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  1. Tolerance Is Not a Virtue.Jeffrey Camlin - manuscript
    Tolerance is not a virtue or a moral species in and of itself, rather tolerance exists with its contrary of intolerance. If we reduce tolerance and intolerance to its bare acts, we find that tolerance involves an act of indifference, and intolerance involves an act of intervention. Some may find that it is problematic with associating tolerance with indifference, but for it to be practiced as a virtue as such, those are the acts that must be performed. Additionally, not only (...)
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  2. Stoic Lessons in Liberation: Epictetus as Educator.William O. Stephens - manuscript
    My project examines the pedagogical approach of the Stoic Epictetus by focusing on seven vital lessons he imparts. This study will deepen our understanding of his vocation as a Stoic educator striving to free his students from the fears and foolishness that hold happiness hostage. These lessons are (1) how freedom, integrity, self-respect, and happiness interrelate; (2) real versus fake tragedy and real versus fake heroism; (3) the instructive roles that various animals play in Stoic education; (4) athleticism, sport, and (...)
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  3. Considering the Purposes of Moral Education with Evidence in Neuroscience: Emphasis on Habituation of Virtues and Cultivation of Phronesis.Han Hyemin - forthcoming - Ethical Theory and Moral Practice.
    In this paper, findings from research in neuroscience of morality will be overviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. (...)
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  4. Help! Virtue Profiles and Horses for Courses.David Lumsden & Joseph Ulatowski - forthcoming - Australasian Philosophical Review.
    Glen Pettigrove addresses the proportionality principle in ethics, the principle that “our actions, attitudes, or emotions should be proportional to the degree of value present in the object or events to which they are responding” [p. 1]. He argues this is inconsistent with some familiar features of common-sense morality. In response, he brings virtuous character into the picture, a move we support but wish to modify. We show that certain helping actions should be guided by whether one has the virtue (...)
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  5. Should Intro Ethics Make You a Better Person?Katharina Nieswandt - 2023 - In Christian Kietzmann (ed.), Teleological Structures in Human Life: Essays in Honor of Anselm W. Müller. New York: Routledge. pp. 113–134.
    There is a common demand that moral theory be 'practical', voiced both in- and outside of philosophy. Neo-Humeans, Kantian constitutivists and Aristotelian naturalists have all advocated the idea that my knowledge that I ought to do something must lead me to actually do it—an idea sometimes called the “practicality requirement” for moral theory. Some university administrators apply this idea in practice, when they force students who violate the code of conduct to complete classes in moral theory, hoping that the knowledge (...)
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  6. Another Thing to Worry About.Julian Friedland - 2022 - Boston Globe 20 (1):K2.
    Use of the word “worry” is on the rise. Does that reflect our anxious time — or make it worse?
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  7. Practical Wisdom, Well‐Being, and Success.Cheng-Hung Tsai - 2022 - Wiley: Philosophy and Phenomenological Research 104 (3):606-622.
    Philosophy and Phenomenological Research, Volume 104, Issue 3, Page 606-622, May 2022.
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  8. The Malagasy Ideal of Fihavanana and Western Ethics.Casey Woodling - 2022 - Comparative Philosophy 13 (2):94-110.
    This essay explores various ethical dimensions of the important concept of fihavanana and its role in Malagasy ethics. As a first pass, we can say that fihavanana is a state of peace or harmony that people can achieve with others within their communities; it is modeled on the peace, harmony, solidarity, love, and closeness that is often seen in family ties. Understanding the role that fihavanana plays in the traditional ethics of the people of Madagascar does not come close to (...)
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  9. Aristotle and Expertise: Ideas on the Skillfulness of Virtue.Noell Birondo - 2021 - Ethical Theory and Moral Practice 24 (2):599-609.
    Many philosophers working on virtue theory have resisted the idea that the virtues are practical skills, apparently following Aristotle’s resistance to that idea. Bucking the trend, Matt Stichter defends a strong version of this idea in The Skillfulness of Virtue by marshaling a wide range of conceptual and empirical arguments to argue that the moral virtues are robust skills involving the cognitive-conative unification of Aristotelian phronêsis (‘practical intelligence’). Here I argue that Aristotle overlooks a more delimited kind of practical intelligence, (...)
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  10. Introduction: Symposium on Stichter’s The Skillfulness of Virtue.Noell Birondo - 2021 - Ethical Theory and Moral Practice 24 (2):545-547.
