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  1. added 2020-06-17
    Moral Rules, Utilitarianism and Schizophrenic Moral Education.Kevin McDonough - 1992 - Philosophy of Education 26 (1):75-89.
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  2. added 2020-05-23
    La dimensione comunitaria della formazione filosofica secondo Aristotele.David Torrijos-Castrillejo - 2016 - In Ariberto Acerbi, Francisco Fernández Labastida & Gennaro Luise (eds.), La filosofia come Paideia. Contributi sul ruolo educativo degli studi filosofici. Roma: Armando. pp. 27-34.
    This paper is a study about the social dimension of the philosophical education according to Aristotle. Aristotle is not a individualistic thinker but he understands the philosophical activity in the social context of the friendship.
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  3. added 2020-05-03
    Ronna Burger, Aristotle’s Dialogue with Socrates. [REVIEW]Sergio Volodia Marcello Cremaschi - 2010 - Rivista di Filosofia 101 (1):119-120.
    In order to understand the Gricean "logic of conversation" that underlies the Nicomachean Ethics, Burger believes it necessary to identify the audience to which the work is addressed: this is the audience of men and citizens who have received a good education, that is, have learned the virtues through habit, but have doubts about the content of the education received, that is, about the beautiful and the just. Aristotle proposes on the one hand to give them reasons to defend and (...)
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  4. added 2020-01-28
    Amistad y filosofía según Aristóteles.David Torrijos-Castrillejo - 2019 - Disputatio. Philosophical Research Bulletin 8:413–426.
    This paper concentrates on friendship as the best context to philosophize. Although Aristotle says that even alone a person could contemplate the truth, it is possible to argue that a philosophical society is indeed necessary for human beings. In every friendship, it is necessary to share certain activities and, at the same time, notice the presence of the friend. In philosophical friendship, the shared activity is philosophy itself and mutual knowledge among friends acquires a peculiar character, because everyone does not (...)
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  5. added 2019-05-15
    Orthos Logos: a Educação Moral em Aristóteles.Rosane Rocha Viola Siquieroli - 2019 - Dissertation, UFU, Brazil
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  6. added 2019-04-02
    Aristóteles: educação moral e a formação do caráter.Rosane Rocha Viola Siquieroli - 2019 - Primordium 3 (5).
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  7. added 2019-03-05
    Virtue and Virtuosity: Xunzi and Aristotle on the Role of Art in Ethical Cultivation.Lee Wilson - 2018 - Journal of Confucian Philosophy and Culture 30:75–103.
    Christian B. Miller has noted a “realism challenge” for virtue ethicists to provide an account of how the character gap between virtuous agents and non-virtuous agents can be bridged. This is precisely one of Han Feizi’s key criticisms against Confucian virtue ethics, as Eric L. Hutton argues, which also cuts across the Aristotelian one: appealing to virtuous agents as ethical models provides the wrong kind of guidance for the development of virtues. Hutton, however, without going into detail, notes that the (...)
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  8. added 2018-08-13
    Aristotle on Virtue of Character and the Authority of Reason.Jozef Müller - 2019 - Phronesis: A Journal for Ancient Philosophy 64 (1):10-56.
    I argue that, for Aristotle, virtue of character is a state of the non-rational part of the soul that makes one prone to making and acting on decisions in virtue of that part’s standing in the right relation to (correct) reason, namely, a relation that qualifies the agent as a true self-lover. In effect, this central feature of virtue of character is nothing else than love of practical wisdom. As I argue, it not only explains how reason can hold direct (...)
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  9. added 2018-06-30
    Intelecto en acción: Aristóteles y la filosofía como forma de vida.Alejandro Farieta - 2018 - Bogotá, Colombia: Editorial Uniagustiniana.
    This book faces the problem of how is it possible to conceive Aristotelian philosophy as a way of life, and not as a discipline or profession. If there are any of his texts where this concerns are to be found, it is in his practical treatises, in which he defends a philosophy of human affairs. However, Aristotle insists on the fact that philosophy, in its greatest expression, is the first philosophy, to which the idea of contemplation seems to refer to, (...)
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  10. added 2018-04-17
    Imaginative Moral Development.Nicolas Bommarito - 2017 - Journal of Value Inquiry 51 (2):251-262.
    The picture of moral development defended by followers of Aristotle takes moral cultivation to be like playing a harp; one gets to be good by actually spending time playing a real instrument. On this view, we cultivate a virtue by doing the actions associated with that virtue. I argue that this picture is inadequate and must be supplemented by imaginative techniques. One can, and sometimes must, cultivate virtue without actually performing the associated actions. Drawing on strands in Buddhist philosophy, I (...)
