual virtue. The second claim is that other emotions, rather than motivating intellectual inquiry and questioning, instead play a (...) vital role in the regulation and control of intellectual activities. Emotions are usually characterized, in philosophy and psychology, as having a number of components or elements. Thus emotions are held to involve elements of perception, appraisal, feeling, attention, valence, facial expression, and motivation. (shrink)

This article explores the opportunities and challenges of using journalistic exemplars in the digital network to explicate intellectual virtues necessary for flourishing in that network. It seeks to advance media ethics theorizing by drawing together exemplar-based virtue theory, specifically Zagzebski’s Exemplarist Moral Theory, and work on intellectual virtues, in particular Baehr’s delineation of nine intellectual virtues. After a description of theoretical foundations, this article articulates an approach to identifying and explicating intellectual (...) class='Hi'>virtues through journalistic exemplars in the digital network. It then applies this approach to the work of two journalists who have frequently and thoughtfully used social media. This exploratory analysis suggests the proposed approach holds promise for explication of individual virtues and identification of patterns among them. The approach also carries challenges and limitations, partly related to the nature and scope of virtual evidence for enactment of virtues by journalists. The authors suggest future research to minimize these limitations and continue advancing theorizing within this framework. (shrink)

Cognitive psychologists have uncovered a number of natural tendencies to systematic errors in thinking. This paper proposes some ways that intellectual character virtues might help correct these sources of epistemic unreliability. We begin with an overview of some insights from recent work in dual-process cognitive psychology regarding ‘biases and heuristics’, and argue that the dozens of hazards the psychologists catalogue arise from combinations and specifications of a small handful of more basic patterns of thinking. We expound four of (...) these, and sketch how they conspire to produce the myriad biases, heuristics, and illusions. We then offer accounts of two character virtues—self-vigilance and intellectual vitality—and explain how these virtues could help correct our error-prone thinking. The self-vigilant person appreciates her vulnerability to natural epistemic defects, is on the watch for cues to the working of these possible error-makers, and intelligently acts to correct for them. The intellectually vital person is naturally or has learned to be energetic, active, alert, attentive, and inquisitive, contrary to the natural tendency to cognitive laziness. We suggest that these intellectual virtues, like the moral virtues, will cluster in the personality, and will tend to be mutually reinforcing and mutually recruiting, even as each has its own corrective function. (shrink)

In the Secunda secundae of his masterwork, the Summa Theologiae, Thomas Aquinas contends that reverence (an affection elicited by the gift of fear) is both the principle and cause of humility (an infused moral virtue). He suggests also that the relationship between fear and humility is emblematic of the relationship between the gifts of the Holy Spirit and infused virtues as such. This article examines these claims and explores their implications for understanding the contribution of the gifts to (...) the infused virtues’ growth: as the theological virtues grow, the infused moral and intellectual virtues grow with them; yet this happens by the intermediate growth of the gifts. Although uncharted within the landscape of contemporary Aquinas studies, these claims are plainly attested in the Summa and corroborated by the Literal Exposition of Job and the Commentary on John. (shrink)

The purpose of this paper is to advance understanding of intellectually virtuous honesty, by examining the relationship between a recent account of intellectual honesty and a recent account of intellectual transparency. The account of intellectual honesty comes from Nathan King, who adapts the work of Christian Miller on moral honesty, while the account of intellectual transparency comes from T. Ryan Byerly. After introducing the respective accounts, I identify four potential differences between intellectual honesty and (...) intellectual transparency as understood by these accounts. I then turn to the question of how to think about the relationship between these traits in light of these potential differences. I make the case that intellectual transparency can either be regarded as an exceptionally strong or ideal variety of intellectual honesty, or it can be regarded as a distinct virtue from intellectual honesty which is a more cardinal virtue than the latter. Along the way, I also note some places where a case can be made that Miller's and King's accounts of honesty and intellectual honesty are in need of refinement or clarification. (shrink)

This paper argues that the concept of primal wonder in P4C, proposed by Thomas E. Jackson, can be seen as a “sprout” or seed of intellectual virtue. My understanding of his insight is inspired by Mengzi’s view of moral cultivation and Aristotle’s eudaimonist account of virtue ethics. According to Mengzi, all humans possess four innate sprouts of virtue, and the aim of moral education is to nurture these moral sprouts so that they can grow up into (...) fully ripened virtues. In terms of P4C, Jackson contends that all of us are born already with a special feeling of wonder which he refers to as “primal wonder”. Synthesizing his statement with Mengzi’s agricultural metaphor of moral sprouts, I shall take one step forward by arguing that the innate sense of wonder within every child can be seen as a sprout of virtue. Additionally, once children’s primal wonder has been transformed into a virtue through implementing P4C in the classroom, this admirable character trait, I suggest, should be understood as an intellectual virtue according to Aristotelian virtue ethics. This is because the virtue of wonder can promote children’s intellectual flourishing, which is fully endorsed by Aristotle’s contention that the happiest kind of life is a philosophical one, and that philosophy begins in wonder. In short, if primal wonder as a sprout of intellectual virtue can lead to the highest good for human beings, then one of the main educational goals of doing philosophy with children, I suggest, is to turn their primal wonder into a virtuous habit so that they can live an examined life. (shrink)

Many thinkers agree that facilitating the development of students’ autonomy is a proper aim of education generally and higher education in particular. I defend a version of the autonomy view, but not as I think its other advocates imagine it. I suggest that an important aim of education is the facilitation of intellectual virtues. What is right about the idea that education should facilitate students’ autonomy is best captured in virtue terms as intellectual charity and humility.

This book provides a contemporary overview of an age-old question in philosophy, namely the connection between intellectual and moral virtues. Ideal for courses in virtue ethics and virtue epistemology, the volume includes coverage of specific topics, such as vice, ignorance, hope, courage, patience, justice and mercy.

In response to Anton Froeyman's paper, “Virtues of Historiography,“ this article argues that philosophers of history interested in why historians cherish such virtues as carefulness, impartiality, and intellectual courage would do wise not to classify these virtues unequivocally as either epistemic or moral virtues. Likewise, in trying to grasp the roles that virtues play in the historian's professional practice, philosophers of history would be best advised to avoid adopting either an epistemological or an (...) ethical perspective. Assuming that the historian's virtuous behavior has epistemic and moral dimensions (as well as aesthetic, political, and other dimensions), this article advocates a non-reductionist account of historical scholarship, which acknowledges that the virtues cherished by historians usually play a variety of roles, depending on the goals they are supposed to serve. Given that not the least important of these goals are epistemic ones, the articles concludes that virtue ethical approaches, to the extent that they are focused on the acquisition of moral instead of epistemic goods, insufficiently recognize the role of virtue in the pursuit of such epistemic aims as knowledge and understanding. (shrink)