    The ‘skill model’ of virtue has received increasing levels of attention over the past decade, at least partly due to its prominence in the work of Julia Annas. Building on this earlier work, some of which is his own, Matt Stichter now delivers a bold and empirically grounded new book, The Skillfulness of Virtue, an extended defense of the skill model of virtue that utilizes the available psychological research on self-regulation and practical expertise. Stichter examines the idea (familiar in antiquity) (...)
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  11. How Self Narratives and Virtues Cause Action.David Lumsden & Joseph Ulatowski - 2021 - In Joseph Ulatowski & Liezl Van Zyl (eds.), Virtue, Narrative, and Self: Explorations of Character in the Philosophy of Mind and Action. London: Routledge. pp. 69-90.
    While the nature of the virtues and their role in human action are controversial, we wish to explore the thesis that virtues play a causal role in the production of action. One fruitful, though controversial, approach to understanding the nature of the self is through the notion of a narrative and in particular a person’s self narrative or narratives. Similarly we wish to explore the thesis that self narratives play a causal role in action. We consider how virtues and self-narratives (...)
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  12. What it takes to live philosophically: Or, how to progress in the art of living.Caleb M. Cohoe & Stephen R. Grimm - 2020 - Metaphilosophy 51 (2-3):391-410.
    This essay presents an account of what it takes to live a philosophical way of life: practitioners must be committed to a worldview, structure their lives around it, and engage in truth‐directed practices. Contra John Cooper, it does not require that one’s life be solely guided by reason. Religious or tradition‐based ways of life count as truth directed as long as their practices are reasons responsive and would be truth directed if the claims made by their way of life are (...)
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  13. Good Reasons and Natural Ends: Rosalind Hursthouse's Hermeneutical Naturalism.Sascha Settegast - 2020 - In Martin Hähnel (ed.), Aristotelian Naturalism: A Research Companion. Springer. pp. 195-207.
    My aims are exegetical rather than critical: I offer a systematic account of Hursthouse's ethical naturalism with an emphasis on the normative authority of the four ends, and try to correct some misconceptions found in the literature. Specifically, I argue that the four ends function akin to Wittgensteinian hinge-propositions for our practice of ethical reasoning and as such form part of a description of the logical grammar of said practice.
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  14. Siðrænar dygðir og læknismenntun.Svanur Sigurbjörnsson - 2020 - Dissertation,
    In this MA-thesis in applied ethics a conceptual basis or framework is examined for teaching programs in medicine to be able to enhance strengths of character, skills and virtues – clinical maturity of future healthcare professionals. Concepts of virtue ethics and human understanding are sought from Aristotle‘s rich theory of ethics and applied theories from philosophy, psychology, education and medicine over the last 50 years to construct a conceptual framework of virtue and character education. As input to that construction, a (...)
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  15. Can we measure practical wisdom?Jason Swartwood - 2020 - Journal of Moral Education 49 (1):71-97.
    ABSTRACTWisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom. Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers (...)
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  16. Thinking the Right Way (at the Right Time) about Virtues and Skills. [REVIEW]Scott Woodcock - 2020 - Ethical Theory and Moral Practice 24 (2):577-586.
    I discuss three features of Matt Stichter’s new book The Skillfulness of Virtue. The thesis of the book is that virtue is best conceptualized as a type of skill, and the chapters of the book explore the implications of this thesis for our understanding of moral development, social psychology and comparisons of virtuous agents with agents who exhibit familiar types of non-moral expertise. The features of the book that I examine are (1) Stichter’s rejection of an ability to articulate reasons (...)
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  17. Foot Without Achilles’ Heel.Ulf Hlobil & Katharina Nieswandt - 2019 - Philosophia 47 (5):1501-1515.
    It is often assumed that neo-Aristotelian virtue ethics postulates an obligation to be a good human being and that it derives further obligations from this idea. The paper argues that this assumption is false, at least for Philippa Foot’s view. Our argument blocks a widespread objection to Foot’s view, and it shows how virtue ethics in general can neutralize such worries.
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  18. Do the Virtues Make You Happy?Katharina Nieswandt & Ulf Hlobil - 2019 - Philosophical Inquiries 7 (2):181-202.