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  11. added 2018-01-03
    Da Ação à Habituação: a finalidade poiética da ação na Ética Aristotélica.Débora Mariz - 2007 - Dissertation, UFMG, Brazil
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  12. added 2017-11-22
    Ação Ética e Virtude Cívica em Aristóteles.Marisa Lopes - 2004 - Dissertation, University of São Paulo, Brazil
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  13. added 2017-11-12
    Virtude do Caráter e Phronesis na Ethica Nicomachea.Angelo Antonio Pires De Oliveira - 2017 - Dissertation, University of Campinas, Brazil
    In the Nicomachean Ethics, Aristotle makes the following claims: “the end cannot be a subject of deliberation, but only what contributes to the ends” (NE 1112b33-34) and “virtue makes the goal right, practical wisdom makes the things to- ward the goal right" (NE 1144a7-9). A problem arises from such claims: the ends as- sumed by a moral agent cannot be subject to rational choice. For deliberation, an intel- lectual procedure, is bound to deal with the things that contribute to the (...)
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  14. added 2017-04-09
    O Conflito Moral de Neoptólemo : uma leitura aristotélica da tragédia Filoctetes (EN VII 1146a16-21e 1151b17-22).Angelo Antonio Pires de Oliveira - 2017 - Hypnos 38:72-92.
    Contrapondo-se às interpretações que sobrevalorizam o papel da razão nas escolhas dos fins morais, pretendo resgatar o papel positivo que a virtude do caráter, uma virtude não-racional, pode exercer em tais escolhas. Isto será feito levando em consideração a análise que Aristóteles faz da crise moral de Neoptólemo na tragédia Filoctetes.
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  15. added 2017-03-13
    Purpose as a Moral Virtue for Flourishing.Hyemin Han - 2015 - Journal of Moral Education 44 (3):291-309.
    Positive psychology has significantly influenced studies in the fields of moral philosophy, psychology and education, and scholars in those fields have attempted to apply its ideas and methods to moral education. Among various theoretical frameworks, virtue ethics is most likely to connect positive psychology to moral educational studies because it pursues eudaimonia (flourishing). However, some virtue ethicists have been concerned about whether the current mainstream concept of positive psychology can apply directly to moral education because it focuses on subjective aspects (...)
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  16. added 2016-11-09
    Harmonia, Melos and Rhytmos. Aristotle on Musical Education.Elena Cagnoli Fiecconi - 2016 - Ancient Philosophy 36 (2):409-424.
    In this paper, I reconstruct the reasons why Aristotle thinks that musical education is important for moral education. Musical education teaches us to enjoy appropriately and to recognize perceptually fine melodies and rhythms. Fine melodies and rhythms are similar to the kind of movements fine actions consist in and fine characters display. By teaching us to enjoy and recognise fine melodies and rhythms, musical education can train us to recognize and to take pleasure in fine actions and characters. Thus, musical (...)
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  17. added 2016-04-26
    "Los mitos griegos en los medios audiovisuales: propuesta ética para la educación a través de Dédalo e Ícaro", en Villagómez Peñaloza, L.A. (coord.), <Arrebatos de la realidad. Violencia y Psic.>, MÉXICO, Editorial Fénix, 2016, 86 págs.(ISBN 978-607-96852-4-9), pp. 69-86. Villaloza & Villagomez Peñaloza (eds.) - 2015 - Editorial Fénix.
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  18. added 2016-04-19
    Conhecer, legislar e educar: A filosofia das coisas humanas na Ética Nicomaquéia de Aristóteles.Priscilla Tesch Spinelli - 2010 - Dissertation, Universidade Federal Do Rio Grande Do Sul
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  19. added 2016-04-17
    Boa educação e busca pelos princípios no Livro I da Ética Nicomaquéia (EN) de Aristóteles.Priscilla Spinelli - 2012 - Dissertatio 36:277-297.
    Buscando apresentar uma interpretação para EN I 4 1095a31-b13, este artigo defende que a digressão nela feita por Aristóteles pretende caracterizar a investigação recém iniciada como promissora, opondo-a, ainda que não explicitamente, ao modo rígido socrático-platônico de fazer Ética ou Política. Para tanto, propõe-se uma interpretação pouco usual do termo que como o princípio buscado e não como ponto de partida da investigação. Recusa-se igualmente ver na passagem mencionada uma referência ao modo ou etapas de aquisição de virtude moral ou (...)
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  20. added 2014-10-20
    How Aristotle’s Theory of Education Has Been Studied in Our Century.Koji Tachibana - 2012 - Studia Classica 3:21-67.
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