    We answer the title question with a qualified “No.” We arrive at this answer by spelling out what the proper place of the concept 'happiness' is in a neo-Aristotelian virtue ethics: (1) Happiness in the sense of personal well-being has only a loose relation to virtue; it doesn't deserve any prominent place in virtue ethics. (2) Happiness in the sense of flourishing is impossible without virtue, but that doesn't imply that individual actions should aim at flourishing. (3) Instead, flourishing sets (...)
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  19. Acquiring Aristotelian Virtue.Nafsika Athanassoulis - 2018 - In The Oxford Handbook of Virtue. pp. 415-431.
    Abstract: This chapter examines the role of the virtuous agent in the acquisition of virtue. It rejects the view of the virtuous agent as a direct model for imitation and instead focuses on recent research on the importance of phronesis. Phronesis is understood as a type of moral ‘know how’ expertise that is supported by a variety of abilities, from emotional maturity, to self-reflection, to an empathic understanding of what moves others, to an ability to see beyond the surface and (...)
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  20. Phronesis as Ethical Expertise: Naturalism of Second Nature and the Unity of Virtue.Mario De Caro, Maria Silvia Vaccarezza & Ariele Niccoli - 2018 - Journal of Value Inquiry 52 (3):287-305.
    This paper has a twofold aim. On the one hand, we will discuss the much debated question of the source of normativity (which traditionally has nature and practical reason as the two main contenders to this role) and propose a new answer to it. Second, in answering this question, we will present a new account of practical wisdom, which conceives of the ethical virtues as ultimately unified in the chief virtue of phronesis, understood as ethical expertise. To do so, we (...)
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  21. Foot’s Grammar of Goodness.Micah Lott - 2018 - In Philippa Foot on Goodness and Virtue. Palgrave MacMillan. pp. 257-275.
    In her Natural Goodness, Philippa Foot argues both that a distinctive grammar of goodness applies to living things generally, and that moral goodness in human beings is a special instance of natural goodness. My goal in this chapter is to provide a sympathetic interpretation of Foots’ grammar of goodness, clarifying and expanding it in a few places, and defending it against some objections. I begin by sketching Foot’s grammar. As I understand it, that grammar includes four main notions: 1) THE (...)
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  22. Maszyny, cnoty i "dżihad butleriański".Piotr Machura - 2018 - Śląskie Studia Historyczno-Teologiczne 51 (2).
    Przedmiotem artykułu jest rozważenie znaczenia zmian, jakie dla form działania podmiotowego (duchowości) mają zmiany technologicznie. Przyjmując, że pewne punkty zaczepienia takiej refleksji dostępne są w popkulturowych formach oswajania postępu, jako osiowe wybieram pojęcie „dżihadu buteriańskiego” z powieści Diuna Franka Herberta, scalające kilka istotnych aspektów tak rozwoju technicznego, jak i refleksji nad nim. W części pierwszej, koncentrując się na drugim składniku tego wyrażenia, omawiam pogląd Samuela Butlera oraz wskazuję na znaczenie wystąpienie luddystów w początkach XIX w. W części drugiej rozwijam ten (...)
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  23. Introduction: Virtue's Reasons.Noell Birondo & S. Stewart Braun - 2017 - In Noell Birondo & S. Stewart Braun (eds.), Virtue's Reasons: New Essays on Virtue, Character, and Reasons. New York: Routledge. pp. 1-7.
    Over the past thirty years or so, virtues and reasons have emerged as two of the most fruitful and important concepts in contemporary moral philosophy. Virtue theory and moral psychology, for instance, are currently two burgeoning areas of philosophical investigation that involve different, but clearly related, focuses on individual agents’ responsiveness to reasons. The virtues themselves are major components of current ethical theories whose approaches to substantive or normative issues remain remarkably divergent in other respects. The virtues are also increasingly (...)
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  24. Teach the Children Well: On Virtue and its Benefits.Michelle Mason - 2017 - Journal of Moral Philosophy 14 (6):734-760.
    What connection (if any) is there between living well, in the sense of living a life of ethical virtue, and faring well, in the sense of living a life that is good for the agent whose life it is? Philosophical arguments that attempt to defend a connection between exercising the virtues and living a good life typically display two commitments: first, a commitment to addressing their answer to the person whose life is in question and, second, a commitment to showing (...)
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  25. Supplementing Virtue: The Case for a Limited Theological Transhumanism.Adam M. Willows - 2017 - Theology and Science 15 (2):177-187.
    This paper considers the prospect of moral transhumanism from the perspective of theological virtue ethics. I argue that the pursuit of goodness inherent to moral transhumanism means that there is a compelling prima facie case for moral enhancement. However, I also show that the proposed enhancements would not by themselves allow us to achieve a life of virtue, as they appear unable to create or enhance prudence, the situational judgement essential for acting in accordance with virtue. I therefore argue that (...)
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  26. The psychology of virtue education.Nafsika Athanassoulis - 2016 - In From Personality to Virtue. pp. 207-228.
    In this chapter I want to take up the specific question of the relationship between moral education and empirical findings in psychology. I will argue that moral education programmes are theoretically possible and would benefit in their practical application from empirical research already in existence in psychology. I will argue that situationism does not pose a threat for moral education, properly conceived, and that, in fact, educators can and should make use of situational factors. It strikes me that much of (...)
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  27. Practical Skills and Practical Wisdom in Virtue.Matt Stichter - 2016 - Australasian Journal of Philosophy 94 (3):435-448.
    ABSTRACTThis paper challenges a frequent objection to conceptualizing virtues as skills, which is that skills are merely capacities to act well, while virtues additionally require being properly motivated to act well. I discuss several cases that purport to show the supposed motivational difference by drawing our attention to the differing intuitions we have about virtues and skills. However, this putative difference between virtue and skill disappears when we switch our focus in the skill examples from the performance to the performer. (...)
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  28. Virtue, Perception and Reality. Virtue ethics between cultural sensitivity and relativism.Andreas Trampota - 2016 - In Jochen Schmidt & Idris Nassery (eds.), Moralische Vortrefflichkeit in der pluralen Gesellschaft. Tugendethik aus philosophischer, christlicher und muslimischer Perspektive. Paderborn: Schöningh. pp. 133-150.
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  29. Bridging the Gap Between Aristotle's Science and Ethics.Devin Henry & Karen Margrethe Nielsen (eds.) - 2015 - Cambridge, United Kingdom: Cambridge University Press.
    This book consolidates emerging research on Aristotle's science and ethics in order to explore the extent to which the concepts, methods, and practices he developed for scientific inquiry and explanation are used to investigate moral phenomena. Each chapter shows, in a different way, that Aristotle's ethics is much more like a science than it is typically represented. The upshot of this is twofold. First, uncovering the links between Aristotle's science and ethics promises to open up new and innovative directions for (...)
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  30. How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution.Nicholas Maxwell - 2014 - Exeter: Imprint Academic.
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...)
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  31. Does Philosophy Betray Both Reason and Humanity?Nicholas Maxwell - 2013 - The Philosophers' Magazine 62 (62):17-18.
    A bad philosophy of inquiry, built into the intellectual/institutional structure of universities round the world, betrays both reason and humanity.
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  32. How to Create a Better World: Bring about a Revolution in Universities.Nicholas Maxwell - 2013 - Discussion Blog.
    In order to create a better world we need to bring about a revolution in universities so that they become devoted to helping humanity learn how to make progress towards as good a world as possible.
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  33. Cultivating Practical Wisdom.Jason Swartwood - 2013 - Dissertation, University of Minnesota
    Practical wisdom (hereafter simply “wisdom”) is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live and conduct herself. Because wisdom is such an important and high-level achievement, we should wonder: what is the nature of wisdom? What kinds of skills, habits and capacities does it involve? Can real people actually develop it? If so, how? I argue that we can answer these questions by modeling wisdom on expert decision-making skill in complex areas (...)
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  34. Wisdom as an Expert Skill.Jason D. Swartwood - 2013 - Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
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  35. Replies to Criticisms and Comments.Nicholas Maxwell - 2012 - Dialogue and Universalism 22 (3):133-152.
    This article consists of my replies to criticisms of and comments on a talk I gave at the Polish Academy of Sciences, Warsaw, Poland, in 2011. My original talk was called "The Menace of Science without Civilization: From Knowledge to Wisdom": for the text. In my talk I argued that our extraordinarily successful pursuit of scientific knowledge and technology has vastly increased our power to act, without increasing our power to act wisely. This puts us into a situation of unprecedented (...)
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  36. The Menace of Science without Wisdom.Nicholas Maxwell - 2012 - Ethical Record 117 (9):10-15.
    We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to be to help humanity (...)
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  37. A Revolution in Universities.Nicholas Maxwell - 2012 - Bedales Association and Old Bedalian Newsletter:19.
    For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological (...)
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  38. The Berlin Wisdom Paradigm: A Conceptual Analysis of a Psychological Approach to Wisdom.Konrad Banicki - 2009 - History and Philosophy of Psychology 11 (2):25-35.
    The main purpose of this article is to undertake a conceptual investigation of the Berlin Wisdom Paradigm: a psychological project initiated by Paul Baltes and intended to study the complex phenomenon of wisdom. Firstly, in order to provide a wider perspective for the subsequent analyses, a short historical sketch is given. Secondly, a meta-theoretical issue of the degree to which the subject matter of the Baltesian study can be identified with the traditional philosophical wisdom is addressed. The main result yielded (...)
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  39. Attention, Self, and The Sovereignty of Good.Christopher Mole - 2007 - In Anne Rowe (ed.), Iris Murdoch: A reassessment. pp. 72-84.
    Iris Murdoch held that states of mind and character are of the first moral importance, and that attention to one's states of mind and character are a widespread source of moral failure. Maintaining both of these claims can lead to problems in the account of how one could become good. This paper explains the way in which Murdoch negotiated those problems, focusing, in particular on /The Sovereignty of Good/ and /The Nice and The Good/.
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  40. The Benefits of Comedy: Teaching Ethics Through Shared Laughter.Christine James - 2005 - Academic Exchange Extra (April).
    Over the last three years I have been fortunate to teach an unusual class, one that provides an academic background in ethical and social and political theory using the medium of comedy. I have taught the class at two schools, a private liberal arts college in western Pennsylvania and a public regional state university in southern Georgia. While the schools vary widely in a number of ways, there are characteristics that the students share: the school in Pennsylvania had a large (...)
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  41. Mengzi and Virtue Ethics.Bryan Van Norden - 2003 - Journal of Ecumenical Studies 40 (1-2):120-36.
    I want first to present an overview of what I take to be Mengzi's own systematic ethics, which I shall approach as a version of "virtue ethics," and second to examine some of the standard arguments against Mengzi's position. -/- .
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  42. La rinascita dell'etica della virtù.Sergio Volodia Marcello Cremaschi - 2002 - In Franceso Botturi, Francesco Totaro & Carmelo Vigna (eds.), La persona e i nomi dell'essere. Scritti in onore di Virgilio Melchiorre. Volume 1. Milano, Italy: Vita e Pensiero. pp. 565-584..
    I argue that the idea of virtue has become central after the Fifties in both Anglo-Saxon and German moral philosophy and that this revival has come together with recognition of the legitimacy of discussion of issues in normative ethics, something that philosophers both on the Continent and in the Anglo-Saxon world used to overlook in the first half of the twentieth-century. I point at examples such as Stuart Hampshire and Elizabeth Anscombe as proof of the centrality of virtue ethics in (...)
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  43. Tendências neoaristotélicas na ética atual.Sergio Volodia Marcello Cremaschi - 2000 - In Manfredo A. Araújo de Oliveira (ed.), Correntes Fundamentais da Ética Contemporânea. Petrópolis, Brasil: Editora Vozes. pp. 9-30.
    I describe both the German Aristotelian revival and the Anglo-Saxon virtue-ethics approach and argue that there are some reasons why Grotus's dismissal of Aristotelian practical rationality had finally to be overcome. I suggest that such reasons in turn depend on deeper changes in the structure of the building of modern philosophy, first among them those carried by the critique of Cartesian foundationalism staged by such odd bed-fellows as Peirce, Wittgenstein, Husserl, and Heidegger, adding quasi-Thomist such as Anscombe and Geach. This (...)
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  44. Renewing the Moral Life: Some Recent Work in Virtue Theory.Craig Paterson - 2000 - New Blackfriars 81 (952):238-44.
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  45. Is the Wisdom Revolution Underway?Nicholas Maxwell - manuscript
    The world faces grave global problems. These have been made possible by modern science and technology. We have put knowledge-inquiry into academic practice – a seriously irrational kind of inquiry that seeks knowledge and technological know-how dissociated from a more fundamental concern to seek and promote wisdom. We urgently need to bring about a revolution in academic inquiry, so that knowledge-inquiry becomes wisdom-inquiry – a kind of inquiry rationally designed and devoted to helping humanity make progress towards a wiser world. (...)
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